Reliability Generalization Meta-Analysis of the Brief Self-Control Scale (BSCS): Reliability Evidence across Age Groups and Languages

Haktanir, Abdulkadir; Kurnaz, M. Furkan; Şimşir Gökalp, Zeynep

doi:10.1080/07481756.2023.2301289

Cited by 2 publications

(2 citation statements)

References 49 publications

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“…Additionally, in the context of psychology, a meta-analysis of the alpha coefficient was performed for popular instruments such as the Life Orientation Test (Vassar & Bradley, 2010), Reynolds Adolescent Depression Scale (Vassar & Bradley, 2011), Child and Adolescent Perfectionism Scale (Vicent et al, 2019), Alabama Parenting Questionnaire-9 (Liang et al, 2021), and Creativity Achievement Questionnaire (Yörük & Sen, 2022). Concurrently, in education, a meta-analysis of the alpha coefficient was performed using the Motivated Strategies for Learning Questionnaire (Holland et al, 2018), the Runco Ideational Behavior Scale (Sen, 2021), and the Brief Self-Control Scale (Haktanir et al, 2024). However, a meta-analysis of coefficient alpha of the popular measures in L2 and ELT was still limited, although this method was applied in the most current research across disciplines.…”

Section: Introductionmentioning

confidence: 99%

Meta-Analysis of Coefficient Alpha: Empirical Demonstration Using English Language Teaching Reflection Inventory

Hayat

2024

JCT

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Cronbach’s alpha is a reliability coefficient commonly reported in second language (L2) and English language teaching (ELT) studies. The alpha coefficient provides information on the internal consistency of a measuring instrument. The reported alpha coefficients are obtained from, and apply only to, the research sample. However, the estimation of the alpha coefficient for the population has not received the attention of L2 and ELT researchers. This study aims to provide an overview of the alpha coefficient estimation procedure of a measuring instrument for a population with the reliability generalization method, commonly known as alpha coefficient meta-analysis. An example alpha coefficient meta-analysis study—using empirical data of the 29-item English Language Teaching Reflection Inventory (ELTRI) from 27 independent study samples—was conducted to provide an overview of the procedure for applying the method and the information that needs to be reported from the results of the analysis. The results of the study using a random-effect model show that the population alpha of ELTRI was 0.872, indicating excellent reliability; this is followed by application of a mixed-effect model that shows that article type and means of teaching experience significantly impacted ELTRI reliability. Implications for future research are discussed.

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Section: Introductionmentioning

confidence: 99%

Meta-Analysis of Coefficient Alpha: Empirical Demonstration Using English Language Teaching Reflection Inventory

Hayat

2024

JCT

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“…Sample items include "I do certain things that are bad for me, if they are fun" and "I often act without thinking through all the alternatives." In a reliability generalization meta-analysis,Haktanir et al (2024) found a Cronbach's α value of .77 for Turkish samples. Using the single-factor structure recommended for adolescents byŞimşir Gökalp et al (2022), we found a Cronbach's α value of .75.…”

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confidence: 99%

The mediating role of self‐control between stress and procrastination among adolescents: Examining the ego depletion theory

Gökalp,

Haktanir

2024

Psychology in the Schools

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Stress is an omnipresent psychological force impacting many aspects of life. Although a moderate amount of stress is attributed to better performance, an excessive amount of stress can inhibit executive functioning abilities. Adolescents encounter numerous stressors that they must overcome. Self‐control, according to the ego depletion theory, has limited source and can diminish when individuals are overwhelmed. In this study, we collected data from 616 adolescents to ascertain the impact of stress on self‐control and procrastination. Specifically, we aimed to see if increased stress would decrease self‐control, which, in turn, would increase procrastination. The mediation analysis supported the above hypothesis, and the model explained 39% of the variance in procrastination scores. 61.30% of this relationship was explained by the indirect effect (i.e., stress increases procrastination through reduced self‐control). Our results support the existence of the debated ego‐depletion theory in the context of procrastination and self‐control.

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Reliability Generalization Meta-Analysis of the Brief Self-Control Scale (BSCS): Reliability Evidence across Age Groups and Languages

Cited by 2 publications

References 49 publications

Meta-Analysis of Coefficient Alpha: Empirical Demonstration Using English Language Teaching Reflection Inventory

Meta-Analysis of Coefficient Alpha: Empirical Demonstration Using English Language Teaching Reflection Inventory

The mediating role of self‐control between stress and procrastination among adolescents: Examining the ego depletion theory

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