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THE EFFECTS OF ARCS MOTIVATIONAL MODEL ON STUDENT MOTIVATION TO LEARN ENGLISH

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dc.contributor.authorKeçik, İlknur
dc.contributor.authorİlknur Keçik
dc.contributor.orcid0000-0002-0555-7743
dc.contributor.orcid0000-0001-9764-4432
dc.date.accessioned2025-11-13T10:35:32Z
dc.date.issued2017-01-20
dc.identifier.doihttps://doi.org/10.5281/zenodo.254605
dc.identifier.openalexW4291974260
dc.identifier.urihttps://hdl.handle.net/11421/4640
dc.identifier.urihttps://doi.org/10.5281/zenodo.254605
dc.language.isoen
dc.relation.ispartofZenodo (CERN European Organization for Nuclear Research)
dc.rightsopenAccess
dc.subjectPsychology
dc.subjectMathematics education
dc.subjectMotivation to learn
dc.subjectIntrinsic motivation
dc.subjectSocial psychology
dc.subject.sdg4
dc.titleTHE EFFECTS OF ARCS MOTIVATIONAL MODEL ON STUDENT MOTIVATION TO LEARN ENGLISH
dc.typeArticle
dspace.entity.typePublication
local.authorid.openalexA5065067809

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