This study employed a qualitative research design to explore the writing experiences of middle school students (MSSs) with negative attitudes toward writing. Quantitative data were first collected from 159 MSSs using the attitude scale to identify participants with negative writing attitudes. Subsequently, qualitative data were gathered through semi-structured interviews with 10 MSSs selected via criterion sampling. The data collection process occurred in a middle school in Düzce, Türkiye, during the 2023–2024 academic year. Thematic analysis was used to analyse the qualitative data. The findings revealed four key factors influencing the writing experiences of MSSs with negative attitudes. Student-related factors showed that students expressed a lack of interest and motivation in writing, often perceiving it as burdensome. Environmental factors indicated that students preferred writing at school with their peers rather than at home, highlighting the social aspect of writing. Teacher-related factors revealed that while Turkish language teachers provided support, other teachers' lack of encouragement negatively influenced students' attitudes. Finally, parental factors demonstrated that limited parental support due to various reasons, such as work commitments or family dynamics, further discouraged students from engaging in writing.

Negative writing attitude, writing experience, high school students