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Year 2015, Volume 5, Issue 1, 53 - 71, 07.02.2015
https://doi.org/10.17943/etku.47870

Abstract

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References

  • Anderson, J. C. ve Gerbing D. W. (1984). The Effect of Sampling Error on Convergence, Improper Solutions, and Goodness of Fit Indices for Maximum Likelihood Confirmatory Factor Analysis. Psychometrika, 49, 155-173.
  • Braten, I., Strømsø, H. I. ve Samuelstuen, M. S. (2005). The Relationship between Internet-Specific Epistemological Beliefs and Learning within Internet Technologies. Journal of Educational Computing Research, 33, 141–171.
  • Braten, I. (2008). Personal Epistemology, Understanding of Multiple Texts, and Learning within Internet Technologies. In M. S. Khine (Ed.), Knowing, Knowledge and Beliefs: Epistemological Studies Across Diverse Cultures (351–376). NY: Springer.
  • Bromme, R., Pieschl, S. ve Stahl, E. (2010). Epistemological Beliefs are Standards for Adaptive Learning: A Functional Theory about Epistemological Beliefs and Metacognition. Metacognition and Learning, 5(1), 7–26.
  • Brown, T. A. (2006). Confirmatory Factor Analysis for Applied Research (1st Ed.). New York: Guilford Press.
  • Büyüköztürk Ş., Akgün E. Ö., Özkahveci Ö. ve Demirel., F. (2004). Güdülenme ve Öğrenme Stratejileri Ölçeğinin Türkçe Formunun Geçerlik ve Güvenirlik Çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 4(2), 207-239.
  • Chiu, Y. L., Liang, J. C. ve Tsai, C. C. (2013). Internet-Specific Epistemic Beliefs and Self-Regulated Learning in Online Academic Information Searching. Metacognition and Learning, 8(3), 235-260.
  • Cole, D. A. (1987). Utility of Confirmatory Factor Analysis in Test Validation Research. Journal of Consulting and Clinical Psychology, 55(4), 584-594.
  • Dahl, T. I., Bals, M. ve Turi, A. L. (2005). Are Students’ Beliefs about Knowledge and Learning Associated with Their Reported Use of Learning Strategies? The British Journal of Educational Psychology, 75, 257–273.
  • Deryakulu, D. (2004). Üniversite Öğrencilerinin Öğrenme ve Ders Çalışma Stratejileri İle Epistemolojik İnançları Arasındaki İlişki. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 10(2), 230-249.
  • Greene, J. A., Muis, K. R. ve Pieschl, S. (2010). The Role of Epistemic Beliefs in Students’ Self-Regulated Learning with Computer-Based Learning Environments: Conceptual and Methodological Issues. Educational Psychologist, 45(4), 245–257.
  • Hartley, K. ve Bendixen, L. D. (2001). Educational Research in the Internet Age: Examining the Role of Individual Characteristics. Educational Researcher, 30(9), 22-26.
  • Hofer, B. K. ve Pintrich, P. R. (1997). The Development of Epistemological Theories: Beliefs about Knowledge and Knowing and Their Relation to Learning. Review of Educational Research, 67, 88–140.
  • Hu, L. ve Bentler, P. M. (1999). Cutoff Criteria for Fit Indexes in Covariance Structure Analysis: Conventional Criteria Versus New Alternatives. Structural Equation Modeling, 6(1), 1-55.
  • Jöreskog, K. G. ve Sörbom, D. (1993). LISREL 8: Structural Equation Modeling with the SIMPLIS Command Language. Hillsdale, NJ: Lawrence Erlbaum Associates Publishers.
  • Kammerer, Y., Braten, I., Gerjets, P. ve Strømsø, H. I. (2013). The Role of Internet-Specific Epistemic Beliefs in Laypersons’ Source Evaluations and Decisions During Web Search on a Medical Issue. Computers in Human Behavior, 29(3), 1193-1203.
  • Lee, S. W. Y. ve Tsai, C. C. (2011). Students’ Perception of Collaboration, Self-Regulated Learning and Information Seeking in the Context of Internet-Based Learning and Traditional Learning. Computers in Human Behavior, 27(2), 905–914.
  • Mason, L. ve Boldrin, A. (2008). Epistemic Metacognition in the Context of Information Searching on the Web. In M. S. Khine (Ed.), Knowing, Knowledge and Beliefs: Epistemological Studies Across Diverse Cultures (377–404). New York: Springer.
  • Mason, L., Boldrin, A. ve Ariasi, N. (2010). Epistemic Metacognition in Context: Evaluating and Learning Online Information. Metacognition and Learning, 5(1), 67–90.
  • Mason, L., Ariasi, N. ve Boldrin, A. (2011). Epistemic Beliefs in Action: Spontaneous Reflections about Knowledge and Knowing During Online Information Searching and Their Influence on Learning. Learning and Instruction, 21(1), 137–151.
  • Marsh, H. W., Balla, J. R. ve McDonald, R. P. (1988). Goodness of Fit Indexes in Confirmatory Factor Analysis: The Effect of Sample Size. Psychological Bulletin, 103, 391-410.
  • Muis, K. R. ve Franco, G. M. (2009). Epistemic Beliefs: Setting the Standards for Self-Regulated Learning. Contemporary Educational Psychology, 34(4), 306-318.
  • Olpak, Y. Z. ve Kılıç Çakmak, E. (2009). E-Öğrenme Ortamları için Sosyal Bulunuşluk Ölçeğinin Uyarlama Çalışması. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 142–160.
  • Özgüven, E. (1994). Psikolojik Testler. Ankara: Yeni Doğuş Matbaası.
  • Ryan, M. P. (1984). ‘Monitoring Text Comprehension: Individual Differences in Epistemological Standards’. Journal of Educational Psychology, 76(2), 248–258.
  • Schommer, M. (1990). Effects of Beliefs about the Nature of Knowledge on Comprehension. Journal of Educational Psychology, 82, 498–504.
  • Strømsø, H. I. ve Braten, I. (2010). The Role of Personal Epistemology in the Self-Regulation of Internet-Based Learning. Metacognition and Learning, 5(1), 91-111.
  • Sümer, N. (2000). Yapısal Eşitlik Modelleri: Temel Kavramlar ve Örnek Uygulamalar. Türk Psikoloji Yazıları, 3(6), 49-74.
  • Şimşek, Ö. F. (2007). Yapısal Eşitlik Modellemesine Giriş, Temel İlkeler ve LISREL Uygulamaları. Ankara: Ekinoks Yayıncılık.
  • Tu, Y. W., Shih, M. ve Tsai, C. C. (2008). Eighth Graders’ Web Searching Strategies and Outcomes: The Role of Task Types, Web Experiences and Epistemological Beliefs. Computers & Education, 51(3), 1142–1153.
  • Winne, P. H. (1995). Inherent Details in Self-Regulated Learning. Educational Psychologist, 30(4), 173–187.

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Year 2015, Volume 5, Issue 1, 53 - 71, 07.02.2015
https://doi.org/10.17943/etku.47870

Abstract

This study aims to adapt Internet-Specific Epistemological Beliefs Scale, developed by Bråten, Strİmsİ & Samuelstuen (2005) based on Hofer & Pintrich’s (1997) model to survey personal individual beliefs and later revised by Strİmsİ & Bråten (2010), into Turkish and to carry out the reliability and validity analyses of the scale. The study was carried out on 463 university students studying in 2013-2014 spring semester. In the adaptation process of the study, first the language equivalence of the scale was analyzed and after it was concluded that the Turkish scale met language equivalence, validity and reliability studies were carried out. With the confirmatory factor analysis done, the structural validity of the adapted scale was analyzed and it was found that the structural validity was consistent with the original scale. Following this step, Cronbach alpha internal coefficient of consistence and corrected item-total correlation were calculated. And using t-test the significance of the differences between item averages of upper and lower 27% groups was analyzed. The results of the analyses show that fit indexes of the adapted scale were acceptable and that the Cronbach alpha coefficients ranged between .85 and .93. Cronbach alpha internal coefficient of consistence for the Turkish version of the scale was found as .81. These results reveal that the scale is a valid and reliable tool in measuring internet-specific epistemological beliefs of university students

References

  • Anderson, J. C. ve Gerbing D. W. (1984). The Effect of Sampling Error on Convergence, Improper Solutions, and Goodness of Fit Indices for Maximum Likelihood Confirmatory Factor Analysis. Psychometrika, 49, 155-173.
  • Braten, I., Strømsø, H. I. ve Samuelstuen, M. S. (2005). The Relationship between Internet-Specific Epistemological Beliefs and Learning within Internet Technologies. Journal of Educational Computing Research, 33, 141–171.
  • Braten, I. (2008). Personal Epistemology, Understanding of Multiple Texts, and Learning within Internet Technologies. In M. S. Khine (Ed.), Knowing, Knowledge and Beliefs: Epistemological Studies Across Diverse Cultures (351–376). NY: Springer.
  • Bromme, R., Pieschl, S. ve Stahl, E. (2010). Epistemological Beliefs are Standards for Adaptive Learning: A Functional Theory about Epistemological Beliefs and Metacognition. Metacognition and Learning, 5(1), 7–26.
  • Brown, T. A. (2006). Confirmatory Factor Analysis for Applied Research (1st Ed.). New York: Guilford Press.
  • Büyüköztürk Ş., Akgün E. Ö., Özkahveci Ö. ve Demirel., F. (2004). Güdülenme ve Öğrenme Stratejileri Ölçeğinin Türkçe Formunun Geçerlik ve Güvenirlik Çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 4(2), 207-239.
  • Chiu, Y. L., Liang, J. C. ve Tsai, C. C. (2013). Internet-Specific Epistemic Beliefs and Self-Regulated Learning in Online Academic Information Searching. Metacognition and Learning, 8(3), 235-260.
  • Cole, D. A. (1987). Utility of Confirmatory Factor Analysis in Test Validation Research. Journal of Consulting and Clinical Psychology, 55(4), 584-594.
  • Dahl, T. I., Bals, M. ve Turi, A. L. (2005). Are Students’ Beliefs about Knowledge and Learning Associated with Their Reported Use of Learning Strategies? The British Journal of Educational Psychology, 75, 257–273.
  • Deryakulu, D. (2004). Üniversite Öğrencilerinin Öğrenme ve Ders Çalışma Stratejileri İle Epistemolojik İnançları Arasındaki İlişki. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 10(2), 230-249.
  • Greene, J. A., Muis, K. R. ve Pieschl, S. (2010). The Role of Epistemic Beliefs in Students’ Self-Regulated Learning with Computer-Based Learning Environments: Conceptual and Methodological Issues. Educational Psychologist, 45(4), 245–257.
  • Hartley, K. ve Bendixen, L. D. (2001). Educational Research in the Internet Age: Examining the Role of Individual Characteristics. Educational Researcher, 30(9), 22-26.
  • Hofer, B. K. ve Pintrich, P. R. (1997). The Development of Epistemological Theories: Beliefs about Knowledge and Knowing and Their Relation to Learning. Review of Educational Research, 67, 88–140.
  • Hu, L. ve Bentler, P. M. (1999). Cutoff Criteria for Fit Indexes in Covariance Structure Analysis: Conventional Criteria Versus New Alternatives. Structural Equation Modeling, 6(1), 1-55.
  • Jöreskog, K. G. ve Sörbom, D. (1993). LISREL 8: Structural Equation Modeling with the SIMPLIS Command Language. Hillsdale, NJ: Lawrence Erlbaum Associates Publishers.
  • Kammerer, Y., Braten, I., Gerjets, P. ve Strømsø, H. I. (2013). The Role of Internet-Specific Epistemic Beliefs in Laypersons’ Source Evaluations and Decisions During Web Search on a Medical Issue. Computers in Human Behavior, 29(3), 1193-1203.
  • Lee, S. W. Y. ve Tsai, C. C. (2011). Students’ Perception of Collaboration, Self-Regulated Learning and Information Seeking in the Context of Internet-Based Learning and Traditional Learning. Computers in Human Behavior, 27(2), 905–914.
  • Mason, L. ve Boldrin, A. (2008). Epistemic Metacognition in the Context of Information Searching on the Web. In M. S. Khine (Ed.), Knowing, Knowledge and Beliefs: Epistemological Studies Across Diverse Cultures (377–404). New York: Springer.
  • Mason, L., Boldrin, A. ve Ariasi, N. (2010). Epistemic Metacognition in Context: Evaluating and Learning Online Information. Metacognition and Learning, 5(1), 67–90.
  • Mason, L., Ariasi, N. ve Boldrin, A. (2011). Epistemic Beliefs in Action: Spontaneous Reflections about Knowledge and Knowing During Online Information Searching and Their Influence on Learning. Learning and Instruction, 21(1), 137–151.
  • Marsh, H. W., Balla, J. R. ve McDonald, R. P. (1988). Goodness of Fit Indexes in Confirmatory Factor Analysis: The Effect of Sample Size. Psychological Bulletin, 103, 391-410.
  • Muis, K. R. ve Franco, G. M. (2009). Epistemic Beliefs: Setting the Standards for Self-Regulated Learning. Contemporary Educational Psychology, 34(4), 306-318.
  • Olpak, Y. Z. ve Kılıç Çakmak, E. (2009). E-Öğrenme Ortamları için Sosyal Bulunuşluk Ölçeğinin Uyarlama Çalışması. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 142–160.
  • Özgüven, E. (1994). Psikolojik Testler. Ankara: Yeni Doğuş Matbaası.
  • Ryan, M. P. (1984). ‘Monitoring Text Comprehension: Individual Differences in Epistemological Standards’. Journal of Educational Psychology, 76(2), 248–258.
  • Schommer, M. (1990). Effects of Beliefs about the Nature of Knowledge on Comprehension. Journal of Educational Psychology, 82, 498–504.
  • Strømsø, H. I. ve Braten, I. (2010). The Role of Personal Epistemology in the Self-Regulation of Internet-Based Learning. Metacognition and Learning, 5(1), 91-111.
  • Sümer, N. (2000). Yapısal Eşitlik Modelleri: Temel Kavramlar ve Örnek Uygulamalar. Türk Psikoloji Yazıları, 3(6), 49-74.
  • Şimşek, Ö. F. (2007). Yapısal Eşitlik Modellemesine Giriş, Temel İlkeler ve LISREL Uygulamaları. Ankara: Ekinoks Yayıncılık.
  • Tu, Y. W., Shih, M. ve Tsai, C. C. (2008). Eighth Graders’ Web Searching Strategies and Outcomes: The Role of Task Types, Web Experiences and Epistemological Beliefs. Computers & Education, 51(3), 1142–1153.
  • Winne, P. H. (1995). Inherent Details in Self-Regulated Learning. Educational Psychologist, 30(4), 173–187.

İnternete Yönelik Epistemolojik İnanç Ölçeğinin Uyarlama Çalışması

Year 2015, Volume 5, Issue 1, 53 - 71, 07.02.2015
https://doi.org/10.17943/etku.47870

Abstract

Bu araştırmanın amacı, Hofer ve Pintrich (1997) tarafından ortaya konulan kişisel epistemolojik inançlar modeline dayalı olarak Bråten, Strømsø ve Samuelstuen (2005) tarafından geliştirilen ve daha sonra Strømsø ve Bråten (2010) tarafından revize edilen İnternete Yönelik Epistemolojik İnanç Ölçeğini Türkçeye uyarlamak ve ölçeğin geçerlik ve güvenirlik analizlerini gerçekleştirmektir. Araştırma 2013-2014 bahar döneminde öğrenim görmekte olan 463 üniversite öğrencisi üzerinde yürütülmüştür. Uyarlama sürecinde ilk olarak ölçeğin dil eşdeğerliğini sağlayıp sağlamadığı incelenmiş ve dil eşdeğerliğini sağladığı görüldükten sonra geçerlik ve güvenirlik çalışmaları yapılmıştır. Gerçekleştirilen doğrulayıcı faktör analizi ile uyarlanan aracın yapı geçerliği incelenmiş ve orijinal haliyle uyumlu olduğu görülmüştür. Ardından ölçeğin güvenirliğine ilişkin Cronbach alfa iç tutarlık katsayısı ile düzeltilmiş madde-toplam korelâsyonu hesaplanmış ve t-testi kullanılarak üst %27’lik ile alt %27’lik grupların madde ortalamaları arasındaki farkların anlamlılığı incelenmiştir. Analiz sonuçları uyarlanan ölçeğin uyum indekslerinin kabul edilebilir düzeyde olduğunu, faktörlerin Cronbach alfa katsayılarının .85 ile .93 arasında değiştiğini göstermektedir. Ölçeğin Türkçe haline ilişkin Cronbach alfa iç tutarlılık katsayısı ise .81 olarak belirlenmiştir. Bu sonuçlar ölçeğin, üniversite öğrencilerinin internete yönelik epistemolojik inançlarının ölçülmesinde geçerli ve güvenilir bir araç olduğunu göstermektedir.

References

  • Anderson, J. C. ve Gerbing D. W. (1984). The Effect of Sampling Error on Convergence, Improper Solutions, and Goodness of Fit Indices for Maximum Likelihood Confirmatory Factor Analysis. Psychometrika, 49, 155-173.
  • Braten, I., Strømsø, H. I. ve Samuelstuen, M. S. (2005). The Relationship between Internet-Specific Epistemological Beliefs and Learning within Internet Technologies. Journal of Educational Computing Research, 33, 141–171.
  • Braten, I. (2008). Personal Epistemology, Understanding of Multiple Texts, and Learning within Internet Technologies. In M. S. Khine (Ed.), Knowing, Knowledge and Beliefs: Epistemological Studies Across Diverse Cultures (351–376). NY: Springer.
  • Bromme, R., Pieschl, S. ve Stahl, E. (2010). Epistemological Beliefs are Standards for Adaptive Learning: A Functional Theory about Epistemological Beliefs and Metacognition. Metacognition and Learning, 5(1), 7–26.
  • Brown, T. A. (2006). Confirmatory Factor Analysis for Applied Research (1st Ed.). New York: Guilford Press.
  • Büyüköztürk Ş., Akgün E. Ö., Özkahveci Ö. ve Demirel., F. (2004). Güdülenme ve Öğrenme Stratejileri Ölçeğinin Türkçe Formunun Geçerlik ve Güvenirlik Çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 4(2), 207-239.
  • Chiu, Y. L., Liang, J. C. ve Tsai, C. C. (2013). Internet-Specific Epistemic Beliefs and Self-Regulated Learning in Online Academic Information Searching. Metacognition and Learning, 8(3), 235-260.
  • Cole, D. A. (1987). Utility of Confirmatory Factor Analysis in Test Validation Research. Journal of Consulting and Clinical Psychology, 55(4), 584-594.
  • Dahl, T. I., Bals, M. ve Turi, A. L. (2005). Are Students’ Beliefs about Knowledge and Learning Associated with Their Reported Use of Learning Strategies? The British Journal of Educational Psychology, 75, 257–273.
  • Deryakulu, D. (2004). Üniversite Öğrencilerinin Öğrenme ve Ders Çalışma Stratejileri İle Epistemolojik İnançları Arasındaki İlişki. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 10(2), 230-249.
  • Greene, J. A., Muis, K. R. ve Pieschl, S. (2010). The Role of Epistemic Beliefs in Students’ Self-Regulated Learning with Computer-Based Learning Environments: Conceptual and Methodological Issues. Educational Psychologist, 45(4), 245–257.
  • Hartley, K. ve Bendixen, L. D. (2001). Educational Research in the Internet Age: Examining the Role of Individual Characteristics. Educational Researcher, 30(9), 22-26.
  • Hofer, B. K. ve Pintrich, P. R. (1997). The Development of Epistemological Theories: Beliefs about Knowledge and Knowing and Their Relation to Learning. Review of Educational Research, 67, 88–140.
  • Hu, L. ve Bentler, P. M. (1999). Cutoff Criteria for Fit Indexes in Covariance Structure Analysis: Conventional Criteria Versus New Alternatives. Structural Equation Modeling, 6(1), 1-55.
  • Jöreskog, K. G. ve Sörbom, D. (1993). LISREL 8: Structural Equation Modeling with the SIMPLIS Command Language. Hillsdale, NJ: Lawrence Erlbaum Associates Publishers.
  • Kammerer, Y., Braten, I., Gerjets, P. ve Strømsø, H. I. (2013). The Role of Internet-Specific Epistemic Beliefs in Laypersons’ Source Evaluations and Decisions During Web Search on a Medical Issue. Computers in Human Behavior, 29(3), 1193-1203.
  • Lee, S. W. Y. ve Tsai, C. C. (2011). Students’ Perception of Collaboration, Self-Regulated Learning and Information Seeking in the Context of Internet-Based Learning and Traditional Learning. Computers in Human Behavior, 27(2), 905–914.
  • Mason, L. ve Boldrin, A. (2008). Epistemic Metacognition in the Context of Information Searching on the Web. In M. S. Khine (Ed.), Knowing, Knowledge and Beliefs: Epistemological Studies Across Diverse Cultures (377–404). New York: Springer.
  • Mason, L., Boldrin, A. ve Ariasi, N. (2010). Epistemic Metacognition in Context: Evaluating and Learning Online Information. Metacognition and Learning, 5(1), 67–90.
  • Mason, L., Ariasi, N. ve Boldrin, A. (2011). Epistemic Beliefs in Action: Spontaneous Reflections about Knowledge and Knowing During Online Information Searching and Their Influence on Learning. Learning and Instruction, 21(1), 137–151.
  • Marsh, H. W., Balla, J. R. ve McDonald, R. P. (1988). Goodness of Fit Indexes in Confirmatory Factor Analysis: The Effect of Sample Size. Psychological Bulletin, 103, 391-410.
  • Muis, K. R. ve Franco, G. M. (2009). Epistemic Beliefs: Setting the Standards for Self-Regulated Learning. Contemporary Educational Psychology, 34(4), 306-318.
  • Olpak, Y. Z. ve Kılıç Çakmak, E. (2009). E-Öğrenme Ortamları için Sosyal Bulunuşluk Ölçeğinin Uyarlama Çalışması. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 142–160.
  • Özgüven, E. (1994). Psikolojik Testler. Ankara: Yeni Doğuş Matbaası.
  • Ryan, M. P. (1984). ‘Monitoring Text Comprehension: Individual Differences in Epistemological Standards’. Journal of Educational Psychology, 76(2), 248–258.
  • Schommer, M. (1990). Effects of Beliefs about the Nature of Knowledge on Comprehension. Journal of Educational Psychology, 82, 498–504.
  • Strømsø, H. I. ve Braten, I. (2010). The Role of Personal Epistemology in the Self-Regulation of Internet-Based Learning. Metacognition and Learning, 5(1), 91-111.
  • Sümer, N. (2000). Yapısal Eşitlik Modelleri: Temel Kavramlar ve Örnek Uygulamalar. Türk Psikoloji Yazıları, 3(6), 49-74.
  • Şimşek, Ö. F. (2007). Yapısal Eşitlik Modellemesine Giriş, Temel İlkeler ve LISREL Uygulamaları. Ankara: Ekinoks Yayıncılık.
  • Tu, Y. W., Shih, M. ve Tsai, C. C. (2008). Eighth Graders’ Web Searching Strategies and Outcomes: The Role of Task Types, Web Experiences and Epistemological Beliefs. Computers & Education, 51(3), 1142–1153.
  • Winne, P. H. (1995). Inherent Details in Self-Regulated Learning. Educational Psychologist, 30(4), 173–187.

Details

Primary Language Turkish
Journal Section Articles
Authors

Ebru KILIÇ ÇAKMAK


F. Gizem Karaoğlan Yılmaz


Ramazan YILMAZ
0000-0002-2041-1750

Publication Date February 7, 2015
Published in Issue Year 2015, Volume 5, Issue 1

Cite

APA Kılıç Çakmak, E. , Karaoğlan Yılmaz, F. G. & Yılmaz, R. (2015). İnternete Yönelik Epistemolojik İnanç Ölçeğinin Uyarlama Çalışması . Eğitim Teknolojisi Kuram ve Uygulama , 5 (1) , 53-71 . DOI: 10.17943/etku.47870