Writing autonomy in digital environments: Comparison of middle school students' writing autonomy perceptions in print and digital environments

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dc.contributor.authorMaden, Asli
dc.contributor.authorMaden, Sedat
dc.contributor.authorOnal, Aydin
dc.date.accessioned2026-09-01T15:53:09Z
dc.date.available2026-09-01T15:53:09Z
dc.date.issued2026
dc.departmentBayburt Üniversitesi
dc.description.abstractWriting 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.
dc.identifier.doi10.1016/j.actpsy.2026.106503
dc.identifier.issn0001-6918
dc.identifier.issn1873-6297
dc.identifier.orcid0000-0002-0930-9122
dc.identifier.pmid41707351
dc.identifier.scopus2-s2.0-105034050358
dc.identifier.scopusqualityQ1
dc.identifier.urihttp://dx.doi.org/10.1016/j.actpsy.2026.106503
dc.identifier.urihttps://hdl.handle.net/20.500.12403/8540
dc.identifier.volume264
dc.identifier.wosWOS:001695458600001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.language.isoen
dc.publisherElsevier
dc.relation.ispartofActa Psychologica
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20260820
dc.subjectWriting Skills
dc.subjectAutonomy
dc.subjectPsychological Dimension
dc.subjectMiddle School
dc.subjectDigital Environment
dc.titleWriting autonomy in digital environments: Comparison of middle school students' writing autonomy perceptions in print and digital environments
dc.typeArticle

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