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dc.contributor.advisorPeker, Hilal
dc.contributor.authorAyhan, Anıl
dc.date.accessioned2020-06-30T13:48:08Z
dc.date.available2020-06-30T13:48:08Z
dc.date.copyright2020-06
dc.date.issued2020-06
dc.date.submitted2020-06-29
dc.identifier.urihttp://hdl.handle.net/11693/53911
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 95-107).en_US
dc.description.abstractThe purpose of this study is to examine how repeat and non-repeat students differ in terms of their R-L2MSS, FLCA, and PW. Furthermore, it is investigated how R L2MSS, FLCA, and PW correlate with each other, and what factors can predict student achievement. The survey used in the study was a combination of R-L2MSS (Peker, 2016), FLCAS (Horwitz, Horwitz, & Cope, 1986), and PWS (Adams, Bezner, & Steinhardt, 1997) scales. Participants in the study were 164 students enrolled in an English preparatory school program of a foundation university in Ankara, Turkey. Independent t-tests, Pearson’s correlation tests, and a multiple linear regression test were used to analyse the quantitative data obtained for the current study. Results showed that repeat students had higher levels of PW compared to non repeat students. In addition, correlation tests showed that students with higher OL2S or FL2S had higher levels of FLCA while students with higher IL2S, or better ELE had lower levels of FLCA. FLCA was also found to be the only construct that predicted midterm scores. In line with these findings, implications were provided.en_US
dc.description.statementofresponsibilityby Anıl Ayhanen_US
dc.format.extentx, 131 leaves : charts ; 30 cm.en_US
dc.language.isoEnglishen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectReconceptualised motivational self systemen_US
dc.subjectForeign language classroom anxietyen_US
dc.subjectPerceived wellnessen_US
dc.subjectRepeat and non-repeat studentsen_US
dc.titleInvestigation of the reconceptualized L2 motivational self system, foreign language classroom anxiety, perceived wellness, and achievement of repeat and non-repeat studentsen_US
dc.title.alternativeKur tekrarı yapan ve yapmayan öğrencilerin yeniden kavramsallaştırılmış ikinci dil motivasyonel benlik sisteminin, yabancı dil sınıf kaygısının, algılanan sağlığının, ve başarısının araştırılmasıen_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.itemidB160326


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