Özet:

This research was designed according to the relative scan model, with the aim of determining the relationship between the written narrative skills of primary school students and the level of belief in writing skills. The universe of research consists of 2594 fourth-class students. Based on a 99% confidence level in the universe, 563 students, according to the random sampling technique, make up the sampling of the research. The investigation was carried out in the center of the district. For the determination of the written narrative scores of the students participating in the study, the written narrative evaluation form was used to determine the belief in the authenticity of writing. The data was collected in the spring period in the 2018-2019 educational year. The purpose of the study was explained to the teachers and students, students responded to the data collection tools in the classroom environment within the class hours. The student’s gender and class presence are treated as variable. When the findings achieved in the study were evaluated, it was observed that the students' written narrative scores were close to the high level of the middle level. When the written narrative scores of primary school fourth grade students are assessed by gender variable, girls are more successful than boys. It is also understood that 563 primary school fourth grade students have a high level of beliefs in writing self-capacity; it is understood that there is a low and positive meaningful relationship between writing self-capacity beliefs and written narrative skills. To improve students' written narrative skills, the written texts must be examined by teachers, informed the student about the mistakes made, and supported in the correction.

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