The relationship between language mindsets achievement emotions and success in English lessons of high school students

In this study, the relationship of each variable between the mindsets, achievement emotions and academic success of high school students in English lessons were examined. The population of the research was composed of 1032 students in Anatolian High Schools, Science High School, Social Sciences High school in Bolu province in 2020-2021 education year.The data of the mindsets of students were gathered through 'Language Mindset Inventory (LMI) Scale' which was developed by Lou and Noels (2016) and was adapted to Turkish by Eren and Rakıcıoğlu-Söylemez (2020); the data of the students' achievement emotions were gathered through Achievement Emotions Questionaire which was developed by Pekrun, Goetz, Frenzel (2007) and was adapted to Turkish by Eren and Özsaray (2016). The academic achievement levels of the English lesson were obtained by the plot study of which the validity and reliability were pretested. The research continued with the data of 980 people after extreme values were discarded. To analyze the data, LISREL, SPSS 24 and MPLUS 8 programs were used. The design of the research was the Explanatory Correlational Design. The result of the research was that; there was a low negative correlation between students' success and enjoyment, boredom, shame and pride; on the other hand, a moderately significant relationship with anxiety was found. It was also found that Fixed Second Language Ability Beliefs (l2b entity) and Incremental Second Language Ability Beliefs (l2b incremental) of Foreign Language mindsets predicted students' success in lessons, but Fixed General Language Intelligence Beliefs (glb entity), Incremental General Language Intelligence Beliefs (glb incremental), Fixed Age Sensitivity Beliefs in Language Learning (asb entity) and Incremental Age Sensitivity Beliefs in Language Learning (asb incremental) didn't predict students' success. As a result of the analyses, it was detected that the relationship between anxiety and their second language achievement was fully mediated by Fixed Second Language Beliefs (l2b entity).