Abstract
The aim of this study is to examine the relationship between fourth-grade primary school students' story-writing skills and their motivation to write. The study group of the research is made up of 165 fourth-grade students. The study was conducted within the framework of the survey model. Within the scope of the research, the Motivation to Write Profile, an assessment tool developed by Codling and Gambrell [7], was used to measure the students' motivation to write, while the 6+1 Analytic Writing and Evaluation Scale adapted to Turkish by Ozkara [26] was used for assessing the students' story-writing skills. In the study, it was determined that female students' writing motivation scores were higher than those of male students and that, moreover, female students' story-writing skills were more developed than those of male students. Furthermore, it was seen that the students' story-writing skills had a significant positive relationship with the value they placed on writing and with their self-efficacy as writers.
Highlights
A story is a narration that deals with events that have happened or might happen within the context of events, place, time and people, with the aim of making reference to a certain idea
The aim of this study is to examine the relationship between fourth-grade primary school students’ story-writing skills and their motivation to write
The scanning model is defined as a research design approach that aims to describe a past or existing situation as it is [16]. This model was selected because it attempts to determine the degree of the relationship between the variables by describing an existing situation
Summary
A story is a narration that deals with events that have happened or might happen within the context of events, place, time and people, with the aim of making reference to a certain idea. The story is a type of writing about which children begin to be curious after a certain age. At the ages of 10-12, children begin to take an increasing interest in this type of writing [34]. This period can be called the age at which children take an interest in real life. Children develop their story comprehension over a period of time in stages, namely by listening to what is narrated to them, by explaining what they have read, and by writing [2,35]. The story occupies an important place in children’s interpretation of what they have read [35]
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