Derse katılmama durumundaki zaman yönelimi ölçeğinin psikometrik özellikleri

Year 2011, Volume: 10 Issue: 3, 1178 - 1190, 26.06.2011

Ali Eryılmaz , Esra Dereli

Abstract

Bu çalışmanın amacı, ilköğretim öğrencileri için derse katılmama durumlarındaki zaman yönelimlerini ölçen bir ölçme aracı geliştirmektir. Çalışma, 10-14 yaş arasındaki Eskişehir’ de ilköğretim öğrenimi gören 179 ( %48,5) kız ve 190 ( % 51,5) erkek olmak üzere toplam 369 öğrenci üzerinde gerçekleştirilmiştir. Çalışmada geçerlik analizi için açımlayıcı ve doğrulayıcı faktör ve güvenirlik analizleri için iç tutarlık analizi ve test tekrar test tekniği ile analizler yapılmıştır. Çalışmadan elde edilen bulgulara göre, yapılan AFA sonucunda ölçeğin altı faktörden oluştuğu ve söz konusu faktörlerin açıklanan varyansa olan toplam katkısının % 60.75 düzeyinde olduğu tespit edilmiştir. Ölçeğin boyutları, “Şimdide Davranış Sergilemek”, “Gelecekte Gelişim Görevini Başarıp-Başarmayacağını Düşünme”, “Gelecekte İhtiyacını Doyurmayı Düşünme”, “Kontrolü Yitirme”, “Geçmişteki Sorunları Düşünme” ve “Geçmişin Hazzını Düşünme” olarak isimlendirilmiştir. Sonuç olarak, “İlköğretim Öğrencileri İçin Derse Katılmama Durumundaki Zaman Yönelimleri Ölçeği’nin” yüksek düzeyde güvenilir ve geçerli olduğu sonucuna varılmıştır. Bu ölçekle, gelecekte çeşitli araştırmalar yapılarak alanın gelişmesine katkıda bulunulabilir.

Keywords

ilköğretim öğrencileri, derse katılmama, zaman yönelimi, ölçek

Psychometric properties of time orientation during classroom disengagement scale

Abstract

This study aimed to develop a scale to measure time orientation of primary school students
during classroom disengagement. Participants were a total of 369 primary school children, 179 female and 190
male students aged between 10-14. Exploratory and confirmatory factor analysises and certain reliability
analyses were used in the study. The findings revealed a six-dimensional scale, 60.75 % of whose variance was
explained. The dimensions of the scale were “to display behavior at present”, “to think about past problems”,
“to think about meeting future needs”, “to think about past hedonic experience”, to think about developmental
task whether or not to achieve”, and “to lose control”. The reliability and validity values of the scale were
found to be satisfactory. The scale that resulted was given the title “Scale for Primary School Children’ Time
Orientation during Classroom Disengagement”. This instrument may be used in various studies in the future,
thus contributing to the development of the field.

Keywords

primary school children, classroom, disengagement, time orientation, scale.

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