Adaptation of Self-Control and Self-Management Scale (SCMS) into Turkish Culture: A Study on Reliability and Validity

doi:10.12738/estp.2016.4.2725

Cited by 12 publications

(12 citation statements)

References 35 publications

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“…In the research, it has been found that the pre-service teachers with higher grade point averages have higher self-leadership skills. Considering that the term 'self-management' is usually used in the meaning of 'self-leadership' in the organisational psychology literature, similar result has been found in the study conducted by Ercoskun (2016). In this study, carried out with 7,460 pre-service teachers, a significant positive correlation is found between self-management skills of pre-service teachers and their academic achievements.…”

Section: Discussionsupporting

confidence: 82%

Analysing the relationship between pre-service preschool teachers’ self-leadership skills and motivation to teach

Zembat

Çiftçi

Duran³

2020

CJES

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The aim of this research is to examine the relationship between pre-service preschool teachers’ self-leadership skills and motivation to teach. The study group included 186 pre-service preschool teachers who are senior students at Department of Preschool Education at three universities in Istanbul in spring semester of 2015–2016 school year. ‘Self-Leadership Scale’ and ‘Motivation to Teach Scale’ were used as data collection tools. Pearson Product-Moment Correlation, Mann–Whitney U and Kruskal–Wallis H analysis were conducted for data analysis. Results have shown that there is a significant positive correlation between pre-service teachers’ Self-Leadership Scale total scores and Motivation to Teach Scale total scores (p < 0.01). It was also found that Behaviour-Focused strategies and constructive thought strategies of Self-Leadership Scale were in a significant positive relationship with both Intrinsic and Extrinsic Motivation dimensions of Motivation to Teach Scale. In addition, students’ mean scores of Self-Leadership Scale significantly differ according to their GPAs on behalf of students with higher GPA. Keywords: Motivation, preschool, pre-service teachers, self-leadership.

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Section: Discussionsupporting

confidence: 82%

Analysing the relationship between pre-service preschool teachers’ self-leadership skills and motivation to teach

Zembat

Çiftçi

Duran³

2020

CJES

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“…SC‐SM scale : The scale developed by Mezo (2009) was adapted into Turkish by Ercoskun (2016). The scale is designed to measure the SC‐SM status of individuals.…”

Section: Methodsmentioning

confidence: 99%

Examining the factors influencing students' knowledge‐sharing behavior in the social media‐based learning community

Yılmaz

2023

Psychology in the Schools

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Virtual learning communities can be formed through social media platforms, enabling the implementation of various learning activities. One of the essential components of virtual learning communities created on social media is the knowledge‐sharing behaviors (KSB) of students. Studies show that some students actively participate in the knowledge‐sharing processes, while some students do not actively participate in this process the observed phenomenon could potentially be attributed to the psycho‐social condition of the students. The main goal of this research was to establish the factors related to the KSB of the students in the virtual learning community created in the social media environment. The research investigated the structural associations among KSB, need for social approval (NfSA), happiness, self‐control and self‐management (SC‐SM), and dispositional hope (DH) structures. A total of 176 university students, engaged in the virtual learning community formed on social media, were included in the research. The research was implemented within the scope of Computing II course. Students used the virtual learning community created for the course during one academic semester and shared knowledge. In the study, relationships between structures were discovered by path analysis. Research results showed that the NfSA and DH were significantly related to KSB. According to the results, happiness and SC–SM did not significantly relate to KSB. It can be said that supporting students' social approval needs and increasing hope levels can be beneficial to improve students' KSB in virtual learning communities to be created in social media environments. According to another result of the study, it was observed that as the SC–SM levels of the students increased, their happiness and DH levels also increased. In line with the results obtained from the results, what can be done to improve the KSB of students in virtual learning communities was discussed, and various suggestions were made for researchers and practitioners.

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“…Additionally, principal component analysis (PCA) was used to determine the factor structure. The factor eigenvalues were set to at least one [ 71 ], and varimax rotation was conducted during the PCA. The Kaiser–Meyer–Olkin (KMO) sampling adequacy and Bartlett’s test were used to examine data factorability [ 72 ].…”

Section: Methodsmentioning

confidence: 99%

Development and Validation of the Career and Life Development Hope (CLDH) Scale among Non-Engaged Youth in Hong Kong

Ngai

Cheung

Wang

et al. 2022

IJERPH

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Increasing career and life development hope (CLDH) is critical for the career and life pursuits of non-engaged youths (NEY) who face various disadvantages in the school-to-work transition, especially considering current challenging labor market conditions and the impacts of the pandemic. Nevertheless, research that explores the assessment of CLDH among NEY is scarce. To address this gap, this study aimed to develop and validate a CLDH measurement instrument. A total of 1998 NEY aged 13–29 years in Hong Kong participated in our study. Exploratory factor analysis of the 20-item CLDH scale suggested a two-factor structure—career and life development pathways (CLDP) and career and life development agency (CLDA)—which accounted for 63.08% of the total variance. The confirmatory factor analysis results show a good model fit (CFI = 0.934, TLI = 0.926, RMSEA = 0.060, 90% CI [0.055, 0.065], SRMR = 0.042) and all the items significantly represented the corresponding sub-constructs. The results also demonstrate a satisfactory internal consistency for all subscales and the full scale (0.89–0.95). Sub-group consistency across subsamples categorized by gender, age, and years of residence in Hong Kong was indicated. Correlations between the CLDH scale and subscales with other career-related and social well-being outcomes (i.e., youth career development competency, career adaptability, civic engagement, social contribution, and social integration) showed good concurrent validity. Our results support that the CLDH scale is a valid and reliable tool for measuring NEY’s hope for career and life development in the Hong Kong context. Theoretical and practical implications of the findings are also discussed.

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Adaptation of Self-Control and Self-Management Scale (SCMS) into Turkish Culture: A Study on Reliability and Validity

Cited by 12 publications

References 35 publications

Analysing the relationship between pre-service preschool teachers’ self-leadership skills and motivation to teach

Analysing the relationship between pre-service preschool teachers’ self-leadership skills and motivation to teach

Examining the factors influencing students' knowledge‐sharing behavior in the social media‐based learning community

Development and Validation of the Career and Life Development Hope (CLDH) Scale among Non-Engaged Youth in Hong Kong

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