Reading-Oriented Epistemic Curiosity Scale (ROECS): A Study of Validity and Reliability

Abstract

This study aims to develop a valid and reliable measurement tool for assessing fourth-grade primary school students’ levels of epistemic curiosity regarding the reading process. Conducted using a quantitative research methodology, the study consisted of 653 students from various primary schools in Ankara during the 2024–2025 academic year. An initial item pool, grounded in an extensive review of the relevant literature, was subjected to expert evaluation to establish content validity. Subsequently, construct validity was examined through exploratory and confirmatory factor analyses. Exploratory factor analysis indicated a unidimensional structure comprising 25 items, which accounted for a substantial proportion of the total variance and was confirmed by confirmatory factor analysis (RMSEA = 0.042; CFI = 0.93). The internal consistency coefficient (Cronbach’s α = 0.93) and test–retest reliability (r = 0.952) provided strong evidence of the scale’s reliability. The scale can provide significant contributions to teachers and researchers in assessing students’ curiosity-driven reading engagement and informing pedagogical practices.

Keywords

• Epistemic curiosity
• reading
• primary school
• scale development

Okumaya Yönelik Epistemik Merak Ölçeği (OYEMÖ): Geçerlik ve Güvenirlik Çalışması

Abstract

Bu çalışmanın amacı, ilkokul dördüncü sınıf öğrencilerinin okuma sürecinde sergilediği epistemik merak düzeylerini değerlendirmek amacıyla psikometrik açıdan uygun bir ölçme aracı geliştirmektir. Nicel araştırma yöntemine dayalı olarak yürütülen çalışmada, 2024-2025 eğitim-öğretim yılında Ankara’daki farklı ilkokullardan 653 öğrenci yer almıştır. Ölçek geliştirme sürecinde, alan yazına dayalı olarak şekillendirilen madde havuzu uzman görüşleri doğrultusunda gözden geçirilmiş; ardından, kapsam geçerliliği değerlendirilmiş ve yapı geçerliliği açımlayıcı ve doğrulayıcı faktör analizleriyle test edilmiştir. Açımlayıcı faktör analizi, ölçeğin tek boyutlu ve 25 maddeden oluştuğunu ortaya koymuş; bu yapı doğrulayıcı faktör analizi ile doğrulanmıştır (RMSEA=0.042, CFI=0.93). Cronbach Alfa katsayısı 0.93 ve test-tekrar test korelasyonu r=0.952 olarak bulunmuştur. Ölçek, öğretmen ve araştırmacılara, öğrencilerin epistemik merak temelli okuma eğilimlerini değerlendirmede ve öğretim süreçlerini geliştirmede önemli katkılar sağlayabilir.

Keywords

• Epistemik merak
• okuma
• ilkokul
• ölçek geliştirme

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