A structural equation model on EFL tertiary level students' academic buoyancy, academic resilience, reconceptualized L2 motivational self system, and their academic achieveme
| buir.advisor | Peker, Hilal | |
| dc.contributor.author | Toprak Çelen, Esma | |
| dc.date.accessioned | 2020-06-19T11:52:31Z | |
| dc.date.available | 2020-06-19T11:52:31Z | |
| dc.date.copyright | 2020-06 | |
| dc.date.issued | 2020-06 | |
| dc.date.submitted | 2020-06-18 | |
| dc.description | Cataloged from PDF version of article. | en_US |
| dc.description | Thesis (M.S.): Bilkent University, Department of Teaching English as a Foreign Language, İhsan Doğramacı Bilkent University, 2020. | en_US |
| dc.description | Includes bibliographical references (leaves 80-89). | en_US |
| dc.description.abstract | 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. | en_US |
| dc.description.provenance | Submitted by Betül Özen (ozen@bilkent.edu.tr) on 2020-06-19T11:52:31Z No. of bitstreams: 1 10337118.pdf: 1427814 bytes, checksum: 96f1ce2749aaddc9b1176c49f62a39eb (MD5) | en |
| dc.description.provenance | Made available in DSpace on 2020-06-19T11:52:31Z (GMT). No. of bitstreams: 1 10337118.pdf: 1427814 bytes, checksum: 96f1ce2749aaddc9b1176c49f62a39eb (MD5) Previous issue date: 2020-06 | en |
| dc.description.statementofresponsibility | by Esma Toprak Çelen | en_US |
| dc.format.extent | x, 118 leaves : charts (color) , 30 cm. | en_US |
| dc.identifier.itemid | B160315 | |
| dc.identifier.uri | http://hdl.handle.net/11693/53655 | |
| dc.language.iso | English | en_US |
| dc.rights | info:eu-repo/semantics/openAccess | en_US |
| dc.subject | Academic buoyancy | en_US |
| dc.subject | Academic resilience | en_US |
| dc.subject | Reconceptualized L2 motivational self system | en_US |
| dc.title | A structural equation model on EFL tertiary level students' academic buoyancy, academic resilience, reconceptualized L2 motivational self system, and their academic achieveme | en_US |
| dc.title.alternative | İngilizceyi yabancı dil olarak öğrenen yükseköğretim düzeyindeki öğrencilerin akademik engellerle mücadele gücü, akademik direnci, yeniden kavramsallaştırılmış ikinci dil motivasyonel benlik sistemi ve akademik başarısı üzerine bir yapısal eşitlik modeli | en_US |
| dc.type | Thesis | en_US |
| thesis.degree.discipline | Teaching English as a Foreign Language | |
| thesis.degree.grantor | Bilkent University | |
| thesis.degree.level | Master's | |
| thesis.degree.name | MA (Master of Arts) |