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dc.contributor.advisorPeker, Hilal
dc.contributor.authorToprak Çelen, Esma
dc.date.accessioned2020-06-19T11:52:31Z
dc.date.available2020-06-19T11:52:31Z
dc.date.copyright2020-06
dc.date.issued2020-06
dc.date.submitted2020-06-18
dc.identifier.urihttp://hdl.handle.net/11693/53655
dc.descriptionCataloged from PDF version of article.en_US
dc.descriptionThesis (M.S.): Bilkent University, Department of Teaching English as a Foreign Language, İhsan Doğramacı Bilkent University, 2020.en_US
dc.descriptionIncludes bibliographical references (leaves 80-89).en_US
dc.description.abstractIn this study, it was aimed to investigate the relationship among academic buoyancy, academic resilience, reconceptualized L2 motivational self system, and tertiary level students’ academic achievement. The study was conducted at a public university in Ankara, Turkey. The data were derived from 436 tertiary level students receiving one-year intensive English education to start their studies in their departments. They were required to become proficient in English to gain the right to start their majors. The data were gathered through an adopted survey, and analyzed via SPSS v.25 and SmartPLS v.3.2.9. A new model was created to explain the relationships among the variables through Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings revealed significant relationships between the participants’ academic buoyancy and their midterm average scores as well as between the feared L2 self and academic buoyancy. Also, participants’ ideal L2 selves and English learning experiences were found to be strong predictors of their perseverance. Results were discussed and implications were provided in line with the current findings of the new model.en_US
dc.description.statementofresponsibilityby Esma Toprak Çelenen_US
dc.format.extentx, 118 leaves : charts (color) , 30 cm.en_US
dc.language.isoEnglishen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectAcademic buoyancyen_US
dc.subjectAcademic resilienceen_US
dc.subjectReconceptualized L2 motivational self systemen_US
dc.titleA structural equation model on EFL tertiary level students' academic buoyancy, academic resilience, reconceptualized L2 motivational self system, and their academic achievemeen_US
dc.title.alternativeİngilizceyi yabancı dil olarak öğrenen yükseköğretim düzeyindeki öğrencilerin akademik engellerle mücadele gücü, akademik direnci, yeniden kavramsallaştırılmış ikinci dil motivasyonel benlik sistemi ve akademik başarısı üzerine bir yapısal eşitlik modelien_US
dc.typeThesisen_US
dc.departmentM.A. in Teaching English as a Foreign Languageen_US
dc.publisherBilkent Universityen_US
dc.description.degreeM.S.en_US
dc.identifier.itemidB160315


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