Öğrencilerin Öz-Düzenleme Stratejileri, Motivasyonel İnançları ve İngilizceye Yönelik Tutumları ile İngilizce Akademik Başarıları Arasındaki İlişki
The Relationship Between Vocational and Technical High School Students’ English Academic Success With Their Self Regulated Strategies, Motivational Beliefs and Attitude Towards English

Summary/Abstract: The aim of this study is to examine whether Vocational and Technical Anatolian High School students' self-regulation strategies, motivational beliefs and attitudes towards English significantly predict their English academic achievement. Correlational survey model was used in this study and the population of research consisted of 2858 students attending all grade levels in four different types of Vocational and Technical Anatolian High School in Salihli district of Manisa province. A total of 958 students were randomly selected by 30 per cent of the number of students from each school and appropriate data were obtained from 812 students. In the study, the "Motivational Strategies for Learning Scale" was used to collect data on the self-regulation strategies and motivational beliefs of Vocational and Technical Anatolian High School students, and the "Attitude Towards English Course Scale" was used to obtain data on these students' attitudes towards English course. In addition, students’ grade points average was used as English class acheievement. In data analysis, mean, standard deviation, frequency distributions, kurtosis and skewness values, t-test, analysis of variance (ANOVA), Pearson Correlation Analysis and linear regression analysis were done. According to the findings of the study, self-regulation strategies, motivational beliefs and attitude towards English course were found to predict English achievement significantly. Together these three variables explain 24.1% of the variance in English academic achievement. In addition, The strongest effect of self-efficacy (t=5,454; p>0,001), followed by test anxiety (t=4,309; p>0,001), interest (t=3,345; p>0,001) and importance (t=2,623; p>0,01) variables were found to have a more significant effect in explaining academic achievement in English.

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