Etkili Konuşma Özyeterlik Algı Ölçeğinin Geliştirilmesi: Geçerlilik ve Güvenirlik Çalışması

Abstract

The aim of this study was to develop a measurement tool for determining students' effective speaking self-efficacy perceptions. The study group of the research was composed of a total of 677 secondary school students (345 boys and 332 girls) receiving education at schools located in central districts of the province of Bursa during the 2016-2017 academic year, plus 10 domain experts. The students were selected by the random sampling method from 5 different secondary schools. At the scale development stage, 52 action items were created, and after the item-total correlation values of these items had been calculated, items with low values were removed from the scale, and exploratory and confirmatory factor analyses were performed by using the remaining 36 item data. After items had been removed according to the results of these analyses, the remaining 19 items were presented in a four-factor structure. The eigenvalues of the 4 factors, which explained 52.76% of the cumulative variance, were determined to be 3.918 for the first (phonetic) factor, 2.354 for the second (preparation) factor, 2.226 for the third(body language) factor and 1.282 for the fourth (mother tongue knowledge) factor, respectively. Regarding internal consistency of the scale as a whole, a Cronbach's alpha value of ⍺=0.773 was calculated. According to the results of the confirmatory factor analysis (RMSEA=0.052; SRMR=0.053; NNFI= 0.86; CFI =0.89), it was found that the model fit was at an acceptable level for the fit index values and also that the chi-square value (342.696; p<0.05) was significant, indicating that the data had the characteristic of normal distribution. Following the analysis performed for the scale validity, it was determined that there was a significant relationship between the application results (r=0.81; p<0.01). The obtained findings are such as to support the idea that the present effective speaking scale has validity and reliability.

Self-Efficacy Scale for Turkish Lesson: A Study of Validity and Reliability

“…In the stage of developing the Self-Efficacy Scale for Turkish Lesson, firstly, the literature on the subject was reviewed and various studies (Er, 2019;Gömleksiz et al, 2020;Koç & Arslan, 2017;Maden, 2020;Ocak & Karataş, 2019) on self-efficacy in the literature and scale adaptation (Demir, 2014;Demirkol, 2023;Karatay et al, 2018;Keskin & Atmaca, 2014;Yılmaz Soylu & Akkoyunlu, 2019) and development studies (Akkaya & Çıvğın, 2020;Çarkıt & Altun, 2020;Çocuk et al, 2015;Delican, 2017;Durukan & Maden, 2012;Epçaçan & Demirel, 2011;Güneş et al, 2017;Hasırcı Aksoy et al, 2021;Karadeniz, 2014;Katrancı & Melanlıoğlu, 2013;Kotaman, 2009;Şahin & Öztahtalı, 2019;Ulu, 2018;Ülper et al, 2013) were examined.…”

“…In many of these studies, the effect of a method or practice on self-efficacy or the relationship between it and another variable was examined. In the literature, many scale adaptation (Epçaçan & Demirel, 2011;Demir, 2014;Demirkol, 2023;Karatay et al, 2018;Keskin & Atmaca, 2014;Yılmaz Soylu & Akkoyunlu, 2019) and development (Akkaya & Çıvğın, 2020;Çarkıt & Altun, 2020;Çocuk et al, 2015;Delican, 2017;Durukan & Maden, 2012;Güneş et al, 2017;Hasırcı Aksoy et al, 2021;Karadeniz, 2014;Katrancı & Melanlıoğlu, 2013;Kotaman, 2009;Şahin & Öztahtalı, 2019;Ulu, 2018;Ülper et al, 2013) studies have been conducted to measure students', teachers', prospective teachers' and parents' self-efficacy perceptions towards Turkish language courses and language skills. There are also scale adaptation and development studies on self-efficacy in the field of teaching Turkish to foreigners (Büyükikiz, 2012;Güngör & Kan, 2020;Kurudayıoğlu & Güngör, 2017;Sallabaş, 2013;Sevim & Varışoğlu, 2023;Tulumcu, 2014;Varışoğlu & Sevim, 2022).…”

“…While creating the Self-Efficacy Scale for Turkish Lesson, a group of 25 students were asked to write a text that could reveal students' self-efficacy perceptions towards Turkish lesson. An item pool of 60 positive and negative self-efficacy items was created by utilizing these texts written by the students and self-efficacy scale adaptation (Demir, 2014;Demirkol, 2023;Karatay et al, 2018;Keskin & Atmaca, 2014;Yılmaz Soylu & Akkoyunlu, 2019) and development studies (Akkaya & Çıvğın, 2020;Çarkıt & Altun, 2020;Çocuk et al, 2015;Delican, 2017;Durukan & Maden, 2012;Epçaçan & Demirel, 2011;Güneş et al, 2017;Hasırcı Aksoy et al, 2021;Karadeniz, 2014;Katrancı & Melanlıoğlu, 2013;Kotaman, 2009;Şahin & Öztahtalı, 2019;Ulu, 2018;Ülper et al, 2013) in the literature. While creating these items, attention was paid to reflecting the elements that make up the Turkish courses in order to increase content validity.…”

Ortaokul Öğrencileri İçin Konuşma Özyeterlik Ölçeği Geliştirme Çalışması

“…Alanyazın incelendiğinde dört temel dil becerisine yönelik çeşitli sayıda özyeterlik algı ölçeği geliştirme çalışması (Aydın, 2013;Aydın, Demircan ve İnnalı, 2015;Büyükikiz, 2012;Demir, 2014;İşci ve Akkaya, 2018;Katrancı ve Melanlıoğlu, 2013;Öztahtalı ve Şahin, 2020;Sallabaş, 2013;Şahin ve Öztahtalı, 2019;Şengül, 2013;Ülper, Yaylı ve Karakaya, 2013; Yılmaz Soylu ve Akkoyunlu, 2019) yapıldığı görülmektedir. Dinleme becerisine yönelik geliştirilen ölçeklerden Aydın, Demircan ve İnnalı'nın (2015) çalışması ortaokul düzeyine, İşci ve Akkaya'nın (2018) çalışması ise iki dilli öğrencilere yöneliktir.…”

Development of the Cognitive Awareness Scale for Improving Reading Skills in the Classroom Climate

“…Alan yazın incelendiğinde, okuma becerilerinin geliştirilmesi ile ilgili birçok araştırmanın yapıldığı tespit edilmiştir (Akyol, 2017;Johnson, 2017;Baştuğ & Keskin, 2013;Burkins & Croft, 2010;Durmuş, 2014;Dzoldov & Peterson, 2005;Fountas & Pinnell, 2001;Pintrich, 2000;Mooney, 1994). Ayrıca okumanın geliştirilmesi ile ilgili ölçek geliştirme çalışmaları incelenmiştir (Çeliktürk & Yamaç, 2015;Epçaçan & Demirel, 2011;Doğan & Çermik, 2016;Güneş & Susar Kırmızı, 2014;Karabay, 2013;Karatay, 2009;Kasap & Susar Kırmızı, 2017;Özcan & Karakaya, 2020;Şahin & Öztahtalı, 2019;Yıldız, Yıldırım, Ateş & Çetinkaya, 2013). Ancak okuma eğitimi alanında rehberli okuma yöntemini odak alan bir ölçek geliştirme çalışmasına rastlanmamıştır.…”