Derse İlgi Ölçeğinin Türkçeye Uyarlanması: Geçerlik ve Güvenirlik Çalışması

Year 2015, Volume: 23 Issue: 4, 1471 - 1480, 15.12.2015

Erol Uğur Ahmet Akın Ümran Akın

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

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

Abstract

The aim of the present study is to examine the validity and reliability of the Turkish Version of the Student Interest Scale (Mazer, 2013b). Participants were 258 undergraduate students. The results of the exploratory factor analysis indicated that the original structure of the Student Interest Scale consisting 16 items and 2 factors was replicated. Two factors accounted for the 59% of the total variance. Results of confirmatory factor analysis demonstrated that the sixteen items loaded on two factors (emotional and cognitive; x²= 245.88, df= 99, RMSEA= .076, NFI= .90, NNFI= .92, CFI= .94, IFI= .94, SRMR= .056). The corrected item-total correlations ranged from .56 to .78. Internal consistency reliability coefficients were .90 for emotional interest subscale, .89 for cognitive interest subscale. These results demonstrate that this scale is a valid and reliable instrument.

Keywords

Student interest, validity, reliability

References

• Acar, B., & Yaman, M. (2011). Bağlam temelli öğrenmenin öğrencilerin ilgi ve bilgi düzeylerine etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40, 1-10.
• Boekaerts, M., & Boscolo, P. (2002). Interest in learning, learning to be interested. Learning and Instruction, 12, 375-382.
• Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı. (11. Baskı), Ankara: Pegem Aka- demi Yayınları.
• Byrne, B., M., & Campbell, T., L. (1999). Cross-cultural comparisons and the presumption of equ- ivalent measurement and theoretical structure: A look beneath the surface. Journal of Cross- Cultural Psychology, 30, 555-574.
• Çetin, B. (2008). Türkçe, sosyal bilgiler ve sınıf öğretmenliği öğrencilerinin coğrafya derslerine olan ilgi düzeyi. Doğu Coğrafya Dergisi, 13(19), 33-48.
• Harp, S., F., & Mayer, R., E. (1997). The role of interest in learning from scientific text and illustra- tions: On the distinction between emotional interest and cognitive interest. Journal of Educati- onal Psychology, 89, 92-102.
• Hidi, S. (2006). Interest: A unique motivational variable. Educational Research Review, 1, 69-82.
• Hu, L., T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structural analy sis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
• Joreskog, K., G., & Sorbom, D. (1996). LISREL 8 reference guide. Lincolnwood, IL: Scien tific Software International.
• Krapp, A. (2002). Structural and dynamic aspects of interest development: Theoretical considerati- ons from an ontogenetic perspective. Learning and Instruction, 12, 383-409.
• Krapp, A. (2007). An educational–psychological conceptualisation of interest. International Jour- nal for Vocational and Educational Guidance, 7, 5-21.
• Krapp, A., & Prenzel, M. (2011). Research on interest in science: Theories, methods, and findings. International Journal of Science Education, 33, 27-50.
• Kuzgun, Y. (2006). İlköğretimde rehberlik (6. Baskı). Ankara: Nobel Yayın Dağıtım.
• Lin, S., H., Hong, R. Z., & Chen, C. Y. (2013). Exploring the development of college students’ situ- ational interest in learning science. International Journal of Science Education, 35, 2152-2173.
• Mazer, J., P. (2013a). Associations among teacher communication behaviors, student interest, and engagement: A validity test. Communication Education, 62, 86-96.
• Mazer, J., P. (2013b). Validity of the Student Interest and Engagement Scales: Associations with student learning outcomes. Communication Studies, 64, 125-140.
• Mazer, J., P. (2013c). Student emotional and cognitive interest as mediators of teacher commu- nication behaviors and student engagement: An examination of direct and interaction effects. Communication Education, 62, 253-277.
• Mazer, J., P. (2012). Development and validation of the student interest and engagement scales. Communication Methods and Measures, 6, 99-125.
• Palmer, H., D. (2009). Student interest generated during an inquiry skills lesson. Journal of Rese- arch in Science Teaching, 46, 147-165.
• Renninger, K., A., Ewen, L., & Lasher, A. K. (2002). Individual interest as context in expository text and mathematical word problems. Learning and Instruction, 12, 467-491.
• Riconscente, M., M. (2014). Effects of perceived teacher practices on Latino high school students’ interest, self-efficacy, and achievement in mathematics. The Journal of Experimental Education, 82(1), 51-73.
• Schraw, G., Flowerday, T., & Lehman, S. (2001). Increasing situational interest in the classroom. Educational Psychology Review, 13(3), 211-224.
• Sipahi, B., & Yurtkoru, E. S., & Çinko, M. (2008). Sosyal bilimlerde SPSS’le veri analizi. İstan bul: Beta Basım Yayım Dağıtım.
• Sünbül, M., A. (2011). Öğretim ilke ve yöntemleri (5. Baskı). Konya: Eğitim Yayınevi.
• Tabachnick, B., G., & Fidell, L. S. (2007). Using multivariate statistics. New York: HarperCollins College Publishers.
• Tapola, A., Veermans, M., & Niemivirta, M. (2013). Predictors and outcomes of situational interest during a science learning task. Instructional Science, 41, 1047-1064.
• Tela, A., Tela, A., & Adeniyi, O. (2009). Locus of control, interest in schooling, self-efficacy and academic achievement. Cypriot Journal of Educational Sciences, 4, 168-182.
• Weber, K., Martin, M., & Patterson, B. (2010). Teacher behavior, student interest and affective learning: Putting theory to practice. Journal of Applied Communication Research, 29, 71-90.
• Yaman, M., Dervişoğlu, S., & Soran, H. (2004). Ortaöğretim öğrencilerinin derslere ilgilerinin be- lirlenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 27, 232-240. Extended Absract
• 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.