Abstract:

The study aims to examine the writing motivation of primary school fourth-grade students. In the study, survey design, which is one of the quantitative research methods, was used. The sample consisted of 582 primary school fourth-grade students living in the center, villages, and towns of a city located in the Central Black Sea Region of Turkey in the 2018-2019 academic year. Data collection tools were The Elementary School Motivation Scale and the student information form. Analysis of the data was performed using the SPSS 22 software. To determine the demographic characteristics of the students, descriptive statistics were used. To test the differences in the participants’ writing motivation mean scores, t-test and one-way ANOVA analyzes were employed. The findings showed that the participants’ mean scores of intrinsic motivation in writing were higher than their extrinsic motivation, that the sub-dimensions of their writing motivation had reciprocal relationships, that the female students had higher levels of intrinsic motivation in writing than the male students, that the students who read books daily had higher levels of intrinsic motivation in writing than those who read a little or never. It was also determined that daily reading had an effect size of .11 on writing motivation. No difference was found in the students’ writing motivation in terms of pre-school education and parental education levels. It was concluded that the fourth-grade students had intrinsic motivation in maintaining or performing their writing activities.

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