Adaptation of Xenophobia Scale to Turkish: A Validity and Reliability Study

Abstract

In this research, we aimed to adapt the Xenophobia Scale developed by Olonisakin and Adebayo (2021) into Turkish. We conducted research on two separate study groups comprising 563 teacher candidates. Before starting the adaptation process of the scale, we obtained necessary permissions from the authors, who developed the original form. When developing the translation form, we removed two of the scale items from the instrument because they were not suitable for the Turkish culture. Afterwards, we performed an item analysis and found that the item correlations of two of the items in the scale remained less than the threshold value of .30. We removed the two items in question, thereby leaving 20 items in the scale. In the applied EFA and CFA, we obtained a two-dimensional structure that overlaps with the original form of the scale. In the reliability analysis, we determined that the internal consistency coefficients exceeded .70 criterion values for both subscales. In conclusion, the results we acquired from psychometric analyses indicate that the Turkish form of the Xenophobia Scale yielded valid and reliable measurements.

An Examination of the Relationship between Intellectual Risk-Taking in a Social Studies Course and Classroom Climate

“…For example, Beghetto (2009) examined intellectual risk-taking as a science-focused, and İlhan and Çetin (2013) focused on mathematics. On the other hand, Gezer et al (2014) examined intellectual risk-taking behavior with a focus on social studies and revealed that intellectual risk-taking behavior generated a conflict between approach (hope of success) and avoidance (fear of failure) tendency. They explained the tendency to stay away from the target due to fear of failure as avoiding taking intellectual risk, and the tendency to accept the possible risks related to the target and take action despite these risks as approaching intellectual risk-taking (Gezer et al, 2014).…”

“…On the other hand, Gezer et al (2014) examined intellectual risk-taking behavior with a focus on social studies and revealed that intellectual risk-taking behavior generated a conflict between approach (hope of success) and avoidance (fear of failure) tendency. They explained the tendency to stay away from the target due to fear of failure as avoiding taking intellectual risk, and the tendency to accept the possible risks related to the target and take action despite these risks as approaching intellectual risk-taking (Gezer et al, 2014). Pupils with an advanced disposition to avoiding academic risk have low achievement motivation and these students choose learning tasks according to the difficulty level of the task; namely, since they think that they can perform easy learning tasks with a little effort, they tend to take risks in the face of such tasks.…”

“…Data of this research was collected by means of Intellectual Risk-Taking in Social Studies Course Scale (IRTSCS) and Classroom Climate Perceived by Students Scale (CCPSS). IRTSCS was developed by Gezer et al (2014) and has a five-point Likert-type rating. There are 21 items in the scale form.…”