Öğrenci Katılım Ölçeğinin Türkçeye Uyarlanması: Geçerlik ve Güvenirlik Çalışması

Yıldırım, Gökhan; Sökmen, Yavuz; Taş, Yasemin; Dilekmen, Mücahit

doi:10.24315/trkefd.364039

Cited by 5 publications

(6 citation statements)

References 22 publications

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“…The Cronbach's alpha internal consistency coefficient was found to be 0.92 for the overall scale. As for the dimensions, the coefficients were determined as .82, .80, .83, .73, respectively (Yıldırım & Kalman, 2017). The scale was found to have acceptable fit indices values related to the model.…”

Section: Data Collection Toolsmentioning

confidence: 99%

“…Exploratory and confirmatory factor analyses were used during the development of the scale. The analysis results suggested that the total variance of the scale is 58.71%, consisting of four dimensions and 20 items (Yıldırım & Kalman, 2017). The first dimension of the scale "forming an effective learning atmosphere" consists of 6 items and explains 15.76% of the total variance; the second dimension "designing the instructional process" includes 6 items and explains 15.57% of the total variance; the third "techno-pedagogical competency" comprises 5 items and explains 14.89% of the total variance and the fourth "understanding the learner" consists of 3 items and explains 12.49% of the total variance (Yıldırım & Klaman, 2017).…”

Section: Data Collection Toolsmentioning

confidence: 99%

“…Preparedness to Teach Scale: The research employed the "Preparedness to Teach Scale", which was developed by Darling-Hammond, Chung and Frelow (2002). This scale, the Turkish adaptation of which was created by Yıldırım and Kalman (2017), was administered to 535 pre-service teachers with the goal of ensuring the validity and reliability. Exploratory and confirmatory factor analyses were used during the development of the scale.…”

Section: Data Collection Toolsmentioning

confidence: 99%

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The Predictive Power of the Pre-Service Teachers’ Self-Efficacy Beliefs upon Their Preparedness to Teach

Aybek¹,

Aslan²

2019

IES

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The aim of this study is to reveal the relationship between pre-service teachers' self-efficacy beliefs and preparedness to teach. In this context, the model of the research is the relational screening model. The sample of the study consisted of 407 fourth grade pre-service teachers who were studying in a state university. Data were collected using three types of data collection tools. These, personal information form, self-efficacy belief scale and being ready for teaching. In the analysis of the data, correlation analysis, descriptive and multiple linear regression analysis were used. As a result of the research, it was determined that the pre-service teachers' readiness and self-efficacy beliefs were high. In the study, it was found that there was a moderately significant and predictive relationship between the pre-service teachers' self-efficacy belief and preparedness to teach. Various suggestions have been made based on the results of the research.

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Section: Data Collection Toolsmentioning

confidence: 99%

Section: Data Collection Toolsmentioning

confidence: 99%

Section: Data Collection Toolsmentioning

confidence: 99%

See 1 more Smart Citation

The Predictive Power of the Pre-Service Teachers’ Self-Efficacy Beliefs upon Their Preparedness to Teach

Aybek¹,

Aslan²

2019

IES

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“…When the literature is examined, the attitude towards STEM (Aydın et al, 2017;Ceylan et al, 2018;Damar et al, 2017) and self-efficacy (Özdemir et al, 2018;Yıldırım et al, 2018). When the literature on student participation is examined, general scales related to student participation are included (Eryılmaz, 2014;Yıldırım et al, 2017). Eryılmaz (2014), in a study aimed to develop a measurement tool to determine the engagement level of university students, examined student engagement in the dimensions of emotional engagement, cognitive engagement, and behavioral engagement.…”

Section: Aujes (Adiyaman University Journal Of Educational Sciences) )mentioning

confidence: 99%

Science Engagement Scale: Adaptation, Validation and Reliability Study

Gürbüz

Firat

Aydın

2020

Adıyaman Üniversitesi Eğitim Bilimleri Dergisi

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In this study, The Math and Science Engagement Scales developed by Wang et al. (2016) was adapted to Turkish in the context of science course and, the validity and reliability studies were conducted. The original version of the scale consists of 4 dimensions and 33 items. These dimensions are; cognitive engagement, behavioral engagement, emotional engagement, and social engagement. During the adaptation phase, the items were translated into Turkish by three experts. The Turkish forms were examined and the draft form of the scale was obtained by the researchers. Then, the two experts of the two languages were examined through the language equivalence expert form for word usage and cultural suitability. The participants of the study consisted of 519 students in 6., 7., and 8. grades studied at two secondary schools in a small scale city in the south east of Turkey during the 2019-2020 academic year. The convenience sampling method was used to determine the participants. Confirmatory factor analysis (CFA) was applied to the data obtained after the implementation. The fit index values obtained as a result of CFA (χ2 / df = 1.75; RMSEA = 0.038; SRMR = 0.049; RMR = 0.072; CFI = 0.98; NFI = 0.96) show that the 4-factor structure of the scale is acceptable. As a result of the reliability analysis, the Cronbach alpha reliability coefficient of the Turkish form of the scale was 0.90 and the Guttman Split-half coefficient was 0.81. Finally, it can be said that the validity and reliability of the 33-item and 4dimensional Turkish form of the scale adapted with this study can be used to determine student engagement in science classes. Add your abstract here.

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“…Çalışanların verimliliği etkileyen önemli unsurlardan birisi de örgüt iklimidir (Arslan, 2004). 1930' lar da çalışılmaya başlanan örgüt iklimi kavramı ancak 1960' lı yıllarda kavramsallaşmaya başlamıştır (Yılmaz ve Altınkurt, 2013). Hawthorne araştırmalarında, araştırmacılar çalışmalarını fiziksel ortamın bireyleri etkileyip etkilemediği üzerine yoğunlaştırmışlar ve bu çalışmalar sonucunda örgüt iklimi konusundaki araştırmalar hız kazanmıştır (Zhang ve Liu, 2010).…”

Section: Introductionunclassified

Öğretmenleri̇n İleti̇şi̇m Beceri̇leri̇ İle Örgütsel İkli̇m Arasindaki̇ İli̇şki̇

Ataç,

Bilgivar

2023

Fırat Üniversitesi Sosyal Bilimler Dergisi

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Bu çalışmanın amacı öğretmenlerin iletişim becerileri ile örgütsel iklim arasında ilişki olup olmadığının ortaya çıkarılmasıdır. Araştırmada nicel araştırma yöntemi ve ilişkisel tarama deseni kullanılmıştır. Araştırmanın çalışma grubu 2021-2022 Eğitim Öğretim yılında İstanbul ili Kartal ilçesinde görev yapmakta olan 351 öğretmenden oluşmaktadır. Elde edilen veriler betimsel istatistik (ortalama, standart sapma), korelasyon ve regresyon analizleri kullanılarak çözümlenmiştir. Bulgular incelediğinde, öğretmenler yöneticilerinin en çok destekleyici müdür davranışı sergilediklerini ifade etmektedirler. Öğretmenler egoyu geliştirici dil kullandıklarında ve empati yaptıklarında yöneticilerin destekleyici davranışları artmakta bunun yanı sıra yöneticilerin kısıtlayıcı ve emredici davranışları azalmaktadır. Yine öğretmenler meslektaşlarının en çok işbirlikçi öğretmen davranışı gösterdiklerini düşünmektedir. Ayrıca öğretmenler meslektaşları ile iletişim esnasında onların eksik yönlerini dile getirirken yeterliliklerini öne çıkarır ve etkin bir şekilde onları dinlediklerini hissettirirlerse işbirlikçi öğretmen davranışları artmaktadır. Öğretmenler egoyu geliştirici dil kullandıklarında meslektaşlarının verimini arttırdıkları sonucuna ulaşılmıştır. Elde edilen bulgulardan hareketle araştırmanın son bölümünde okul yöneticilerine ve öğretmenlere okul içinde olumlu bir örgütsel iklim oluşması için hangi iletişim becerilerini kullanmaları konusunda önerilerde bulunulmuştur.

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Öğrenci Katılım Ölçeğinin Türkçeye Uyarlanması: Geçerlik ve Güvenirlik Çalışması

Cited by 5 publications

References 22 publications

The Predictive Power of the Pre-Service Teachers’ Self-Efficacy Beliefs upon Their Preparedness to Teach

The Predictive Power of the Pre-Service Teachers’ Self-Efficacy Beliefs upon Their Preparedness to Teach

Science Engagement Scale: Adaptation, Validation and Reliability Study

Öğretmenleri̇n İleti̇şi̇m Beceri̇leri̇ İle Örgütsel İkli̇m Arasindaki̇ İli̇şki̇

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