Abstract:
The present study aimed to explore the level of writing anxiety among
adolescents and its relationship with metacognitive writing strategies, and
writing self-efficacy. The sample of the study consisted of (646) students
)296 males ,350 females( from the eighth basic grade, the tenth basic grade,
and the second secondary )GSCE( grade, at Irbid Governorate- Hashemite
Kingdom of Jordan. The sample was selected by the stratified random method.
Three instruments were used )viz.24- item writing anxiety scale, 16-item
metacognitive writing strategies scale,23-item writing self-efficacy scale)
after checking their reliability and validity. The results of the study indicated
that the level of writing anxiety for all the participants was high. Specifically,
the cognitive domain came first followed by the avoidance and the physical
domains which were ranked as moderate. Additionally, the study reported
statistically significant difference (at the level of α = 0.05( between the two
estimated mean scores on each domain of the writing anxiety scale as a whole
and for each domain that is attributed to gender variable in favor of male
students. Further the study showed statistically significant difference (at the
level of α = 0.05( between the two estimated mean scores on each domain of the
writing anxiety scale as a whole and for each domain that is attributed to grade
variable in favor of second secondary grade students )GSCE( as compared to
the mean score estimates of eighth and tenth grade students. Finally, the study
reported the effect of variables )namely; metacognitive writing strategies &
writing self-efficacy) in increasing the prediction of writing anxiety; since
using these strategies )namely; metacognitive( and increasing writing selfefficacy
among the members of the study sample reduces their writing anxiety.