The relationship of foreign students' attitudes to learn Turkish academic violence and subjective well-being at school

This study was carried out to determine whether there is a relationship between the attitudes of foreign students attending primary school towards learning Turkish and their academic perseverance and subjective well-being at school, and to examine the students' attitudes towards learning Turkish and their levels of academic perseverance and subjective well-being at school in terms of various variables. This study was carried out in relational screening model. The study group of the research consists of 225 fourth grade students studying in 17 state schools and 1 private school affiliated to the Antalya Provincial Directorate of National Education. Attitude Scale towards Children Learning Turkish as a Foreign Language, Academic Perseverance Scale, Subjective Well-Being Scale at School for Primary School Students and Personal Information Form were used as data collection tools. Analysis of the research data was carried out using SPSS and LISREL package programs. In the study, the compatibility of the measurement model with the data was used to predict the variables with Confirmatory Factor Analysis (CFA) and to perform the mediation tests with the Structural Equation Model (SEM). After testing the normality of the research data, T-Test and One-Way ANOVA were used for data showing normal distribution, and Mann Whitney U Test and Kruskal Wallis-H Test were used for data that did not show normal distribution. According to the research findings, foreign students studying in primary school: •their attitudes towards learning Turkish are at a moderate level, •their academic perseverance and their subjective well-being at school predict the attitude towards learning Turkish, •according to the gender variable, there was no significant difference between male and female students regarding attitudes towards learning Turkish, subjective well-being at school, school satisfaction sub-dimension, positive emotions at school, negative emotions at school, and there was a significant difference in favor of girls regarding academic perseverance; •according to the school type variable, there is a significant difference in favor of students studying at public schools in their attitudes towards learning Turkish; There was no significant difference between the students studying in public and private schools in terms of academic perseverance, subjective well-being at school, school satisfaction sub-dimension, positive emotions at school and negative emotions at school, •according to the duration of their stay in Turkey, there is no significant difference between the attitudes towards learning Turkish among the students whose duration of stay in Turkey is less than 1 year for 5 years and above, between 1-2 year students for 5 years and above, 3-4 years between students and 5 years and above. There is a difference; In terms of academic perseverance, subjective well-being at school, school satisfaction sub-dimension and school satisfaction sub-dimension, there is a significant difference between students whose duration of stay in Turkey is between 1-2 years and students who are 5 years or more; There was no significant difference between positive emotions at school and negative emotions at school sub-dimensions, •According to the sibling going to school variable, there is a significant difference in favor of the attitudes towards learning Turkish, academic perseverance, subjective well-being at school, school satisfaction sub-dimension, and those who have siblings who go to school; There was no significant difference between having a school-going sibling and not having a school-going sibling in the sub-dimensions of positive emotions at school and negative emotions at school, •According to the variable of the number of individuals speaking Turkish at home, there was no significant difference between the sub-dimensions of attitude towards learning Turkish, academic perseverance, subjective well-being at school and school satisfaction, positive feelings at school and negative feelings at school, •According to the variable of the number of individuals who can read and write Turkish at home, there is no significant difference between the sub-dimensions of academic perseverance towards learning Turkish, subjective well-being at school and school satisfaction, positive emotions at school and negative emotions at school, •According to the variable of academic support for learning Turkish, there is a significant difference in favor of those who receive academic support for the sub-dimensions of academic perseverance, subjective well-being at school, school satisfaction and positive feelings at school; negative feelings at school, there is no significant difference between receiving academic support and not getting academic support, •According to the variable of using Turkish communication tools, it was concluded that there was no significant difference between attitudes towards learning Turkish, school satisfaction, positive emotions at school and negative emotions at school, and there was a significant difference in favor of those who used Turkish communication tools in their subjective well-being. Keywords: Academic Grit, Foreign Student Studying in Primary School, Subjective Well-Being at School, Attitude towards Learning Turkish as a Foreign Language