Intention to Leave Scale: Adaptation and Validation for High School Students

Year 2025, Volume: 54 Issue: 248, 2131 - 2168, 01.11.2025

Mustafa Kemer , Tugba Konaklı

https://doi.org/10.37669/milliegitim.1551495

Abstract

For many countries, it is an undesirable situation for a student leaving the educational process and to drop out of school. Intention to leave school is considered a strong antecedent of school dropout. Currently, the utilization of a valid and dependable Turkish assessment instrument can aid in comprehending students' intentions to withdraw from school. Gaining insight into students' perceptions regarding their inclination to discontinue their education can offer valuable data for educational policies and interventions designed to diminish the rate of school dropout. The objective of this study is to analyze the work of Frostad, Pijl ve Mjaavatn (2015) and translate it into Turkish. The research sample comprises 370 students enrolled in public high schools located in the İzmit district of the Kocaeli province. The Confirmatory Factor Analysis (CFA) was conducted to assess the construct validity of the scale. The fit indices of the scale were determined to be excellent. The reliability of the scale, which comprises 8 items and one factor, was assessed in the Turkish version using the internal consistency coefficient and two-half test coefficients, similar to the original version. The internal consistency coefficient was determined to be 0.86, while the Spearman Brown and Guttman split half test coefficients were calculated to be 0.87. The research shows that the Turkish-adapted Intention to Leave Scale is a valid and reliable tool for assessing high school students' intention to leave school. This scale is expected to help prevent dropouts and inform policy development.

Keywords

intention to leave , school dropout , high school students

Intention to Leave Scale: A Study of Adaptation into Turkish Language and Culture for High School Students

Abstract

Birçok ülke için öğrencilerin eğitim sürecinin dışına çıkması ve okulu bırakması istenmeyen bir durumdur. Okuldan ayrılma niyeti, okul terkinin güçlü bir öncülü olarak kabul edilmektedir. Bu bağlamda günümüzde geçerli ve güvenilir bir Türkçe ölçme aracının kullanılmasının, öğrencilerin okuldan ayrılma niyetlerini anlamada yardımcı olabileceği düşünülmektedir. Öğrencilerin okuldan ayrılma eğilimlerine ilişkin algılarına dair fikir edinmek, okul terk oranını azaltmak için tasarlanmış eğitim politikaları ve müdahaleleri için değerli veriler sunabilir. Bu çalışmanın amacı, Frostad, Pijl ve Mjaavatn (2015) tarafından geliştirilen “Ayrılma Niyeti Ölçeği” ni Türkçe’ ye uyarlamaktır. Araştırmanın örneklemi, Kocaeli ili İzmit ilçesinde bulunan kamu ortaöğretim okullarına kayıtlı 370 öğrenciden oluşmaktadır. Ölçeğin yapı geçerliliğini değerlendirmek için Doğrulayıcı Faktör Analizi (DFA) yapılmıştır. DFA sonucunda ölçeğin uyum indekslerinin mükemmel olduğu saptanmıştır. Sekiz madde ve bir faktörden oluşan ölçeğin güvenilirliği, orijinal versiyona benzer şekilde, Türkçe versiyonda iç tutarlılık katsayısı ve iki yarım test katsayıları kullanılarak değerlendirilmiştir. İç tutarlılık katsayısı 0,86 olarak belirlenirken, Spearman Brown ve Guttman yarı yarıya test katsayıları 0,87 olarak hesaplanmıştır. Araştırma, Türkçe'ye uyarlanan Ayrılma Niyeti Ölçeği'nin ortaöğretim öğrencilerinin okuldan ayrılma niyetini ölçmek için geçerli ve güvenilir bir araç olduğunu göstermektedir. Bu ölçeğin, okul terklerini önlemeye ve okul terkleri ile ilgili politika geliştirmeye yardımcı olması beklenmektedir.

Keywords

ayrılma niyeti , okul terki , ortaöğretim öğrencileri

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