Türk yükseköğretim öğrencilerinin İngilizce öğreniminde akademik performasları ile başarı duygu durumları arasındaki ilişki

This study aimed to examine the relationship between the academic performance of Turkish university students in the language learning process and their achievement emotions. The study also tried to find out whether students' English language levels had a significant effect on their achievement emotions. Finally, the current study investigated the differences in students' achievement emotions over time (before, during after the exams). For these purposes of the research, the sample of the research was collected from 126 volunteer preparatory class students enrolled in a level-based class in the preparatory program at a foundation university in Istanbul. As the data collection tool, the Test Emotions Questionnaire, which is a part of the Achievement Emotions Questionnaire developed by Pekrun, Goetz, and Frenzel (2005) and adapted into Turkish by Can, Emmioğlu-Sarıkaya, and Bardakçı, and the results of 3 exams administered during the Fall Term were used. The data were analyzed using SPSS-25 and LISREL 8.8 programs. As a result, it was found that there was a statistically significant relationship between the students' academic performance and their test-related emotions. Besides, it was concluded that there was a statistically significant relationship between the students' English language levels and their achievement emotions. Moreover, the results showed that students' achievement emotions differed over time (before, during after the exams), both positively and negatively, depending on their academic performance. Finally, the suggestions for future studies were presented in the research.