Adaptation of Motivation for Learning in Higher Education Scale (EMAPRE-U) to Turkish / Yükseköğretimde Öğrenme Motivasyonu Ölçeği'nin (YÖMÖ-Ü) Türkçeye Uyarlanması

Abstract

This study aims to adapt the scale to Turkish in the sample of university students by examining the validity and reliability of the Learning Motivation Scale in Higher Education in Turkish culture. The study group of the research consisted of a total of 1325 (554 female and 770 male) people aged between 19 and 35 in order to examine the linguistic co-validity, equivalent scale validity, test-retest reliability, and to conduct exploratory and confirmatory factor analysis. Learning Motivation Scale in Higher Education and Academic Self-Efficacy Scale were used for data collection in the research. The data were analyzed with exploratory and confirmatory factor analysis, correlation analysis and t test for independent groups. As a result of the exploratory factor analysis, it was determined that the scale consisted of a three-factor structure. Confirmatory factor analysis showed that the determined structure was confirmed. It was seen that the learning, approach and avoidance goals sub-dimensions of the scale were associated with academic self-efficacy scores and the scale had equivalent scale validity. As a result of the reliability analysis, the Cronbach's alpha coefficient of the sub-dimensions varied between .82 and .87 in the study group in which exploratory factor analysis was performed, and between .79 and .82 in the group in which confirmatory factor analysis was performed. As a result of the test-retest analysis, it was observed that there were positive and high-level relationships between the pre- and post-test mean scores of the sub-dimensions of the scale. In addition, as a result of the analyzes carried out to support the criterion validity, the scores obtained from the sub-dimensions of the scale did not show a significant difference according to gender. According to these results, it can be said that the Learning Motivation Scale in Higher Education is valid and reliable.

Keywords

• Learning motivation
• University students
• Achievement goals theory
• Performance goals

Yükseköğretimde Öğrenme Motivasyonu Ölçeği'nin (YÖMÖ-Ü) Türkçeye Uyarlanması / Adaptation of Motivation for Learning in Higher Education Scale (EMAPRE-U) to Turkish

Abstract

Bu çalışma Yükseköğretimde Öğrenme Motivasyonu Ölçeği’nin Türk kültüründeki geçerlik ve güvenirliğini inceleyerek, üniversite öğrencileri örnekleminde ölçeği Türkçe’ye uyarlamayı amaçlamaktadır. Araştırmanın çalışma grubunu ölçeğin dilsel eş geçerliğini, eşdeğer ölçek geçerliğini, test tekrar test güvenirliğini inceleyebilmek, açımlayıcı ve doğrulayıcı faktör analizi yapabilmek amacıyla yaş aralıkları 19 ile 35 arasında değişen toplam 1325 (554 kadın ve 770 erkek) kişi oluşturmaktadır. Araştırmada veri toplama için Yükseköğretimde Öğrenme Motivasyonu Ölçeği ve Akademik Özyeterlik Ölçeği’nden yararlanılmıştır. Veriler açımlayıcı ve doğrulayıcı faktör analizi, korelasyon analizi ve bağımsız gruplar için t testi ile incelenmiştir. Yürütülen açımlayıcı faktör analizi sonucunda ölçeğin üç faktörlü yapıdan meydana geldiği belirlenmiştir. Doğrulayıcı faktör analizi ise belirlenen yapının doğrulandığını göstermiştir. Ölçeğin öğrenme, yaklaşma ve kaçınma hedefleri alt boyularının akademik özyeterlik puanları ile ilişkili olduğu ve ölçeğin eşdeğer ölçek geçerliğine sahip olduğu görülmüştür. Yapılan güvenirlik analizleri sonucunda alt boyutların Cronbach alfa katsayısı açımlayıcı faktör analizi yapılan çalışma grubunda .82 ile .87 arasında, doğrulayıcı faktör analizinin yapılan grupta .79 ile .82 arasında değişmektedir. Test tekrar test analizini sonucunda ölçeğin alt boyutları ön ve son test puan ortalamaları arasında pozitif ve yüksek düzeyde ilişkiler olduğu görülmüştür. T testi sonuçlarına bakıldığında ölçeğin ön ve son test puan ortalamaları arasında anlamlı miktarda bir farklılık olmadığı görülmüştür. Ayrıca ölçüt geçerliğine destek olması amacıyla yapılan analizler sonucunda ölçeğin alt boyutlarından alınan puanlar cinsiyete göre anlamlı bir farklılık göstermemiştir. Elde edilen bu sonuçlara göre Yükseköğretimde Öğrenme Motivasyonu Ölçeği’nin geçerli ve güvenilir olduğu söylenebilir.

Keywords

• Öğrenme motivasyonu
• Üniversite öğrencileri
• Başarı hedefleri teorisi
• Performans hedefleri

References

1. Akın, A. (2006). 2X2 Başarı yönelimleri ölçeği: Geçerlik ve güvenirlik çalışması. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 12, 1-13.
2. Akın, A. (2010). Achievement goals and academic locus of control: A structural equation modeling approach. Eurasian Journal of Educational Research, 38, 1-18.
3. Akın, A. ve Çetin, B. (2007). Başarı Yönelimleri Ölçeği: Geçerlik ve güvenirlik çalışması. Eurasian Journal of Educational Research, 7(26), 1-12.
4. Altıparmak, E. (2015). Beden eğitimi öğretmenliği öğrencilerinin akademik kontrol odağı ve başarı hedefleri yönelimleri. Spor ve Performans Araştırmaları Dergisi, 6(2), 73-78.
5. Ames, C. (1992). Classrooms: Goals, structure, and student motivation. Journal of Educational Psychology, 84(3), 261-271. https://doi.org/10.1037/0022-0663.84.3.261
6. Arslan, S. ve Akın, A. (2015). 2x2 Başarı Yönelimleri Ölçeği (Revize Formu): Geçerlik ve güvenirlik çalışması. Sakarya University Journal of Education, 5(1), 7-15.
7. Bardach, L., Oczlon, S., Pietschnig, J., & Lüftenegger, M. (2020). Has achievement goal theory been right? A meta-analysis of the relation between goal structures and personal achievement goals. Journal of Education & Psychology, 112(6), 1197–1220. https://doi.org/10.1037/edu0000419
8. Bardach, L., Yanagida, T., Klassen, R. M., & Lüftenegger, M. (2022). Normative and appearance performance-approach goal structures: Two-level factor structure and external linkages. The Journal of Experimental Education, 90(1), 130-145. https://doi.org/10.1080/00220973.2020.1729081

9. Bollen, K. A. (1989). A new incremental fit index for general structural equation models. Sociological Methods & Research, 17(3), 303-316. https://doi.org/10.1177/0049124189017003004
10. Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. Sociological Method& Research, 21(2), 230–258. https://doi.org/10.1177/0049124192021002005
11. Bzuneck, J. A. (2004). A motivação do aluno orientado a metas de realização. In E. Boruchovitch & J. A. Bzuneck (Eds.). A motivação do aluno: Contribuições da Psicologia Contemporânea (pp. 58-77). Petrópolis: Vozes.
12. Byrne, B. (1989). A Primer of LISREL, basic assumptions and programming for confirmatory factor analysis models. Springer-Verlag Publishing. http://dx.doi.org/10.1007/978-1-4613-8885-2
13. Byrne, B.M. (2016). Structural equation modeling with AMOS: Basic concepts, applications, and programming (3th ed.). Routledge.
14. Büyüköztürk, Ş. (2004). Veri analizi el kitabı. Pegem A Yayıncılık.
15. Cellar, D. F., Stuhlmacher, A. F., Young, S. K., Fisher, D. M., Adair, C. K., Haynes, S., et al. Twichell, E., Arnold, K. A., Royer, K., Denning, B. L., & Riester, D. (2011). Trait goal orientation, self-regulation, and performance: A meta-analysis. Journal of Business and Psychology, 26(4), 467e483. https://doi.org/10.1007/s10869-010-9201-6
16. Chiang, Y. T., & Lin, S. S. (2014). The measurement structure, stability and mediating effects of achievement goals in math with middle-school student data. Scandinavian Journal of Educational Research, 58(5), 513-527. https://doi.org/10.1080/00313831.2012.732607
17. Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th ed.). Pearson.
18. Denktaş, S. (2019). Beden eğitimi öğretmen adaylarının başarı hedef yönelimlerinin güdülenme ve öğrenme stratejilerini belirlemedeki rolü (Yayımlanmış Yüksek Lisans Tezi), Marmara Üniversitei Eğitim Bilimleri Enstitüsü, İstanbul.
19. Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34(3), 169–189. https://doi.org/10.1207/s15326985ep3403_3
20. Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218–232. https://doi.org/10.1037/0022-3514.72.1.218
21. Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100(3), 613–628. https://doi.org/10.1037/0022-0663.100.3.613
22. Elliot, A. J., Murayama, K., & Pekrun, R. (2011). A 3 × 2 Achievement Goal Model. Journal of Educational Psychology, 103, 632-648. http://dx.doi.org/10.1037/a0023952
23. Elliot, A. J., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501–519. https://doi.org/10.1037/0022-3514.80.3.501
24. Elliot, A. J., & Thrash, T. M. (2001). Achievement goals and the hierarchical model of achievement motivation. Educational Psychology Review, 13(2), 139–156. https://doi.org/10.1023/A:1009057102306
25. Fabrigar, L. R., & Wegener, D. T. (2012). Exploratory Factor Analysis. Oxford University Press, Inc.
26. Frade, A. S. B. V., & Veiga, F. H. (2014). Portuguese adaptation of the learning motivation Scale? A study with military personnel. International Conference of Education and New Learning Technologies (Proceedings of EDULEARN), 7485-7492, Barcelona, Spain .https://repositorio.ul.pt/bitstream/10451/12045/1/967_PORTUGUESE%20ADAPTATION%20OF%20THE%20LEARNING%20MOTIVATION%20SCALE.pdf
27. George, D., & Mallery, P. (2019). IBM SPSS statistics 25 step by step: A simple guide and reference (15th ed.). Routledge.
28. Guo, M., & Leung, F. K. (2021). Achievement goal orientations, learning strategies, and mathematics achievement: A comparison of Chinese Miao and Han students. Psychology in the Schools, 58(1), 107-123. https://doi.org/10.1002/ pits.22424
29. Hu, L. T., & Bentler, P. M. (1998). Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psychological methods, 3(4), 424-453. https://doi.org/10.1037/1082-989X.3.4.424
30. Huang, C. (2016). Achievement goals and self-efficacy: A meta-analysis. Educational Research Review, 19, 119-137. https://doi.org/10.1016/j.edurev.2016.07.002
31. Huck, S.W. (2001). Reading Statistics and Research. Longman.
32. Hulleman, C. S., Schrager, S. M., Bodmann, S. M., & Harackiewicz, J. M. (2010). A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels? Psychological Bulletin, 136, 422-449. https://doi.org/10.1037/a0018947
33. İzci, E. ve Koç, S. (2012). Pedagojik formasyon eğitimi alan öğrencilerin başarı yönelim düzeylerinin incelenmesi. Dicle Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8, 31-43.
34. Jöreskog, K. G., & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the simplis command language. Scientific Software International, Inc.
35. Kaya, H. B., Namlı S. ve Demir, G.T. (2018). Spor bilimleri fakültesi öğrencilerinin sporcu kimlikleri ve başarı yönelimleri arasındaki ilişkinin incelenmesi. ETÜ Sosyal Bilimler Enstitüsü Dergisi, 3(7), 179-196.
36. Kim, S., Hur, Y., & Park, J. H. (2014). The correlation between achievement goals, learning strategies, and motivation in medical students. Korean Journal of Medical Education, 26(1), 9-24. https://doi.org/10.4103/1357-6283.120701.
37. Kline, R. B. (2011). Principles and practice of structural equation modeling. The Guildford Press.
38. Lemyre, P.-N., Roberts, G. C., & Ommundsen, Y. (2002). Achievement goal orientations, perceived ability, and sportspersonship in youth soccer. Journal of Applied Sport Psychology, 14(2), 120–136. https://doi.org/10.1080/10413200252907789
39. Linnenbrink, E. A. (2005). The dilemma of performance-approach goals: The use of multiple goal contexts to promote students’ motivation and learning. Journal of Educational Psychology, 97(2), 197-213. https://doi.org/10.1037/0022-0663.97.2.197
40. Linnenbrink-Garcia, L., Middleton, M., Ciani, K. D., Easter, M. A., O’Keefe, P. A., & Zusho, A. (2012). Performance approach and avoidance goal orientations: Pressing theoretical and methodological concerns. Educational Psychologist, 47(4), 281-301. https://doi.org/10.1080/00461520.2012.722515.
41. Lu, B., Deng, Y., Yao, X., & Li, Z. (2022). Learning goal orientation and academic Performance: A Dynamic model. Journal of Career Assessment, 30(2), 329-344. https://doi.org/10.1177/ 106 907 272110434
42. McDonald, R. P., & Marsh, H. W. (1990). Choosing a multivariate model: Noncentrality and goodness of fit. Psychological Bulletin, 107(2), 247–255. https://doi.org/10.1037/0033-2909.107.2.247
43. Meece, J., Blumenfeld, P. C., & Hoyle, R. (1988). Students’ goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514–523. ttps://doi.org/10.1037/0022-0663.80.4.514
44. Midgley, C., Kaplan, A., Middleton, M., Maehr, M. L., Urdan, T., Anderman, L. H., & Roeser, R. (1998). The development and validation of scales assessing students’ achievement goal orientations. Contemporary Educational Psychology, 23(2), 113-131. https://doi.org/10.1006/ceps. 1998.0965
45. Mouratidis, A., Michou, A., Demircioğlu, A. N., & Sayil, M. (2018). Different goals, different pathways to success: Performance-approach goals as direct and mastery-approach goals as indirect predictors of grades in mathematics. Learning and Individual Differences, 61,127–135. https://doi.org/10.1016/j. lindif.2017.11.017
46. Murayama, K.; Elliot, A. J., & Yamagata, S. (2011). Separation of performance-approach and performance-avoidance achievement goals: A broader analysis. Journal of Educational Psychology, 103(1), 238-256. https://doi.org/10.1037/a0021948.
47. Nichols, W. D., Jones, J., & Hancock, D. (2003). Teachers’ influence on goal orientation: Exploring the relationship between eighth graders’ goal orientation, their emotional development, their perceptions of learning, and their teachers’ instructional strategies. Reading Psychology, 24(1), 57– 8. https://doi.org/10.1080/02702710308236
48. Öncü, H. (2004). Motivasyon. L. Küçükahmet (Ed.), Sınıf yönetimi (s. 113- 132) içinde. Nobel Yayınevi
49. Pajares, F., & Cheong, Y. F. (2003). Achievement goal orientations in writing: A developmental perspective. International Journal of Educational Research, 39(4), 437–455. https://doi.org/10.1016/j.ijer.2004.06.008
50. Pereira, J. S., Castillo, S. A. L., Zoltowski, A. P. C., Teixeira, M. A. P., & de Salles, J. F. (2022). Escala de Motivação para Aprendizagem em Universitários: Versão Breve. Estudos e Pesquisas em Psicologia, 22(2), 773-793.
51. Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Education & Psychology, 92(3), 544–555. https://doi.org/10.1037/0022-0663.92.3.544
52. Pintrich, P. R., & De Groot, E.V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40. https://doi.org/10.1037/0022-0663.82.1.33
53. Ryan, A. M., Patrick, H., & Shim, S. O. (2005). Differential Profiles of Students Identified by Their Teacher as Having Avoidant, Appropriate, or Dependent Help-Seeking Tendencies in the Classroom. Journal of Educational Psychology, 97(2), 275-285. https://doi.org/10.1037/0022-0663.97.2.275
54. Santos, A. A. A., Alcará, A. R., & Monteiro, R. M. (2012). A motivação para aprender na perspectiva da teoria de metas de realização e teoria da autodeterminação. In E. Boruchovitch, A. A. A. Santos & E. Nascimento (Eds). Avaliação psicológica nos contextos educativo e psicossocial (pp. 149-179). Casa do Psicólogo.
55. Santos, A. A. A., Alcará, A. R., & Zenorini, R. D. P. C. (2013). Estudos psicométricos da escala de motivação para a aprendizagem de universitários. Fractal: Revista de Psicologia, 25(3), 531-546. https://doi.org/10.1590/S1984-02922013000300008
56. Santos, A. A. A., & Mognon, J. F. (2016). Motivation assessment scale for learning in higher education: Validity evidence. Psico-USF, 21(1), 101-110. https://doi.org/10.1590/1413-82712016210109
57. Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research and application. Pearson.
58. Seçer, İ. (2015). Psikolojik test geliştirme ve uyarlama SPSS ve LISREL uygulamaları. Anı Yayıncılık.
59. Senko, C., Hulleman, C. S., & Harackiewicz, J. M. (2011). Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions. Educational Psychologist, 46(1), 26-47. https://doi.org/10.1080/00461520.2011.538646.
60. Senko, C., & Tropiano, K. L. (2016). Comparing three models of achievement goals: Goal orientations, goal standards, and goal complexes. Journal of Educational Psychology, 108(8), 1178–1192. https://doi.org/10.1037/edu0000114
61. Stapleton, C. D. (1997). Basic Concepts and Procedures of Confirmatory Factor Analysis, ED407416. https://eric.ed.gov/?id=ED407416
62. Stevens, J. P. (2009). Applied multivariate statistics for social sciences (5th ed.). Routledge Taylor & Francis Group.
63. Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. Allyn & Bacon/Pearson Education.
64. Tan, J. A., & Hall, R. J. (2005). The effects of social desirability bias on applied measures of goal orientation. Personality and Individual Differences, 38(8), 1891–1902. https://doi.org/10.1016/j.paid.2004.11.015
65. Tanaka, J. S., & Huba, G. J. (1985). A fit index for covariance structure models under arbitrary GLS estimation. British Journal of Mathematical and Statistical Psychology, 38(2), 197–201. https://doi.org/10.1111/j.2044-8317.1985.tb00834.x
66. Toprakçı, E. (2017). Sınıf yönetimi (3. baskı) Pegem Akademi.
67. Troia, G. A., Harbaugh, A. G., Shankland, R. K., Wolbers, K. A., & Lawrence, A. M. (2013). Relationships between writing motivation, writing activity, and writing performance: Effects of grade, sex, and ability. Reading and Writing: An Interdisciplinary Journal, 26(1), 17–44. https://doi.org/10.1007/s11145-012-9379-2
68. Urdan, T., & Kaplan, A. (2020). The origins, evolution, and future directions of achievement goal theory. Contemporary Educational Psychology, 61, 101862. https://doi.org/10.1016/j.cedpsych. 2020.101862
69. Wentzel, K. R. (1989). Adolescent classroom goals, standards for performance, and academic achievement: An interactionist perspective. Journal of Educational Psychology, 81(2), 131–142. https://doi.org/10.1037/0022-0663.81.2.131
70. Wirthwein, L., Sparfeldt, J. R., Pinquart, M., Wegerer, J., & Steinmayr, R. (2013). Achievement goals and academic achievement: A closer look at moderating factors. Educational Research Review, 10, 66-89. https://doi.org/10.1016/j. edurev.2013.07.001
71. Yılmaz, H. ve Çavaş, P. (2007). Fen öğrenimine yönelik motivasyon ölçeğinin geçerlik ve güvenirlik çalışması. İlköğretim Online, 6(3), 430-440.
72. Yılmaz, M., Gürçay, D. ve Ekici, G. (2007). Akademik öz yeterlik ölçeğinin Türkçe’ye uyarlanması, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33, 253-259.
73. Zenorini, R. d. P. C., & dos Santos, A. A. A. (2010). Escala de metas de realização como medida da motivação para aprendizagem [Achievement goals scale as a measure of motivation for learning]. Revista Interamericana de Psicología, 44(2), 291–298.
74. Zusho, A., & Clayton, K. (2011). Culturalizing Achievement Goal Theory and Research, Educational Psychologist, 46(4), 239-260. https://doi.org/10.1080/00461520.2011.614526