Abstract
The aim of the study was to examine the relationships between achievement emotions, epistemic curiosity, and graded performance regarding English courses of undergraduate students in English preparatory classes. Exploratory correlational design was adopted in the study. A total of 475 undergraduate students in English preparatory classes voluntarily participated in the study. The findings showed that graded performance regarding English courses was significantly and positively predicted by both curiosity as a feeling of deprivation and curiosity as a feeling of interest. The findings also showed that graded performance regarding English courses was significantly, yet negatively predicted by anxiety and boredom.
Highlights
With the increasing extent of communication among countries, which cannot be compared to the past, the requirement and importance of learning a foreign language is understood more in Turkey with each passing day (Koru & Åkesson, 2011)
It can be argued that it is important to focus on the individual differences variables that are related to the graded performance regarding English classes and learning English
Considerable research carried out in this context in the relevant literature. Findings from these studies showed that important individual difference variables such as achievement goals (Pintrich & Schunk, 1996) perceived instrumentality and future time perspective (Özçetin & Eren, 2010) are significantly and positively associated with graded performance regarding English classes
Summary
With the increasing extent of communication among countries, which cannot be compared to the past, the requirement and importance of learning a foreign language is understood more in Turkey with each passing day (Koru & Åkesson, 2011). According to the TOEFL (Test of English as a Foreign Language) exam results for the year 2012, Turkey ranks 116th together with Ethiopia, and Sudan in the list where there are 162 countries (Educational Testing Service, 2016). Considerable research carried out in this context in the relevant literature Findings from these studies showed that important individual difference variables such as achievement goals (Pintrich & Schunk, 1996) perceived instrumentality (student perception on the value of a course serving the purpose/utility value of achieving their future-related goals) and future time perspective (Özçetin & Eren, 2010) are significantly and positively associated with graded performance regarding English classes
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
