Psikolojik Ölçme Aracı Uyarlama

Deniz, Kaan Zülfikar

doi:10.1501/egifak_0000000158

Cited by 38 publications

(52 citation statements)

References 1 publication

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“…Linguistic equivalence study was conducted with on 33 juniors studying at English Language Teaching department by the method of bi-lingual pattern (Deniz, 2007). After a high level positive correlation was observed between the source and target language of the scale, construct validity study was initiated.…”

Section: Methodsmentioning

confidence: 99%

The adaptation of Academic Major Satisfaction Scale to Turkish: The validity and reliability study

Erdoğan

Arsal

2015

HumanSciences

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Academic Major Satisfaction Scale (AMSS) was developed by Nauta (2007) with the aim of measuring the academic major satisfaction of students. The aim of this study is to examine the validity and reliability of the Turkish form of Academic Major Satisfaction Scale. The sample of the study consists of 321 college students studying at different departments of a state university at Western Black Sea part of Turkey. The construct validity of the scale, item analysis, test-retest and Cronbach Alpha internal consistency reliability coefficients were calculated in the study. The obtained data were analyzed by SPSS 20 and LISREL 8.7. Results and Conclusions: The studies were administered to 33 college students with one-week interval with the aim of determining linguistic equivalence, and the correlation between these studies were calculated as .76. In the study being administered to 267 college students for the construct validity of the scale, exploratory and confirmatory factor analysis was conducted in order to determine the factor structure of AMSS. The results of the factor analysis revealed that the scale has one-dimensional structure as in the original form. Cronbach Alpha internal consistency coefficient for AMSS was found .83 and the coefficient ω designed for congeneric measurements was calculated and found to .835. Test-retest reliability coefficient was found .94. It was seen that the one-dimensional model fit well in the confirmatory factor analysis (x²=17. 34, sd=7, p=.015, RMSEA=.075, CFI=.99, IFI=.99, GFI=.98, SRMR=.021). Item factor loadings varied between .35 and .87. It was seen that the corrected itemtotal correlation of the scale varied between .26 and .78. The test-retest reliability coefficient obtained with four-week interval was found .94 for the whole scale. These results show that the Turkish form of Academic Major Satisfaction Scale can be used as a valid and reliable measurement tool.

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Section: Methodsmentioning

confidence: 99%

The adaptation of Academic Major Satisfaction Scale to Turkish: The validity and reliability study

Erdoğan

Arsal

2015

HumanSciences

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“…Ölçek uyarlama, ölçeklerin farklı kültürlerde kullanılabilmesi için ölçeğin kullanılacağı yeni kültüre ne derece uygun olduğu, yeni kültürdeki psikometrik özelliklerinin (güvenirlik, geçerlik) ne derece yeterli olduğu, ölçeğin yeni kültürdeki psikolojik özellikleri ne derece iyi yansıttığı gibi bir takım sorulara cevap arandığı ve ölçeğin çevirisinin farklı bir kültüre yapıldığı süreç olarak tanımlanabilir (Deniz, 2007). Ölçek uyarlama veya geliştirme, birkaç aşamadan geçen uzun soluklu bir etkinliktir.…”

Section: Introductionunclassified

Türki̇ye’deki̇ Eği̇ti̇m Alaninda Yayimlanan Bi̇li̇msel Dergi̇lerde Ölçek Geli̇şti̇rme Ve Uyarlama Konulu Makaleleri̇n İncelenmesi̇

Güvendir¹,

Özkan²

2015

Elektronik Sosyal Bilimler Dergisi

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ÖzBu çalışmada, 2006-2014 yılları arasında Türkiye'de ölçek geliştirme ve uyarlama konularında yayımlanmış makalelerde, ölçek geliştirme ve uyarlama sürecinde kullanılan aşamaların belirlenmesi amaçlanmıştır. Makalelerin incelenmesinde içerik analizi kullanılmıştır. Araştırmanın evrenini, Social Science Citation Index (SSCI) dizininde yer alan Türkiye'de eğitim alanında yayımlanan dergiler oluşturmaktadır. Belirlenen bu evrenden amaçlı örnekleme yöntemlerinden ölçüt örnekleme kullanılarak SSCI dizininde Türkiye'de eğitim alanında yayımlanan üç dergiden (Eğitim ve Bilim Dergisi, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi ve Türk Dünyası Sosyal Bilimler Dergisi) 2006-2014 yılları arasında çevrim içi olarak tam metinlerine erişilebilen ölçek geliştirme ve uyarlama konulu makaleler seçilmiştir. Çalışma ile ölçek geliştirme ve uyarlama konulu makalelerde süreçte izlenen adımlar incelenmiş, makalelerdeki benzerlikler ve farklılık ortaya konmuştur. Çalışmada, elde edilen bulgular doğrultusunda makalelerde ölçek geliştirme ve uyarlama aşamalarının tümünde iç tutarlılık güvenirlik belirleme yöntemlerinden Cronbach Alpha güvenirlik belirleme yöntemi kullanılmıştır. Ancak ölçek geliştirme çalışmalarının çok azında ölçeğin uygulama yönergesi hazırlanmıştır. Makalelerde ölçek uyarlama aşamalarında ise sıklıkla çeviri için her iki dile hâkim iki veya daha fazla çevirmenden yararlanılmıştır. Ancak makalelerin hiçbirinde ölçeğin uygulama yönergesi uyarlanmamıştır. Bunun yanında makalelerin çok azında iki eş değer yarı güvenirliği kullanılmış ve ölçeğin uyarlanabilirliğine ilişkin ölçme uzmanlarından görüş alınmıştır. Elde edilen bu sonuçlara göre, makalelerin tümünde dikkate alınan ölçek geliştirme ve uyarlama aşamalarında bir birlikteliğin olmadığı, sadece birkaç aşamada benzer yöntemlerin kullanıldığı görülmektedir. Bu yüzden yapılacak ölçek geliştirme ve uyarlama çalışmalarında bu çalışma kapsamında belirlenen aşamalara dikkat edilmeli ve bu aşamaların yerine getirilmesi sağlanmalıdır.Anahtar Kelimeler: ölçek geliştirme, ölçek uyarlama, içerik analizi, makaleler. AbstractThe purpose of the study is to examine how scale development and scale adaptation were conducted in Turkish academic journals on education between 2006 and 2014. Content analysis is used during the examination of the articles. The population of the study includes Turkish academic journals on education that are indexed in Social Science Citation Index (SSCI). Of the oriented sampling methods the criterion sampling was used in order to select the open Access journal articles on scale development and adaptation that were published in Education and Science, Hacettepe University Journal of Education, and Journal of Social Sciences of the Turkish World between 2006-2014. The phases of scale development and adaptation were examined and compared. The findings of the study show that during the phases of scale development and adaptation Cronbach Alpha was used to determine the inner consistency in all articles. However, only a few articles include the instruction...

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“…That is, in order to measure an unknown structure the results of the scale are taken into consideration to explain the related structure. According to Deniz (2007), exploratory factor analysis is a technique to reveal the dimensions of an adapted scale in the new culture. Thus, this study was completed to determine the TAC's categories, under which the items in the Turkish form fit in.…”

Section: Validity Testing: Construct Validitymentioning

confidence: 99%

Are We Measuring Teachers’ Attitudes towards Computers in Detail?: Adaptation of a Questionnaire into Turkish Culture

Gunbas

Demır

2017

International Journal of Assessment Tools in Education

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Article InfoTeachers' perceptions of computers play an important role in integrating computers into education. The related literature includes studies developing or adapting a survey instrument in Turkish culture measuring teachers' attitudes toward computers. These instruments have three to four factors (e.g., computer importance, computer enjoyment, computer confidence) and 18 to 26 items under these factors. The purpose of the present study is to adapt a more detailed and stronger survey questionnaire measuring more dimensions related to teachers' attitudes. The source instrument was developed by Christensen and Kenzek (2009) and called Teachers' Attitudes toward Computers (TAC). It has nine factors with 51 items. Before testing the instrument, the interaction (e-mail) factor was taken out because of the cultural differences. The reliability and validity testing of the translated instrument was completed with 273 teachers' candidates in a Faculty of Education in Turkey. The results showed that the translated instrument (Cronbach's Alpha: .94) included eight factors and consisted of 42 items under these factors, which were consistent with the original instrument. These factors were: Interest (α: .83), Comfort (α: .90), Accommodation (α: .87), Concern (α: .79), Utility (α: .90), Perception (α: .89), Absorption (α: .84), and Significance (α: .83). Additionally, the confirmatory factor analysis result for the model with eight factors was: RMSEA=0.050, χ 2 /df=1. 69, RMR=0.075, SRMR=0.057, GFI= 0.81, AGFI= 0.78, NFI= 0.94, NNFI=0.97, CFI=0.97, IFI= 0.97. Accordingly, as a reliable, valid and stronger instrument, the adapted survey instrument can be suggested for the use in Turkish academic studies.

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Psikolojik Ölçme Aracı Uyarlama

Cited by 38 publications

References 1 publication

The adaptation of Academic Major Satisfaction Scale to Turkish: The validity and reliability study

The adaptation of Academic Major Satisfaction Scale to Turkish: The validity and reliability study

Türki̇ye’deki̇ Eği̇ti̇m Alaninda Yayimlanan Bi̇li̇msel Dergi̇lerde Ölçek Geli̇şti̇rme Ve Uyarlama Konulu Makaleleri̇n İncelenmesi̇

Are We Measuring Teachers’ Attitudes towards Computers in Detail?: Adaptation of a Questionnaire into Turkish Culture

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