Ayhan, Anıl2020-06-302020-06-302020-062020-062020-06-29http://hdl.handle.net/11693/53911Cataloged from PDF version of article.Thesis (M.S.): Bilkent University, Department of Teaching English as a Foreign Language, İhsan Doğramacı Bilkent University, 2020.Includes bibliographical references (leaves 95-107).The purpose of this study is to examine how repeat and non-repeat students differ in terms of their R-L2MSS, FLCA, and PW. Furthermore, it is investigated how R L2MSS, FLCA, and PW correlate with each other, and what factors can predict student achievement. The survey used in the study was a combination of R-L2MSS (Peker, 2016), FLCAS (Horwitz, Horwitz, & Cope, 1986), and PWS (Adams, Bezner, & Steinhardt, 1997) scales. Participants in the study were 164 students enrolled in an English preparatory school program of a foundation university in Ankara, Turkey. Independent t-tests, Pearson’s correlation tests, and a multiple linear regression test were used to analyse the quantitative data obtained for the current study. Results showed that repeat students had higher levels of PW compared to non repeat students. In addition, correlation tests showed that students with higher OL2S or FL2S had higher levels of FLCA while students with higher IL2S, or better ELE had lower levels of FLCA. FLCA was also found to be the only construct that predicted midterm scores. In line with these findings, implications were provided.x, 131 leaves : charts ; 30 cm.Englishinfo:eu-repo/semantics/openAccessReconceptualised motivational self systemForeign language classroom anxietyPerceived wellnessRepeat and non-repeat studentsThesisB160326