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dc.contributor.advisorMichou, Aikaterini
dc.contributor.authorVaezi, Kimiya
dc.date.accessioned2020-12-25T09:14:15Z
dc.date.available2020-12-25T09:14:15Z
dc.date.copyright2020-12
dc.date.issued2020-12
dc.date.submitted2020-12-24
dc.identifier.urihttp://hdl.handle.net/11693/54855
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 68-79).en_US
dc.description.abstractThis study investigated first and second grade students’ peer-relatedness, quality of L2 motivation, and their agentic and behavioral engagement in Turkish EFL classrooms. Students’ sense of relatedness was measured through the Relatedness to Social Partner Questionnaire (Furrer & Skinner, 2003), which was presented orally to students. Students’ quality of motivation was assessed with a Thematic Apperception Test-Like (TAT-Like) projective measure (Katz, Assor, & Kanat-Maymon, 2008) in one on one interviews with students. Their agentic and behavioral engagement were measured through a short survey adapted from the Behavioral Engagement Questionnaire (Skinner, Wellborn, & Connell, 1990), which was filled by EFL teachers. Therefore, a mixed method and corss-informant assessment was adopted. The sample included 62 first and second grade students along with eight EFL teachers from five private schools in Ankara, Turkey. Students participated from 10 different EFL classrooms. Logistic regression analysis showed that these students’ sense of peer relatedness was positively and significantly related to their autonomous motivation in EFL lessons. There was not any significant relation among students’ sense of peer relatedness and their agentic and behavioral engagement. Similarly, no significant relation was found among students’ quality of L2 motivation and their agentic and behavioral engagement. Supplementary analyses (non-parametric 2-independent Mann Whitney U Tests) showed that students with only autonomous motivation do not differ from students with only controlled motivation in their agentic and behavioral engagement. The findings of the study underscore the importance of the social environment in the elementary EFL classroom for young students’ quality of motivation.en_US
dc.description.statementofresponsibilityby Kimiya Vaezien_US
dc.format.extentx, 87 leaves : illustrations ; 30 cm.en_US
dc.language.isoEnglishen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectPeer relatednessen_US
dc.subjectAutonomous motivationen_US
dc.subjectControlled motivationen_US
dc.subjectAgentic engagementen_US
dc.subjectBehavioral engagementen_US
dc.titlePeer- relatedness in elementary EFL classes: its relation to student motivation and academic engagementen_US
dc.title.alternativeYabancı dil olarak İngilizce dersinde akran ilişkisi: öğrenci motivasyonu ve akademik katılımla olan bağıntısıen_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.itemidB136453


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