Analysis of the Relationship between Reading and Writing Attitudes of Teacher Candidates and Their Academic Achievements through the Structural Equation Model

Abstract

Reading and writing skills are the main determinants of individuals' educational lives and many
other elements in their lives. The most prominent of the factors directly influencing reading and writing skills
is the attitudes towards these skills. The fact that attitudes have determining impact on behaviors has given rise
to the idea that suitable educational environments should be provided in order to improve attitudes in the
education process. The aim of this research was to investigate the impact of teacher candidates' reading and
writing attitudes on their academic achievements. In this study, designed with the survey method which is one
of the quantitative research methods, hypotheses were tested through the structural equation modeling. The
participants of the research were Classroom Teaching students enrolled at Niğde University, Faculty of
Education in the 2009-2010 Academic Year. The data were collected from people who volunteered to fill the
reading and writing attitude scale, and the working group of the research consisted of a total of 255
participants. It was concluded after the research that teacher candidates' reading attitudes are significant
predictors of their writing attitudes, and that their reading and writing attitudes are not significant predictors of
their academic achievements