Browsing by Subject "Academic buoyancy"

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Open Access
Born to be an English speaker: motivational pathways of fixed mindset to success in EFL
(Sveuciliste u Zagrebu * Uciteljski Fakultet, 2024-06-21) Maden, Sinem; Peker, H.; Michou, A.
Several maladaptive motivational pathways to success have been investigated in foreign language (L2) learning. However, the links between a fixed mindset and academic success through language selves and academic buoyancy in English Preparatory Programs (EPP) of English Medium Instruction (EMI) universities have not been researched. Although the L2 Motivational Self System (L2MSS; Dörnyei, 2005) has been extensively used to describe L2 learners’ motivation, its links with important motivational constructs such us students’ mindset and academic buoyancy in the prediction of success have not been studied to fully describe L2 learners’ motivational pathways to success. In the present study, carried out on a sample of 343 Turkish EPP learners and through partial least squares structural equation modelling (PLSSEM), we identified the following maladaptive pathways: learners’ fixed mindset was related to their ought-to and feared L2 selves (Peker, 2016, 2020) positively and to their ideal L2 self and academic buoyancy negatively. Academic buoyancy and academic success were positively related. Significant negative indirect relationships between fixed mindset and academic buoyancy through L2 selves were identified in addition to significant negative indirect relationships between fixed mindset and academic success through L2 selves and academic buoyancy. We discuss EPP students’ motivational mechanisms in terms of their implications for facilitating their success.
Open Access
English learners’ motivation in higher education programs: instructional and personal correlates
(2021-01) Aydın, Görkem
This 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.
Open Access
Fixed mindset, achievement goals, reconceptualized L2 motivational self system, academic buoyancy, resilience and success of English preparatory program students at Turkish EMI Universities: a structural equation modeling study
(2024-09) Tuna, Sinem Maden
Motivation has not yet been fully explored as an integrative construct comprising complementary aspects from various motivational theories that, together, can more effectively predict student success in learning English as a foreign language (EFL). This gap in the literature limits our understanding of what drives English learners to be resilient, buoyant, and ultimately succeed. In this correlational study, I used Partial Least Squares Structural Equation Modeling (PLS-SEM) to examine the relationship between a fixed mindset and academic success, mediated either by achievement goals (Model 1) or L2 motivational selves (Model 2), along with academic resilience and buoyancy, in English Preparatory Programs (EPPs). Data were collected from 343 students enrolled in EPPs at four English-Medium Instruction (EMI) universities in Türkiye. The findings revealed fixed mindset was positively related to mastery avoidance and performance avoidance goals similar to ought-to L2 self and feared L2 self. On the other hand, the relation among fixed mindset, ideal L2 self, and academic resilience was negative. Moreover, academic success has a positive relation with academic buoyancy, but negative relation with feared L2 self. Additionally, while students' ideal L2 selves were similar to their approach goals, their feared L2 selves were similar to avoidance goals in terms of relations to resilience and buoyancy. The implications are provided in light of the newly developed models.
Open Access
Self-determined motivation and academic buoyancy as predictors of achievement in normative settings
(The British Psychological Society, 2020) Aydın, Görkem; Michou, Aikaterini
Background Academic buoyancy (Martin & Marsh, 2006, Oxford Review of Education, 35, 353; 2008, Journal of School Psychology, 46, 53) is students’ competence to respond effectively to academic daily setbacks and is considered an optimal characteristic of students’ functioning related to achievement. From the self‐determination theory perspective (Ryan & Deci, 2017, American Psychologist, 55, 68), satisfaction of the need for autonomy, competence, and relatedness and autonomous forms of motivation relate to students’ optimal functioning in schooling. Aims We investigated (1) whether students’ end‐of‐course (T2) academic buoyancy in the normative environment of English preparatory programmes (EPP) is predicted by their beginning‐of‐course (T1) need satisfaction or frustration and autonomous or controlled motivation (i.e., high or low self‐determined motivation), and (2) whether students’ T2 academic buoyancy mediates the relation between students’ T1 self‐determined motivation and final (T3) academic achievement. Sample In T1 and T2, 267 students (Mage = 19.11, SD = 1.28) attending three EPPs in Ankara, Turkey, participated in the study. Method A prospective design was used, data were collected through self‐reports, and SEM was conducted to test the hypotheses. Results Students’ T1 need frustration negatively predicted T1 autonomous motivation and positively predicted T1 controlled motivation, which (respectively) positively and negatively predicted 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. Conclusion Students’ high need satisfaction and low need frustration as well as high autonomous and low controlled motivation could support students’ buoyancy and achievement in the normative settings of EPP.
Open Access
A structural equation model on EFL tertiary level students' academic buoyancy, academic resilience, reconceptualized L2 motivational self system, and their academic achieveme
(2020-06) Toprak Çelen, Esma
In 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.