Graduate School of Education
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Browsing Graduate School of Education by Subject "Academic buoyancy"
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Item Open Access English learners’ motivation in higher education programs: instructional and personal correlates(Bilkent University, 2021-01) Aydın, GörkemThis study investigated the motivational factors linked with English language learning motivation in higher education. A systematic review (Study 1) aimed to clarify the complexity of conceptualization and operationalization of motivational concepts in L2 learning in the literature of the English for Academic Purposes (EAP) program and English Preparatory Program (EPP) contexts, and their relation to educational correlates. A prospective study (Study 2) investigated the relation of students’ motivational experience at the beginning (T1) of an eight-week course in EPPs to their academic buoyancy at the end of the course (T2) and achievement in the final exam (T3). In-depth systematic review (Study 1) of 30 articles showed that only 16 articles defined motivation clearly and consistently with a motivational theory, that there was consistency between definitions and measures of motivation in only 17 articles and that there were weaknesses in the methodology of the reviewed studies. Study 2, with 267 students revealed through SEM that students’ T1 need frustration predicted negatively T1 autonomous and positively T1 controlled motivation, which, in turn, predicted positively and negatively, respectively, T2 academic buoyancy. T1 need satisfaction related positively to T2 academic buoyancy. Finally, T2 academic buoyancy mediated the relation between students’ need satisfaction and final achievement while controlled motivation was also negatively related to final achievement. The results of both studies were discussed in terms of improvements of instruction and curriculum changes in EAP programs and EPPs.Item Open Access A structural equation model on EFL tertiary level students' academic buoyancy, academic resilience, reconceptualized L2 motivational self system, and their academic achieveme(Bilkent University, 2020-06) Toprak Çelen, EsmaIn 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.