The Role of Grade and Gender on the Effect of Reading Anxieties of 6th, 7th and 8th Grade Students regarding their Attitudes towards Turkish Course

In this research, it is aimed to analyze the role of grade and gender variables on the effects of reading anxieties of 6th, 7th and 8th grade students on their attitudes towards Turkish course through structural equation modeling. In the research carried out by the relational screening model, the study group formed by simple random sampling consisted of 409 6th, 7th and 8th grade students. “Reading Anxiety Scale” developed by Melanl？o？lu (2014) and “Attitude Scale Towards Turkish Course” developed by ünal and K？se (2014) were used in the collection of the data. Data were analyzed by structural equation modeling and SPSS 23 and AMOS 22.0 software were used in the analysis of data. In the study, central tendency and distribution measures (frequency, percentage, mean, kurtosis and skewness) were calculated for descriptive statistics and demographic variables. The Maximum Likelihood method has been preferred in predicting the parameters related to the models formed to examine the role of grade and gender on the effect of participants' reading anxieties regarding the attitudes towards Turkish course. As a result of the analysis, the goodness of fit indices of χ2/df, CFI, GFI, TLI, NFI, IFI, RMSEA and SRMR were used in examining the goodness of fit values. As a result of the research, it has been found that hypothesis models were valid and reading anxiety explained 5% of the attitudes towards Turkish course. Besides, it has also been determined that reading anxiety explained the 5%, 4%, 3% of attitudes towards Turkish course in 6th, 7th and 8th grades respectively, while it explained 9% of it in the model formed for male students and 5% in the model created for female students