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    Secondary school students' reading culture and ıts role in critical reading self-efficacy perceptions
    (Springernature, 2026) Maden, Asli; Maden, Sedat; Onal, Aydin
    Background This study examines the relationship between secondary school students' reading culture and their critical reading self-efficacy (CRSE), addressing a gap in the literature on affective factors associated with critical literacy. Understanding this relationship is crucial for promoting sustainable reading practices and fostering critical engagement among adolescents. Methods A correlational survey design was employed with 214 secondary school students (ages 11-14) from public schools in T & uuml;rkiye. Data were collected using the Critical Reading Self-Efficacy Scale (19 items, four subdimensions) and the Reading Culture Scale (30 items, multidimensional). Reliability coefficients were satisfactory (alpha = .80 and alpha = .89, respectively). After confirming normality assumptions, Pearson correlation and multiple regression analyses were conducted to examine the relationships between variables. Results Students' mean CRSE scores were above average, while their reading culture levels were moderate. CRSE did not differ significantly by grade level or gender, whereas reading culture levels were higher among Grade 8 students compared to Grade 7. A strong positive correlation was found between CRSE and reading culture (r approximate to .63, p < .001). Multiple regression analysis revealed that reading culture was significantly associated with CRSE, accounting for 39% of the variance. Among the subdimensions, personal development and reading relations and basic reading skills were significantly associated with CRSE, whereas visual reading and book selection were not (p > .05). Conclusions The findings demonstrate a significant relationship between students' reading culture and their CRSE. These results suggest that students with higher levels of reading culture tend to report higher levels of critical reading self-efficacy. Educational programs may benefit from considering activities related to the difficulty and research dimensions of CRSE. Future studies are recommended to examine these relationships across diverse populations using longitudinal or experimental designs.
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    Writing autonomy in digital environments: Comparison of middle school students' writing autonomy perceptions in print and digital environments
    (Elsevier, 2026) Maden, Asli; Maden, Sedat; Onal, Aydin
    Writing autonomy is a key goal in writing education, as it supports the development of independent, motivated, and confident writers. It plays a crucial role in increasing students' engagement, fostering positive attitudes toward writing, and alleviating writing-related anxiety. In this context, examining how different writing environments -print and digital- affect writing autonomy can provide valuable insights for improving writing instruction. This study, designed using a relational survey model, investigated the relationship between writing environments and writing autonomy among 301 middle school students from grades 5 through 8. Data were collected using the Writing Autonomy Scale (Teks & cedil; an & S & uuml;g & uuml;ml & uuml;, 2018) and a researcher-developed Personal Information Form. The study was designed according to the relational survey model, a quantitative research method. The following statistical analyses were employed in the data analysis: arithmetic mean, t-test, one-way analysis of variance, and Pearson correlation analysis. The results showed no significant difference in students' levels of writing autonomy between print and digital environments. In both settings, students demonstrated a moderate level of autonomy that was comparable. Additionally, writing habits were not found to significantly influence autonomy in either environment. However, a positive correlation was identified between students' writing autonomy in print and digital contexts, suggesting consistency in their autonomous writing behaviors across formats. Based on these findings, the study recommends the effective integration of both print and digital tools in writing education to further support the development of students' writing autonomy.