Writing is one of the ways an individual communicates. Writing skills are an integral part of students’ education. Writing skills are a skill based on the cognitive field. As one of the basic components of education, writing is addressed in a multifaceted manner. Anxiety about writing is a common condition. The purpose of this study was to examine the relationship between secondary school students’ writing anxiety, writing attitudes and writing tendencies, and their perception of writing self-efficacy. In the study, a research was conducted with the participation of 503 secondary school students and the data was analyzed with correlation analysis. Since the research will attempt to describe the current situation as it is, the research is structured in the scanning model. According to the results, there is no statistically significant relationship between secondary school students’ writing self-efficacy, writing attitude and writing anxiety and writing tendency. Students’ writing motivation; Writing self-efficacy, writing attitude and writing anxiety positively affect writing tendency. The results of the research are limited to the responses of 503 students.
Writing anxiety, writing attitude, writing tendencies, writing self-efficacy.