-

Zuhal Çeliktürk; Ahmet Yamaç

-

Year 2015, Volume: 14 Issue: 1, - 10, 05.01.2015

Abstract

The aim of the current study is to develop “The Reading Anxiety Scale” for Elementary and Middle School Students. Firstly, an initial 42 items were administrated to 410 fourth and fifth graders. The results of exploratory factor analysis showed that this scale had 29 items and yielded a unitary factor. Cronbach Alpha for the scale was found to be .95. Confirmatory factor analysis was administrated to 220 fourth and fifth graders to test the factor structure of the scale. The findings provide some evidence for the validity and reliability of the scale. Accordingly, it is put forward that the scale can use to determine the middle and elementary school students’ reading anxiety for research on reading anxiety

Keywords

reading, anxiety, exploratory factor analysis, confirmatory factor analysis

References

Akyol, H. (2011). Türkçe öğretim yöntemleri. (4. bs). Ankara: Pegem A Yayıncılık.
Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York: Guilford.
Bonifacci, P., Candria, L., and Contento, S. (2008). Reading and writing: What is the relationship with anxiety and depression? Reading and Writing, 21(6), 609-625.
Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı (12. bs). Ankara: Pegem Akademi Yayıncılık.
Capan, S. A., and Karaca, M. (2013). A comparative study of listening anxiety and reading anxiety. Procedia- Social and Behavioral Sciences, 70, 1360-1373.
Coltheart, M. (2005). Comprehension instruction: Research-based best practices. (Ed: Margaret J. Snowling and Charles Hulme). The science of reading: A handbook. Blackwell Publishing Ltd.
Earley, A.C.(2007). The effect of anxiety on the oral reading fluency of school-aged children. (Unpublished Thesis). Emporia State University.
Elliott, C. H., and Smith, L. L. (2010). Overcoming anxiety for dummies. Indianapolis, Indiana: Wiley Publishing.
Epçapan, C. ve Demirel, Ö.(2011). Okuduğunu anlama öz-yeterlik algısı ölçeğinin geçerlik ve güvenirlik çalışması. Uluslararası Sosyal Araştırmalar Dergisi, 4(16), 120-128.
Erkuş, A. (2011). Davranış bilimleri için bilimsel araştırma süreci. (3. bs). Ankara: Seçkin Yayıncılık.
Gambrell, L. B. (1996). Creating classroom cultures that foster reading motivation. Reading Teacher, 50, 14-25.
Grills-Taquechel, A. E., Fletcher, J. M., Vaughn, S. R., and Stuebing, K. K. (2012). Anxiety and reading difficulties in early elementary school: evidence for unidirectional-or bi-directional relations?. Child Psychiatry and Human Development, 43(1), 35-47.
Haddadian, F., Alipour, V., Majidi, A., and Maleki, H. (2012). The effectiveness of self-instruction technique on improvement of reading performance and reduction of anxiety in primary school students with dyslexia. Procedia-Social and Behavioral Sciences, 46, 5366-5370.
Han, H. R. (2009). Measuring anxiety in children: A methodological review of the literature. Asian Nursing Research, 3(2), 49-62.
Harrington, D. (2008). Confirmatory factor analysis. New York, Oxford University Press.
Jalongo, M. R., and Hirsh, R. A. (2010). Understanding reading anxiety: New insights from neuroscience. Early Childhood Education Journal, 37(6), 431-435.
Johnson, A. P. (2008). Teaching reading and writing: A guıdebook for tutorıng And remediating students. Lanham: The Rowman and Littlefield Publishing Group, Inc.
Jöreskog, K., and Sörbom, D. (1996). LISREL 8.7: User’s reference guide [Computer software manual]. Lincolnwood, IL: Scientific Software International.
Kennedy, B. (2010). Anxiety disorders. Detroit, MI:Greenhaven Press.
La Greca, A. M., and Stone, W. L. (1993). Social anxiety scale for children-revised: Factor structure and concurrent validity. Journal of Clinical Child Psychology, 22(1), 17-27.
Magno, C. (2010). The effect of scaffolding on children’s reading speed, reading anxiety, and reading proficiency. TESOL Journal. 3, 92-98.
Marcoulides, G. A. (1989). Measuring computer anxiety: The computer anxiety scale. Educational and Psychological Measurement, 49, 733-739.
MacIntyre, P. D., and Gardner, R. C. (1989). Anxiety and second‐language learning: Toward a theoretical clarification. Language learning, 39(2), 251-275.
McCabe, P. P., and Margolis, H. (2001). Enhancing the self-efficacy of struggling readers. The Clearing House, 75(1), 45-49.
McKenna, M. C., and Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43(9), 626-639.
Mills, N., Pajares, F.,and Herron, C. (2006). A reevaluation of the role of anxiety: Self-efficacy, anxiety, and their relation to reading and listening proficiency. Foreign Language Annals. 39 (2), 276-295.
Ocak, G. ve Yamaç, A.(2013). İlköğretim beşinci sınıf öğrencilerinin öz-düzenleyici öğrenme stratejileri, motivasyonel inançları, matematiğe yönelik tutum ve başarıları arasındaki ilişkilerin incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 13(1), 369-387.
Papay, J. P., and Spielberger, C. D. (1986). Assessment of anxiety and achievement in kindergarten and first-and second-grade children. Journal of Abnormal Child Psychology, 14(2), 279-286.
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315–341.
Pekrun, R., Goetz, T., and Perry, R. P. (2005). Academic emotions questionnaire (AEQ)-User’s manual. Department of Psychology, University of Munich.
Pekrun, R., Goetz, T., Perry, R. P., Kramer, K., Hochstadt,M., and Molfenter, S. (2004). Beyond test anxiety: Development and validation of the test emotions questionnaire (TEQ). Anxiety, Stress, and Coping, 17, 287–316.
Pekrun, R., Goetz, T., Frenzel, A.C., Barchfeld, P., and Perry, R.P.(2011). Measuring emotions in students’ learning and performance: the achievement emotions questionnaire (AEQ). Contemporary Educational Psychology 36, 36–48
Pichette, F. (2009). Second Language Anxiety and distance language learning. Foreign Language Annals, 42 (1), 77-93.
Raykov, T. and Marcoulides, C.A. (2000). A First Course in Structural Equation Modeling. New Jersey: Lawrence Erlbaum A.
Saito, Y., Horwitz, E.K., and Garza, T. J. (1999). Foreign language reading anxiety. Modern Language Journal, 83 (2), 202-18.
Schermelleh-Engel, K., Moosbrugger, H., and Müler, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.
Schumacker, R.E., ve Lomax, R.G. (2004). A beginner’s guide to structural equation modeling. Mahwah, NJ: Lawrence Erlbaum.
Smith, M. C. (1990). A longitudinal investigation of reading attitude development from childhood to adulthood. The Journal of Educational Research, 215-219.
Solheim, O. J. (2011). The impact of reading self-efficacy and task value on reading comprehension scores in different item formats. Reading Psychology, 32(1), 1-27.
Spielberger, C. D., and Reheiser, E. C. (2004). Measuring anxiety, anger, depression, and curiosity as emotional states and personality traits with the STAI, STAXI, and STPI. In M. L. Hilsenroth and D. L. Segal (Eds.), Comprehensive handbook of psychological assessment (Vol. 2, pp. 70-86). Hobokon, NJ: John Wiley
Tabachnick, B. G., and Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston: Allyn and Bacon.
Tavşancıl, E. (2010). Tutumların ölçülmesi ve SPSS ile veri analizi. (4.bs.). Ankara: Nobel Yayın Dağıtım.
Tekindal, S. (2009). Duyuşsal özeliklerin ölçülmesi için araç oluşturma. (Geliştirilmiş 2. bs.). Ankara: Pegem A Yayıncılık.
Ülper, H., Yaylı, D. ve Karakaya, İ. (2013). Okur özyeterlik ölçeğinin geliştirilmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 14(1), 85-100.
Wigfield, A., and Meece, J. L. (1988). Math anxiety in elementary and secondary school students. Journal of Educational Psychology, 80(2), 210.
Wigfield, A., and Eccles, J. S. (1989). Test anxiety in elementary and secondary school students. Educational Psychologist, 24(2), 159-183.
Wigfield, A., and Guthrie, J. T. (1997). Relations of children's motivation for reading to the amount and breadth or their reading. Journal of educational psychology, 89(3), 420.
Young, D. J. (1986). The relationship between anxiety and foreign language oral proficiency ratings. Foreign Language Annals, 19(5), 439-445.
Zeidner, M. (1998). Test anxiety: the state of the art. New York, NY: Plenum Press.
Zeidner, M., and Matthews, G. (2005). Evaluation anxiety. In A. J. Elliot and C. S. Dweck (Eds.,Handbook of Competence and Motivation. London: Guildford Press.
Zhao, A., Guo, Y., and Dynia, J. (2013). Foreign language reading anxiety: Chinese as a foreign language in the United States. The Modern Language Journal, 97(3), 764-778.

İlkokul ve Ortaokul Öğrencileri İçin Okuma Kaygısı Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması

Year 2015, Volume: 14 Issue: 1, - 10, 05.01.2015

Zuhal Çeliktürk Ahmet Yamaç

Abstract

ÖZ. Öğrenme sürecini etkileyen önemli duyuşsal etkenlerden biri olarak kabul edilen kaygı, okuma eğitiminde de dikkate alınması gereken önemli unsurlardan birisidir. Bu unsurun okuma eğitimi çalışmalarında dikkate alınması, etkili ve verimli öğrenme süreçleri için gerekli görünmektedir. Bu bağlamda bu çalışmanın amacı, alanyazında eksikliği göze çarpan ilkokul ve ortaokul öğrencileri için “Okuma Kaygısı Ölçeği” geliştirmektir. Bu doğrultuda geliştirilen 42 maddeden oluşan taslak ölçek ilk olarak 410 dördüncü ve beşinci sınıf öğrencisine uygulanmıştır. Uygulama sonrasında yapılan açımlayıcı faktör analizine göre 29 maddelik tek boyutlu bir ölçek elde edilmiştir. Ölçeğin güvenirliği için Cronbach Alfa değeri .95 olarak belirlenmiştir. Daha sonra, son hali verilen ölçek doğrulayıcı faktör analizi için ilk uygulamadan farklı olarak 220 dördüncü ve beşinci sınıf öğrencisine uygulanmıştır. Geçerlik ve güvenirliğe ilişkin kanıtlar doğrultusunda, bu ölçeğin araştırma amaçlı çalışmalarda ilkokul ve ortaokul öğrencilerinin okuma kaygılarının belirlenmesinde kullanılabileceği ileri sürülebilir.

Keywords

okuma, kaygı, açımlayıcı faktör analizi, doğrulayıcı faktör analizi

References

Akyol, H. (2011). Türkçe öğretim yöntemleri. (4. bs). Ankara: Pegem A Yayıncılık.
Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York: Guilford.
Bonifacci, P., Candria, L., and Contento, S. (2008). Reading and writing: What is the relationship with anxiety and depression? Reading and Writing, 21(6), 609-625.
Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı (12. bs). Ankara: Pegem Akademi Yayıncılık.
Capan, S. A., and Karaca, M. (2013). A comparative study of listening anxiety and reading anxiety. Procedia- Social and Behavioral Sciences, 70, 1360-1373.
Coltheart, M. (2005). Comprehension instruction: Research-based best practices. (Ed: Margaret J. Snowling and Charles Hulme). The science of reading: A handbook. Blackwell Publishing Ltd.
Earley, A.C.(2007). The effect of anxiety on the oral reading fluency of school-aged children. (Unpublished Thesis). Emporia State University.
Elliott, C. H., and Smith, L. L. (2010). Overcoming anxiety for dummies. Indianapolis, Indiana: Wiley Publishing.
Epçapan, C. ve Demirel, Ö.(2011). Okuduğunu anlama öz-yeterlik algısı ölçeğinin geçerlik ve güvenirlik çalışması. Uluslararası Sosyal Araştırmalar Dergisi, 4(16), 120-128.
Erkuş, A. (2011). Davranış bilimleri için bilimsel araştırma süreci. (3. bs). Ankara: Seçkin Yayıncılık.
Gambrell, L. B. (1996). Creating classroom cultures that foster reading motivation. Reading Teacher, 50, 14-25.
Grills-Taquechel, A. E., Fletcher, J. M., Vaughn, S. R., and Stuebing, K. K. (2012). Anxiety and reading difficulties in early elementary school: evidence for unidirectional-or bi-directional relations?. Child Psychiatry and Human Development, 43(1), 35-47.
Haddadian, F., Alipour, V., Majidi, A., and Maleki, H. (2012). The effectiveness of self-instruction technique on improvement of reading performance and reduction of anxiety in primary school students with dyslexia. Procedia-Social and Behavioral Sciences, 46, 5366-5370.
Han, H. R. (2009). Measuring anxiety in children: A methodological review of the literature. Asian Nursing Research, 3(2), 49-62.
Harrington, D. (2008). Confirmatory factor analysis. New York, Oxford University Press.
Jalongo, M. R., and Hirsh, R. A. (2010). Understanding reading anxiety: New insights from neuroscience. Early Childhood Education Journal, 37(6), 431-435.
Johnson, A. P. (2008). Teaching reading and writing: A guıdebook for tutorıng And remediating students. Lanham: The Rowman and Littlefield Publishing Group, Inc.
Jöreskog, K., and Sörbom, D. (1996). LISREL 8.7: User’s reference guide [Computer software manual]. Lincolnwood, IL: Scientific Software International.
Kennedy, B. (2010). Anxiety disorders. Detroit, MI:Greenhaven Press.
La Greca, A. M., and Stone, W. L. (1993). Social anxiety scale for children-revised: Factor structure and concurrent validity. Journal of Clinical Child Psychology, 22(1), 17-27.
Magno, C. (2010). The effect of scaffolding on children’s reading speed, reading anxiety, and reading proficiency. TESOL Journal. 3, 92-98.
Marcoulides, G. A. (1989). Measuring computer anxiety: The computer anxiety scale. Educational and Psychological Measurement, 49, 733-739.
MacIntyre, P. D., and Gardner, R. C. (1989). Anxiety and second‐language learning: Toward a theoretical clarification. Language learning, 39(2), 251-275.
McCabe, P. P., and Margolis, H. (2001). Enhancing the self-efficacy of struggling readers. The Clearing House, 75(1), 45-49.
McKenna, M. C., and Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43(9), 626-639.
Mills, N., Pajares, F.,and Herron, C. (2006). A reevaluation of the role of anxiety: Self-efficacy, anxiety, and their relation to reading and listening proficiency. Foreign Language Annals. 39 (2), 276-295.
Ocak, G. ve Yamaç, A.(2013). İlköğretim beşinci sınıf öğrencilerinin öz-düzenleyici öğrenme stratejileri, motivasyonel inançları, matematiğe yönelik tutum ve başarıları arasındaki ilişkilerin incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 13(1), 369-387.
Papay, J. P., and Spielberger, C. D. (1986). Assessment of anxiety and achievement in kindergarten and first-and second-grade children. Journal of Abnormal Child Psychology, 14(2), 279-286.
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315–341.
Pekrun, R., Goetz, T., and Perry, R. P. (2005). Academic emotions questionnaire (AEQ)-User’s manual. Department of Psychology, University of Munich.
Pekrun, R., Goetz, T., Perry, R. P., Kramer, K., Hochstadt,M., and Molfenter, S. (2004). Beyond test anxiety: Development and validation of the test emotions questionnaire (TEQ). Anxiety, Stress, and Coping, 17, 287–316.
Pekrun, R., Goetz, T., Frenzel, A.C., Barchfeld, P., and Perry, R.P.(2011). Measuring emotions in students’ learning and performance: the achievement emotions questionnaire (AEQ). Contemporary Educational Psychology 36, 36–48
Pichette, F. (2009). Second Language Anxiety and distance language learning. Foreign Language Annals, 42 (1), 77-93.
Raykov, T. and Marcoulides, C.A. (2000). A First Course in Structural Equation Modeling. New Jersey: Lawrence Erlbaum A.
Saito, Y., Horwitz, E.K., and Garza, T. J. (1999). Foreign language reading anxiety. Modern Language Journal, 83 (2), 202-18.
Schermelleh-Engel, K., Moosbrugger, H., and Müler, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.
Schumacker, R.E., ve Lomax, R.G. (2004). A beginner’s guide to structural equation modeling. Mahwah, NJ: Lawrence Erlbaum.
Smith, M. C. (1990). A longitudinal investigation of reading attitude development from childhood to adulthood. The Journal of Educational Research, 215-219.
Solheim, O. J. (2011). The impact of reading self-efficacy and task value on reading comprehension scores in different item formats. Reading Psychology, 32(1), 1-27.
Spielberger, C. D., and Reheiser, E. C. (2004). Measuring anxiety, anger, depression, and curiosity as emotional states and personality traits with the STAI, STAXI, and STPI. In M. L. Hilsenroth and D. L. Segal (Eds.), Comprehensive handbook of psychological assessment (Vol. 2, pp. 70-86). Hobokon, NJ: John Wiley
Tabachnick, B. G., and Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston: Allyn and Bacon.
Tavşancıl, E. (2010). Tutumların ölçülmesi ve SPSS ile veri analizi. (4.bs.). Ankara: Nobel Yayın Dağıtım.
Tekindal, S. (2009). Duyuşsal özeliklerin ölçülmesi için araç oluşturma. (Geliştirilmiş 2. bs.). Ankara: Pegem A Yayıncılık.
Ülper, H., Yaylı, D. ve Karakaya, İ. (2013). Okur özyeterlik ölçeğinin geliştirilmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 14(1), 85-100.
Wigfield, A., and Meece, J. L. (1988). Math anxiety in elementary and secondary school students. Journal of Educational Psychology, 80(2), 210.
Wigfield, A., and Eccles, J. S. (1989). Test anxiety in elementary and secondary school students. Educational Psychologist, 24(2), 159-183.
Wigfield, A., and Guthrie, J. T. (1997). Relations of children's motivation for reading to the amount and breadth or their reading. Journal of educational psychology, 89(3), 420.
Young, D. J. (1986). The relationship between anxiety and foreign language oral proficiency ratings. Foreign Language Annals, 19(5), 439-445.
Zeidner, M. (1998). Test anxiety: the state of the art. New York, NY: Plenum Press.
Zeidner, M., and Matthews, G. (2005). Evaluation anxiety. In A. J. Elliot and C. S. Dweck (Eds.,Handbook of Competence and Motivation. London: Guildford Press.
Zhao, A., Guo, Y., and Dynia, J. (2013). Foreign language reading anxiety: Chinese as a foreign language in the United States. The Modern Language Journal, 97(3), 764-778.

There are 51 citations in total.

Details

Primary Language	English
Journal Section	Articles
Authors	Zuhal Çeliktürk Ahmet Yamaç
Publication Date	January 5, 2015
Published in Issue	Year 2015 Volume: 14 Issue: 1

Cite

APA	Çeliktürk, Z., & Yamaç, A. (2015). -. İlköğretim Online, 14(1), 10.
AMA	Çeliktürk Z, Yamaç A. -. EEO. January 2015;14(1):10.
Chicago	Çeliktürk, Zuhal, and Ahmet Yamaç. “-”. İlköğretim Online 14, no. 1 (January 2015): 10.
EndNote	Çeliktürk Z, Yamaç A (January 1, 2015) -. İlköğretim Online 14 1 10.
IEEE	Z. Çeliktürk and A. Yamaç, “-”, EEO, vol. 14, no. 1, p. 10, 2015.
ISNAD	Çeliktürk, Zuhal - Yamaç, Ahmet. “-”. İlköğretim Online 14/1 (January 2015), 10.
JAMA	Çeliktürk Z, Yamaç A. -. EEO. 2015;14:10.
MLA	Çeliktürk, Zuhal and Ahmet Yamaç. “-”. İlköğretim Online, vol. 14, no. 1, 2015, p. 10.
Vancouver	Çeliktürk Z, Yamaç A. -. EEO. 2015;14(1):10.

Article Files

Full Text