Development of Reading Self-Efficacy Scale for Secondary School Students

Year 2022, Volume: 22 Issue: 1, 173 - 190, 23.03.2022

Pakize Urfalı Dadandı , Suat Ungan

https://doi.org/10.17240/aibuefd.2022..-878130

Abstract

Various cognitive, metacognitive, and psychological factors affect the development of students' reading and reading comprehension skills. Researchers have been examining the effects of those factors for many years. One of the psychological factors associated with reading skills is self-efficacy. This study aimed to develop a multidimensional scale to measure the reading self-efficacy of secondary school students. The initial form of scale was applied to 325 participants, and reliability analysis and exploratory factor analysis were performed on the data obtained. Factor analysis results showed that the scale consisted of four factors explaining 53.29% of the total variance. Confirmatory factor analysis was performed on the data obtained from a new sample of 265 participants to verify the factorial structure obtained from the exploratory factor analysis. The confirmatory factor analysis yielded adequate fit indices. Regarding the reliability of the scale, the Cronbach Alpha internal consistency coefficient was .91, and the split-half reliability value was .74. In line with the findings, it was concluded that the Reading Self-Efficacy Scale was a valid and reliable measurement tool

Keywords

Reading, self-efficacy, middle school students.

Ortaokul Öğrencileri İçin Okuma Öz-Yeterliği Ölçeği’nin Geliştirilmesi

Abstract

Öğrencilerinin okuma ve okuduğunu anlama becerilerinin gelişiminde çeşitli bilişsel, üstbilişsel ve psikolojik faktörlerin etkisi bulunmaktadır. Bu nedenle araştırmacılar uzun yıllardır bu faktörlerin okuma ve okuduğunu anlama sürecindeki etkisini incelemektedirler. Okuma becerileri ile ilişkilendirilen psikolojik faktörlerden biri öz-yeterliktir. Bu çalışmada, ortaokul öğrencilerinin okuma öz-yeterliklerini çok boyutlu olarak ölçmeyi hedefleyen bir ölçme aracının geliştirilmesi amaçlanmıştır. Bu amaçla hazırlanan taslak form 325 katılımcıya uygulanarak elde edilen veriler üzerinden güvenirlik analizleri ve açımlayıcı faktör analizi gerçekleştirilmiştir. Faktör analizi sonuçları, ölçeğin toplam varyansın %53,29’unu açıklayan dört faktörden oluşan bir yapıya sahip olduğunu göstermiştir. Açımlayıcı faktör analizi ile elde edilen yapıyı tekrar sınamak için 265 katılımcıdan oluşan yeni bir örneklemden elde edilen verilerle doğrulayıcı faktör analizi yapılmıştır. Doğrulayıcı faktör analizi sonucunda modelin veriye uyum sağladığı görülmüştür. Ölçeğin güvenirlik analizleri kapsamında hesaplanan cronbach alfa iç tutarlık katsayısı .91, iki yarı güvenirlik değeri .74 olarak belirlenmiştir. Elde edilen bulgular doğrultusunda Okuma Öz-Yeterliği Ölçeği’nin geçerli ve güvenilir bir ölçme aracı olduğu sonucuna ulaşılmıştır.

Keywords

okuma, öz-yeterlik, ortaokul öğrencileri

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