THE MODERATING ROLE OF TRAIT ANXIETY IN THE IMPACT OF SELF-CONCORDANCE ON ACADEMIC SUCCESS

Abstract

Author(s): Emine KALE, Senem ETYEMEZ

Self-concordance discusses the reasons of motivation for the goals that individuals want to realize from four angles (external, introjected, identified and intrinsic). The aim of this study is to find out the impact of self-concordance dimensions on academic success and examine the moderating role of trait anxiety in the impact of these dimensions on academic success. This study was conducted on Tourism Faculty students at Nev?ehir Hac? Bekta? Veli University. In the study, the data was collected with questionnaire technique. At the end of the study, 394 applicable questionnaires were obtained. According to the findings of the study, it was determined that high self-concordance (identified, intrinsic) is more effective on academic success than low self-concordance (external, introjected). It was determined that trait anxiety has moderating role in the impact of external self-concordance on academic success, however the role of trait anxiety cannot be determined in the impact of introjected, identified and intrinsic self-concordance on academic success.

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