Teaching style and personality traits as predictors of socio-affective learning strategies: findings from translation studies students of a private Turkish university

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buir.advisorMichou, Aikaterini
dc.contributor.authorGürbüz, Ezgi Sena
dc.date.accessioned2022-02-04T06:08:32Z
dc.date.available2022-02-04T06:08:32Z
dc.date.copyright2022-02
dc.date.issued2022-02
dc.date.submitted2022-02-02
dc.departmentM.A. in Curriculum and Instructionen_US
dc.descriptionCataloged from PDF version of article.en_US
dc.descriptionThesis (Master's): Bilkent University, The Program Of Curriculum And Instruction, İhsan Doğramacı Bilkent University, 2022.en_US
dc.descriptionIncludes bibliographical references (leaves 51-61).en_US
dc.description.abstractThe present study aimed to investigate to what extent the personality traits and perceived teacher autonomy support of university students related to their preferred affective and social language learning strategies. The study was carried out at an English-speaking private university in Ankara. The participants of the study were 102 students (65% female, 33% male, 2% other) studying Translation and Interpretation in English and French. Bivariate correlation analysis revealed that among students’ personality traits only agreeableness was positively related to students’ affective and social learning strategies. Furthermore, perceived-autonomy support was correlated to both affective and social learning strategies. According to hierarchical regression analysis, only perceived-autonomy support predicted affective learning strategies when both personality traits and perceived-autonomy support were considered as predictors. However, agreeableness personality trait and perceived-autonomy support both positively predicted students’ social learning strategies. The importance of students’ autonomy support for enhancing affective and social learning strategies is highlighted in the implications of the study for curriculum and instruction.en_US
dc.description.degreeM.A.en_US
dc.description.statementofresponsibilityby Ezgi Sena Gürbüzen_US
dc.format.extentix, 69 leaves : charts ; 30 cm.en_US
dc.identifier.itemidB160759
dc.identifier.urihttp://hdl.handle.net/11693/77001
dc.language.isoEnglishen_US
dc.publisherBilkent Universityen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectAffective learning strategiesen_US
dc.subjectSocial learning strategiesen_US
dc.subjectLanguage learning strategiesen_US
dc.subjectSILLen_US
dc.subjectPersonality traitsen_US
dc.subjectBig five inventoryen_US
dc.subjectTeacher autonomy supporten_US
dc.titleTeaching style and personality traits as predictors of socio-affective learning strategies: findings from translation studies students of a private Turkish universityen_US
dc.title.alternativeÖğretim biçimleri ve öğrenci kişilik özelliklerinin sosyo-duyuşsal öğrenme stratejileri üzerindeki yordayıcılığı: özel bir Türk üniversitesi tercümanlık bölümünden bulgularen_US
dc.typeThesisen_US
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