The predictors of exam performance of Kazakh university students and secondary school pupils learning Turkish

Abstract The present study investigates the effect of sociobiographical, emotional, attitudinal characteristics and teacher perceptions 275 Kazakh secondary school pupils 317 university students on their exam performance in Turkish as a foreign language (FL). Multiple regression analyses reveal that results are predicted by gender, participant’s age, attitude towards FL Classroom Anxiety. A very different picture emerges for students, where level, Enjoyment, Anxiety teacher’s age explain more than twice much variance. scores both groups thus underpinned sets complex interactions between multiple learner-internal learner-external variables emotions is stronger among learners.