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Year 2014, Volume: 3 Issue: 2, 49 - 62, 07.07.2014

Abstract

Bartin University Journal of Faculty of Education (BUJFED) is a international refereed journal that is published two times a year. The responsibility lies with the authors of papers

References

  • Anderson, C. A., & Jennings, D. L. (1980). When experiences of failure promote expectations of success: The impact of attributing failure to ineffective strategies. Journal of Personality, 48, 393–405.
  • Bandura, A. (1997). Self-efŞcacy: The exercise of control. New York: Freeman.
  • Beane, J. A. (1994). Cluttered terrain: The schools’ interest in the self. In T. M. Brinpthaupt & R. P. Lipka (Eds.), Changing the self: Philosophies, techniques, and experiences. SUNY Series: Studying the self (pp. 69–87). Albany: State University of New York Press.
  • Beery, R. G. (1975). Fear of failure in the student experience. Personnel and Guidance Journal, 54, 190–203.
  • Berglas, S., & Jones, E. E. (1978). Drug choice as a self-handicapping strategy in response to noncontingent success. Journal of Personality and Social Psychology, 36, 405–417.
  • Berzonsky, M. D., & Kuk, L. S. (2005). Identity style, psychosocial maturity, and academic performance. Personality and Individual Differences, 39, 235–247.
  • Berzonsky, M. D. (1990). Self-construction over the life span: A process perspective on identity formation. In G. J. Neimeyer & R. A. Neimeyer (Eds.), Advances in personal construct psychology (Vol. 1, pp. 155–186). Greenwich, CT: JAI Press.
  • Berzonsky, M. D. (1989). Identity style: Conceptualization and measurement. Journal of Adolescent Research, 4, 268–282.
  • Beyer, S. (1998). Gender differences in causal attributions by college students of performance on course examinations. Current Psychology, 17(4), 346-358.
  • Bong, M., & Clark, R. E. (1999). Comparison between self-concept and self-efficacy in academic motivation research. Educational Psychologist, 34, 139–153.
  • Boyd, V. S., Patricia, H. F., Kandell, J. J., & Lucas, M. S. (2003). Relationship between identity processing style and academic success in undergraduate students. Journal of College Student Development, 44, 155–167.
  • Cadely, H., Pittman, J. F., Kerpelman, J. L., & Adler-Baeder, F. (2011). The role of identity styles and academic possible selves on academic outcomes for high school students. An International Journal of Theory and Research, 11, 267–288.
  • Covington, M. V. (1992). Making the grade: A self-worth perspective on motivation and school reform. New York, NY: Cambridge University Press.
  • Dillon, R. L., & Tinsley, C. H. (2008). How near-misses influence decision making under risk: A missed opportunity for learning. Management Science, 8, 1425–1440.
  • Dweck, C. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040– 1048.
  • Emler, N. (2001). Self-esteem: The costs and causes of low self-worth. York, England: Joseph Rountree Foundation.
  • Erkut, S. (1983). Exploring sex differences in expectancy, attribution, and academic achievement. Sex Roles, 9, 217–231.
  • Frieze, I. H., Whitley, B., Hanusa, B., & McHugh, M. (1982). Assessing the theoretical models for sex differences in causal attributions for success and failure. Sex Roles, 8, 333–343.
  • Hejazi, E., Shahraray, M., Farsinejad, M., & Asgary, A. (2009). Identity styles and academic achievement: Mediating role of academic self-efficacy. Social Psychological Education, 12, 123–135.
  • Hu, L.T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structural analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
  • Joreskog, K. G. & Sorbom, D. (1996). LISREL 8 reference guide. Lincolnwood IL: Scientific Software International.
  • Kruger, J., & Gilovich, T. (2004). Actions, intentions, and self-assessment: The road to self- enhancement is paved with good intentions. Personality and Social Psychology Bulletin, 30, 328–339.
  • Leondari, A., Syngollitou, E., & Kiosseoglou, G. (1998). Academic achievement, motivation and future selves. Education Studies, 24, 153–163.
  • Levine, R., Gillman, M. J., & Reis, H.T. (1982). Individual differences or sex differences in achievement attributions? Sex Roles, 8, 455–466.
  • Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41(9), 954–969.
  • Marsh, H. W., & O’Neill, R. (1984). Self-Description Questionnaire III (SDQIII): The construct validity of multidimensional self-concept ratings by late adolescents. Journal of Educational Measurement, 21, 153–174.
  • Mok, M. M. C., Kennedy, K. J., & Moore, P. J. (2011). Academic attribution of secondary students: Gender, year level, and achievement level. Educational Psychology: An International Journal of Experimental Educational Psychology, 31, 87–104.
  • Oyserman, D. (2008). Possible selves: Identity-based motivation and school success. In H. Marsh, R. Craven, & D., McInerney (Eds.), International advances in self research. Vol. 3: Self-processes, learning and enabling human potential—Dynamic new approaches (pp. 269–288). Greenwich, CT: Information Age Press.
  • Oyserman, D., Bybee, D., Terry, K., & Hart-Johnson, T. (2004). Possible selves as roadmaps. Journal of Research in Personality, 38, 130–149.
  • Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543–578.
  • Patall E. A., Awad, G. H. & Cestone, C. M. (2014). Academic potential beliefs and feelings: Conceptual development and relations with academic outcomes. Self and Identity, (13)1, 58–80.
  • Rhodewalt, F., & Davison, J. (1986). Self-handicapping and subsequent performance: Role of outcome valence and attributional certainty. Basic and Applied Social Psychology, 7, 307–323.
  • Seligman, M. E. P. (1993). What you can change and what you can’t: The complete guide to successful self-improvement. New York: Fawcett.
  • Siegle, D., Rubenstein, L. D., Pollard, E., & Romey, E. (2010). Exploring the relationships of college freshman honors students’ effort and ability attribution, interest, and implicit theory of intelligence with perceived ability. Gifted Child Quarterly, 54, 92–101.
  • Sipahi, B., Yurtkoru, E. S. & Çinko, M. (2008). Sosyal bilimlerde SPSS’le veri analizi. İstanbul: Beta Basım Yayım Dağıtım.
  • Skinner, E. A. (1995). Perceived control, motivation, and coping. Thousand Oaks, CA: Sage.
  • Stevenson, H. W. (1992). Con: Don’t deceive children through a feel good approach. What’s behind self-esteem programs: Truth or trickery? School Administrator, 49(4).
  • Stout, M. (2000). The feel-good curriculum: The dumbing down of America’s kids in the name of self-esteem. Cambridge, MA: Perseus Books.
  • Swim, J. K., & Sanna, L. J. (1996). He's skilled, she's lucky: A meta-analysis of observers'm attributions for women's and men's successes and failures. Personality and Social Psychology Bulletin, 22, 507-519.
  • Weiner, B. (1992). Human motivation: Metaphors, theories, and research. Newbury Park, CA: Sage.
  • Williams, E. F., Gilovich, T., & Dunning, D. (2012). Being all that you can be: The weighting of potential in assessments of self and others. Personality and Social Psychology Bulletin, 38, 143–154.

Akademik Potansiyele Yönelik İnanç ve Duygular Ölçeğinin Türkçe Versiyonunun Geçerlik ve Güvenirliği

Year 2014, Volume: 3 Issue: 2, 49 - 62, 07.07.2014

Abstract

Bu çalışmanın amacı, Akademik Potansiyele Yönelik İnanç ve Duygular Ölçeğini (Patall,
Awad, & Cestone, 2014) Türkçe’ye uyarlamak ve ölçeğin geçerlik ve güvenirliğini incelemektir. Araştırma
355 üniversite öğrencisi üzerinde yürütülmüştür. Doğrulayıcı faktör analizi sonuçları, 10 madde ve iki alt
boyuttan oluşan modelin (akademik potansiyel memnuniyeti ve algılanan akademik potansiyel) iyi uyum
verdiğini göstermiştir (x²= 59.60, sd= 29, RMSEA= .056, CFI= .97, IFI= .98, GFI= .97, SRMR= .036). Ölçeğin
iç tutarlık güvenirlik katsayıları, akademik potansiyel memnuniyeti alt ölçeği için .75, algılanan akademik
potansiyel alt ölçeği için .81 olarak bulunmuştur. Bu bulgular, ölçeğin geçerlik ve güvenirliğinin
sağlandığını göstermektedir.

References

  • Anderson, C. A., & Jennings, D. L. (1980). When experiences of failure promote expectations of success: The impact of attributing failure to ineffective strategies. Journal of Personality, 48, 393–405.
  • Bandura, A. (1997). Self-efŞcacy: The exercise of control. New York: Freeman.
  • Beane, J. A. (1994). Cluttered terrain: The schools’ interest in the self. In T. M. Brinpthaupt & R. P. Lipka (Eds.), Changing the self: Philosophies, techniques, and experiences. SUNY Series: Studying the self (pp. 69–87). Albany: State University of New York Press.
  • Beery, R. G. (1975). Fear of failure in the student experience. Personnel and Guidance Journal, 54, 190–203.
  • Berglas, S., & Jones, E. E. (1978). Drug choice as a self-handicapping strategy in response to noncontingent success. Journal of Personality and Social Psychology, 36, 405–417.
  • Berzonsky, M. D., & Kuk, L. S. (2005). Identity style, psychosocial maturity, and academic performance. Personality and Individual Differences, 39, 235–247.
  • Berzonsky, M. D. (1990). Self-construction over the life span: A process perspective on identity formation. In G. J. Neimeyer & R. A. Neimeyer (Eds.), Advances in personal construct psychology (Vol. 1, pp. 155–186). Greenwich, CT: JAI Press.
  • Berzonsky, M. D. (1989). Identity style: Conceptualization and measurement. Journal of Adolescent Research, 4, 268–282.
  • Beyer, S. (1998). Gender differences in causal attributions by college students of performance on course examinations. Current Psychology, 17(4), 346-358.
  • Bong, M., & Clark, R. E. (1999). Comparison between self-concept and self-efficacy in academic motivation research. Educational Psychologist, 34, 139–153.
  • Boyd, V. S., Patricia, H. F., Kandell, J. J., & Lucas, M. S. (2003). Relationship between identity processing style and academic success in undergraduate students. Journal of College Student Development, 44, 155–167.
  • Cadely, H., Pittman, J. F., Kerpelman, J. L., & Adler-Baeder, F. (2011). The role of identity styles and academic possible selves on academic outcomes for high school students. An International Journal of Theory and Research, 11, 267–288.
  • Covington, M. V. (1992). Making the grade: A self-worth perspective on motivation and school reform. New York, NY: Cambridge University Press.
  • Dillon, R. L., & Tinsley, C. H. (2008). How near-misses influence decision making under risk: A missed opportunity for learning. Management Science, 8, 1425–1440.
  • Dweck, C. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040– 1048.
  • Emler, N. (2001). Self-esteem: The costs and causes of low self-worth. York, England: Joseph Rountree Foundation.
  • Erkut, S. (1983). Exploring sex differences in expectancy, attribution, and academic achievement. Sex Roles, 9, 217–231.
  • Frieze, I. H., Whitley, B., Hanusa, B., & McHugh, M. (1982). Assessing the theoretical models for sex differences in causal attributions for success and failure. Sex Roles, 8, 333–343.
  • Hejazi, E., Shahraray, M., Farsinejad, M., & Asgary, A. (2009). Identity styles and academic achievement: Mediating role of academic self-efficacy. Social Psychological Education, 12, 123–135.
  • Hu, L.T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structural analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
  • Joreskog, K. G. & Sorbom, D. (1996). LISREL 8 reference guide. Lincolnwood IL: Scientific Software International.
  • Kruger, J., & Gilovich, T. (2004). Actions, intentions, and self-assessment: The road to self- enhancement is paved with good intentions. Personality and Social Psychology Bulletin, 30, 328–339.
  • Leondari, A., Syngollitou, E., & Kiosseoglou, G. (1998). Academic achievement, motivation and future selves. Education Studies, 24, 153–163.
  • Levine, R., Gillman, M. J., & Reis, H.T. (1982). Individual differences or sex differences in achievement attributions? Sex Roles, 8, 455–466.
  • Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41(9), 954–969.
  • Marsh, H. W., & O’Neill, R. (1984). Self-Description Questionnaire III (SDQIII): The construct validity of multidimensional self-concept ratings by late adolescents. Journal of Educational Measurement, 21, 153–174.
  • Mok, M. M. C., Kennedy, K. J., & Moore, P. J. (2011). Academic attribution of secondary students: Gender, year level, and achievement level. Educational Psychology: An International Journal of Experimental Educational Psychology, 31, 87–104.
  • Oyserman, D. (2008). Possible selves: Identity-based motivation and school success. In H. Marsh, R. Craven, & D., McInerney (Eds.), International advances in self research. Vol. 3: Self-processes, learning and enabling human potential—Dynamic new approaches (pp. 269–288). Greenwich, CT: Information Age Press.
  • Oyserman, D., Bybee, D., Terry, K., & Hart-Johnson, T. (2004). Possible selves as roadmaps. Journal of Research in Personality, 38, 130–149.
  • Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543–578.
  • Patall E. A., Awad, G. H. & Cestone, C. M. (2014). Academic potential beliefs and feelings: Conceptual development and relations with academic outcomes. Self and Identity, (13)1, 58–80.
  • Rhodewalt, F., & Davison, J. (1986). Self-handicapping and subsequent performance: Role of outcome valence and attributional certainty. Basic and Applied Social Psychology, 7, 307–323.
  • Seligman, M. E. P. (1993). What you can change and what you can’t: The complete guide to successful self-improvement. New York: Fawcett.
  • Siegle, D., Rubenstein, L. D., Pollard, E., & Romey, E. (2010). Exploring the relationships of college freshman honors students’ effort and ability attribution, interest, and implicit theory of intelligence with perceived ability. Gifted Child Quarterly, 54, 92–101.
  • Sipahi, B., Yurtkoru, E. S. & Çinko, M. (2008). Sosyal bilimlerde SPSS’le veri analizi. İstanbul: Beta Basım Yayım Dağıtım.
  • Skinner, E. A. (1995). Perceived control, motivation, and coping. Thousand Oaks, CA: Sage.
  • Stevenson, H. W. (1992). Con: Don’t deceive children through a feel good approach. What’s behind self-esteem programs: Truth or trickery? School Administrator, 49(4).
  • Stout, M. (2000). The feel-good curriculum: The dumbing down of America’s kids in the name of self-esteem. Cambridge, MA: Perseus Books.
  • Swim, J. K., & Sanna, L. J. (1996). He's skilled, she's lucky: A meta-analysis of observers'm attributions for women's and men's successes and failures. Personality and Social Psychology Bulletin, 22, 507-519.
  • Weiner, B. (1992). Human motivation: Metaphors, theories, and research. Newbury Park, CA: Sage.
  • Williams, E. F., Gilovich, T., & Dunning, D. (2012). Being all that you can be: The weighting of potential in assessments of self and others. Personality and Social Psychology Bulletin, 38, 143–154.
There are 41 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Ahmet Akın

Ümran Akın This is me

Banu Yıldız

Publication Date July 7, 2014
Published in Issue Year 2014 Volume: 3 Issue: 2

Cite

APA Akın, A., Akın, Ü., & Yıldız, B. (2014). Akademik Potansiyele Yönelik İnanç ve Duygular Ölçeğinin Türkçe Versiyonunun Geçerlik ve Güvenirliği. Bartın University Journal of Faculty of Education, 3(2), 49-62.

All the articles published in the journal are open access and distributed under the conditions of CommonsAttribution-NonCommercial 4.0 International License 

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Bartın University Journal of Faculty of Education