Akademik Kontrol Odağı Ölçeği Ergen Formunun Psikometrik Özellikleri

Abstract

ABSTRACT. The aim of this research is to examine the psychometric properties of the Academic Locus of Control Scale (Akın, 2007) in adolescence. The research was conducted with 587 (301 + 286) adolescents in total. Kaiser-Meyer-Olkin (KMO) of sampling adequacy was calculated as .72 and a significant result was found on Bartlett's test of Sphericity χ 2 = 561. 619 (p< .001, df = 136). Results confirmatory factor analyses demonstrated that 17 items yielded two factors as original form and that the two-dimensional model was appropriate (χ² = 697.06, df =392, RMSEA= .059, GFI = .94, CFI = .93, AGFI = .92 and SRMR = .047). Factor loadings ranged from .32 to .88. Cronbach alpha internal consistency coefficient was found as .71,5 for internal academic locus of control sub-scale, .81 for external academic locus of control sub-scale. In the concurrent validity significant relationships were found between academic locus of control, locus of control, student responsibility, and student responsibility. Test-retest reliability coefficient was as .81 for internal academic locus of control and .79 for external academic locus of control. Corrected item-total correlations ranged from .41 to .81. Overall results demonstrated that the Academic Locus of Control Scale can be named as a valid and reliable instrument that could be used in the field of education with adolescents. Key words: Academic locus of control, adolescence, validity, reliability, confirmatory factor analysis SUMMARY Purpose and significance: Student who has academic internal locus of control believes that his/her success /failure are the reason for his/her efforts and abilities. If she/he has academic external locus of control, s/he thinks that her/his success or failure is because of fate or luck. There are no scales to measure the levels of academic locus of control for adolescents in Turkey. Therefore, some scales are necessary for investigation of academic locus of control, which is a very important concept in that reflection of academic achievement. The aim of this research is to adapt Academic Locus of Control Scale to adolescents and to examine its psychometric properties. Method: The general research model was adopted for this study. The research was conducted with 587 (301 + 286) adolescents in total. The validity of scale was calculated by exploratory and confirmatory factor analysis and criterion related validity methods. Nowicki-Strickland Locus of Control Scale, The Student Responsibility Scale and Motivational Persistence Scale were used for the criterion related validity. As for the reliability analysis, Cronbach alpha internal consistency coefficients, the item-total correlations, and the differences between mean scores of upper 27% and lover 27% groups were examined. For the analysis of data, SPSS 17 and LISREL 8.54 were utilized. Results: Kaiser-Meyer-Olkin (KMO) of sampling adequacy was calculated as .72 and a significant result was found on Bartlett's test of Sphericity χ 2

Serial Multiple Mediation of Self-Transcendence and Psychological Resilience in the Relationship Between Fear of Covid-19 and Subjective Happiness in University Students

“…Self-transcendence scale developed by Reed (1991) was adapted into Turkish by Sarıçam (2015). This scale is a 4-Likert type scale the 15 items were collected in a single factor.…”

“…During the pandemic, a considerable number of people experience fear and anxiety for beloved ones and for themselves. Self-transcendence is the ability to dedicate oneself to others, to his/her work, to a case or to activity by no longer being engaged with himself/herself (Sarıçam, 2015). According to another definition, self-transcendence is the capacity to reach and explore beyond oneself or to make sense of experiences by expanding attitude and perspective (Coward, 1996).…”

Ergenlerde Okul Tükenmişliğinin Yordayıcısı Olarak Akademik Kontrol Odağı

“…Ölçeğin test-tekrar test güvenirlik katsayıları ise akademik içsel kontrol odağı için .97 ve akademik dışsal kontrol odağı için .93 olarak bulunmuştur (Akın, 2007). Ölçeğin ergen formunun uyarlaması Sarıçam (2014) tarafından yapılmış ve uyarlama çalışmasından elde edilen bulgular 17 maddelik ölçeğin ergenlerin akademik kontrol odağı düzeylerini geçerli ve güvenilir bir şekilde ölçmek amacıyla kullanılabileceğini göstermiştir. Bu çalışma kapsamında ölçeğin iç tutarlık katsayısı akademik içsel kontrol odağı için .82 ve akademik dışsal kontrol odağı için .75 olarak bulunmuştur.…”

Ortaokul öğrencilerinde akademik öz denetim ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması

“…The literature shows that self-control behaviors in the academic field are mostly measured using general self-control scales, in a cognitive manner. Furthermore, there are some original and adaptive instruments that can be associated with the concept of academic self-control which measure academic resilience (Kapıkıran, 2012;Martin & Marsh, 2006), academic determination (Bozgün & Başgül, 2018), academic self-efficacy (Öncü, 2012), academic self-regulation (Durmaz, 2012;Ryan & Connell, 1989) or academic locus of control (Sarıçam, 2014).…”