@article{article_105439, title={Self-Directed Learning with Technology Scale for Young Students: A Validation Study}, journal={e-Uluslararası Eğitim Araştırmaları Dergisi}, volume={4}, pages={58–73}, year={2013}, url={https://izlik.org/JA47LW52WC}, author={Demir, Arş.grv.ömer and Yurdugül, Doç.dr.halil}, keywords={Children, technology, self-directed learning, scale adaptation}, abstract={Self-directed learning concept has been studied a lot in the literature and different aspects of it have been investigated. Nonetheless, a few studies associated self-directed learning with technology. Moreover, there are in the literature, relatively limited number of studies investigating self-directed learning in terms of children and adolescents. That is why, in this study, self-directed learning with technology for young students scale developed by Teo, Tan, Lee, Chai and Koh (2010) was adapted to Turkish. Study group of the research consisted of 1051 primary and secondary school students. Data was collected from four schools located at Bursa and Ankara. Explanatory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted in order to prove the factorial validity of the scale. Discriminant and convergent validity methods were also used to prove the construct validity. For the linguistic equivalence and content validity of the scale, four experts for each were consulted and, according to feedbacks, required changes were done. In EFA, scale, in total, explained 59,316% of the variance of self-directed learning construct. Self-management factor accounts for 16,758% of the variance while intentional learning accounts for 42,874 % of the variance. KMO coefficient and Bartlett’s test of sphericity value were found as .794, and .000 (χ2=1098, 350) respectively. In CFA, the values of goodness of fit indices were sufficient to proceed. The final item-factor structure of Turkish form of the scale was found to be the same as original scale. Cronbach alpha internal consistency coefficient of the scale was calculated to be .729, reliability of the self-management and intentional learning factors were calculated to be .528 and .729 respectively. In sum, Turkish form of the self-directed learning with technology scale for young students was proved valid and reliable. Self-directed learning with technology scale for young students can be used by teacher as a handy measurement tool in order to determine the students’ current level of self-directed learning with technology. According to result of the scale, teacher can use methods that fit to students’ current level of self- directed learning. In this way, students may be more successful. Keywords: Children, technology, self-directed learning, scale adaptation.}, number={3}