The Validity and Relıability Of Turkish Version Of The Student Interest Scale

Erol Uğur; Ahmet Akın; Ümran Akın

TR EN

Derse İlgi Ölçeğinin Türkçeye Uyarlanması: Geçerlik ve Güvenirlik Çalışması

Abstract

Bu araştırmanın amacı Öğrenci İlgi Ölçeğini (Mazer, 2013b) Türkçeye uyarlamak ve geçerlik ve güvenirliğini incelemektir. Araştırma 251 üniversite öğrencisi üzerinde yürütülmüştür. Doğrulayıcı faktör analizinde 16 maddeden ve iki alt boyuttan (bilişsel ve duyuşsal) oluşan modelin iyi uyum verdiği görülmüştür (x²= 185.62, sd= 95, RMSEA= .061, NFI= .92, NNFI= .95, CFI= .96, IFI= .96, RFI= .90, GFI= .92, AGFI= .88, SRMR= .051). Ölçeğin faktör yükleri .61 ile .84, düzeltilmiş madde toplam korelasyon katsayıları ise .56 ile .78 arasında sıralanmaktadır. Ölçeğin iç tutarlılık güvenirlik katsayıları duyuşsal ilgi alt boyutu için .90, bilişsel ilgi alt boyutu için .89 olarak bulunmuştur. Bu sonuçlar ölçeğin Türkçe formunun geçerli ve güvenilir bir ölçme aracı olduğunu göstermektedir.

Keywords

Öğrenci İlgi Ölçeği, Geçerlik, Güvenirlik

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Natural inclinations of individuals for learning and development in each phase of life
motivate them to engage in activities with higher priorities due to the limited time and energy.
Higher levels of achievement on areas of interest, emerges as a desirable outcome of those
inclinations. Student interests on learning motivation and academic achievement have crucial
effects on account of its initiator role in learning process. Because of having prediction,
remarkable number of research was conducted on student interest and its reflections in different
learning situations in educational psychology. Hidi (2006) illustrated the concept of interest as
a unique motivational variable and psychological state that emerges in relationship between
persons and their learning environments. Emotional interest and cognitive interest are two
dimensions of student interest and both of them effect the student engagement and degree of
attendance to lesson. In other words, students are likely to have higher level of achievement
when they are emotionally and cognitively interested in course content (Harp & Mayer, 1997; Mazer, 2013c). Student interest has been gained scholarly much attention in terms of its relationships
with learning experiences and outcomes. Findings from studies in the field of student interest
demonstrated that it has positive relations with using functional learning strategies, academic
achievement (Krapp & Prenzel, 2011; Mazer, 2013b; Tela et al., 2009), learning motivation,
affective learning, and involvement degree of science course (Lin et al., 2013;). In other research,
student interest was increased by positive attitude of teachers and positive relation was found
perceived teacher caring behaviors and students’ academic achievement (Riconscente, 2014). Student interest was assessed using Student Interest Scale (Mazer, 2013b). The Student
Interest Scale has sixteen-items (e.g., “I feel enthused about being in class”, “The information
covered in the course is making me more knowledgeable”) and is consisted two subscales
namely emotional interest and cognitive interest. The subscales measured with a Likert-type
scale anchored by 1 (never) and 5 (always). Mazer (2013b) found Cron bach’s alphas of .95 for emotional interest, .88 for cognitive interest. The Student Interest Scale has not reverse item.
The results of convergent validity analysis demonstrated that student emotional interest had
significant positive relationships with motivation (r= .65), meaningfulness (r= .63), impact
(r= .65), competence (r= .55) and cognitive interest had significant positive relationships with
motivation (r= .64), meaningfulness (r= .65), impact (r= .52), competence (r= .63). The aim of this study is to examine the validity and reliability of the Turkish version of
the Student Interest Scale (Mazer, 2013b). Participants were 258 undergraduate students (136
were female and 122 were male) in Ağrı İbrahim Çeçen and Sakarya University. The mean
of their ages was 20.7. Initially the Student Interest Scale was translated into Turkish by two
academicians. After that the Turkish form was back-translated into English and examined the
consistency between the Turkish and English forms of the scale. Turkish form has reviewed by
three academicians from the department of educational sciences. Lastly the Turkish form was
discussed by academicians and along with some corrections this scale was prepared for validity
and reliability analyses. Findings of exploratory factor analysis of the scale have demonstrated
that the items loaded on two factors namely emotional and cognitive interest. Factor loadings
ranged from .53 to .81 for emotional interest and .58 to .86 for cognitive interest. Secondly
the confirmatory factor analysis was executed to confirm the original scale’s structure in
Turkish cultuıre. As reliability analysis internal consistency coefficients and the item-total
correlatiıons were examined. Data were analyzed by LISREL 8.54 and SPSS 15.0. The results of confirmatory factor analysis demonstrated that the sixteen items loıaded
on two factors (emotional interest and cognitive interest) and that the factor structure was
harmonized with the factor structure of the original scale (x²= 245.88, df= 99, RMSEA= .076,
NFI= .90, NNFI= .92, CFI= .94, IFI= .94, SRMR= .056). The internal consistency reliability
coefficients of emotional interest and cognitive interest were .90 and .89. The corrected item
total correlations of Student Interest Scale ranged from .56 to .78. Based on previous studies’ findings about learning process, it has become apparent that
student interest is one of the major motivator for learning. In addition, the function of student
interest in self-learning activities has been noticed by constructivist approach (Sünbül, 2011).
Student emotional interest and cognitive interest are both positive variables that may lead
to significant contributions for students in learning (Mazer, 2012). In terms of relationship
between student interest and successful learning experiences, overall findings proved that
Student Interest Scale had high validity and reliability sco res and that it may be used as a valid
and reliable instrument in order to identify students’ interest level in school settings. For all
that, the following studies on these concepts that will use Student Interest Scale are important
for its psychometric validity and reliability properties.

Details

Primary Language

English

Subjects

-

Journal Section

-

Authors

Erol Uğur This is me
SAKARYA ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ, EĞİTİM BİLİMLERİ BÖLÜMÜ, REHBERLİK VE PSİKOLOJİK DANIŞMANLIK ANABİLİM DALI

Ahmet Akın This is me
SAKARYA ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ, EĞİTİM BİLİMLERİ BÖLÜMÜ, REHBERLİK VE PSİKOLOJİK DANIŞMANLIK ANABİLİM DALI

Ümran Akın This is me
SAKARYA ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ, EĞİTİM BİLİMLERİ BÖLÜMÜ, REHBERLİK VE PSİKOLOJİK DANIŞMANLIK ANABİLİM DALI

Publication Date

December 15, 2015

Submission Date

July 15, 2016

Acceptance Date

-

Published in Issue

Year 2015 Volume: 23 Number: 4

IZ

https://izlik.org/JA57ZY76UP

APA

Uğur, E., Akın, A., & Akın, Ü. (2015). The Validity and Relıability Of Turkish Version Of The Student Interest Scale. Kastamonu Education Journal, 23(4), 1471-1480. https://izlik.org/JA57ZY76UP

AMA

1.Uğur E, Akın A, Akın Ü. The Validity and Relıability Of Turkish Version Of The Student Interest Scale. Kastamonu Education Journal. 2015;23(4):1471-1480. https://izlik.org/JA57ZY76UP

Chicago

Uğur, Erol, Ahmet Akın, and Ümran Akın. 2015. “The Validity and Relıability Of Turkish Version Of The Student Interest Scale”. Kastamonu Education Journal 23 (4): 1471-80. https://izlik.org/JA57ZY76UP.

EndNote

Uğur E, Akın A, Akın Ü (December 1, 2015) The Validity and Relıability Of Turkish Version Of The Student Interest Scale. Kastamonu Education Journal 23 4 1471–1480.

IEEE

[1]E. Uğur, A. Akın, and Ü. Akın, “The Validity and Relıability Of Turkish Version Of The Student Interest Scale”, Kastamonu Education Journal, vol. 23, no. 4, pp. 1471–1480, Dec. 2015, [Online]. Available: https://izlik.org/JA57ZY76UP

ISNAD

Uğur, Erol - Akın, Ahmet - Akın, Ümran. “The Validity and Relıability Of Turkish Version Of The Student Interest Scale”. Kastamonu Education Journal 23/4 (December 1, 2015): 1471-1480. https://izlik.org/JA57ZY76UP.

JAMA

1.Uğur E, Akın A, Akın Ü. The Validity and Relıability Of Turkish Version Of The Student Interest Scale. Kastamonu Education Journal. 2015;23:1471–1480.

MLA

Uğur, Erol, et al. “The Validity and Relıability Of Turkish Version Of The Student Interest Scale”. Kastamonu Education Journal, vol. 23, no. 4, Dec. 2015, pp. 1471-80, https://izlik.org/JA57ZY76UP.

Vancouver

1.Erol Uğur, Ahmet Akın, Ümran Akın. The Validity and Relıability Of Turkish Version Of The Student Interest Scale. Kastamonu Education Journal [Internet]. 2015 Dec. 1;23(4):1471-80. Available from: https://izlik.org/JA57ZY76UP

Kastamonu Education Journal is licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license.

Derse İlgi Ölçeğinin Türkçeye Uyarlanması: Geçerlik ve Güvenirlik Çalışması

Abstract

Keywords