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Öğretmen Adayları için Öğretmen Duygu Ölçeği-Matematik Türkçe Formu: Geçerlik ve Güvenilirlik Çalışması

Year 2020, Volume: 20 Issue: 2, 133 - 147, 30.12.2020

Abstract

Bu araştırma Frenzel, Pekrun, Goetz, Daiels, Durksen, Becker-Kurz ve Klassen (2016) tarafından geliştirilen öğretmen duygu ölçeğinin matematik için Türkçeye uyarlama çalışmasının yapılmasını amaçlamaktadır. Geçerlik çalışmaları kapsamında açımlayıcı ve doğrulayıcı faktör analizi ile güvenirlik çalışması kapsamında test-tekrar test ve Cronbach alfa güvenirlik katsayıları hesabı yapılmıştır. Bu araştırmanın çalışma grubunu 378 kız ve 104 erkek olmak üzere toplam 482 öğretmen adayı oluşturmuştur. Uyarlama çalışması yapılan ölçek genel ve öğrenci-spesifik olmak üzere iki alt ölçekten oluşmaktadır. Güvenirlik çalışmaları kapsamında uygulanan test tekrar test çalışması sonucunda korelasyon katsayısı .89 olarak hesaplanmıştır. Uyarlanan ölçeğin genel boyutunda yer alan mutluluk, öfke ve kaygı alt boyutları için güvenirlik katsayıları .91, .89 ve .86 olarak hesaplanmıştır. Öğrenci-grup spesifik boyutunda yer alan mutluluk, öfke ve kaygı alt boyutları için güvenirlik katsayıları .92, .91 ve .89 olarak hesaplanmıştır. Uyarlama çalışması yapılan ölçek özgün haliyle aynı yapıyı korumuştur. Doğrulayıcı faktör analizinden elde edilen indeks değerleri açımlayıcı faktör analizinden ortaya çıkan yapının iyi düzeyde uygum gösterdiğini ortaya koymuştur. Uyarlanan ölçek 24 maddeden oluşmaktadır ve 5’li Likert tipindedir. Bu sonuçlar, Öğretmen Duygu Ölçeği-Matematik Türkçe formunun geçerli ve güvenilir olduğunu göstermektedir.

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The Validity and Reliability Study of the Turkish Adaptation of the Teachers Emotion Scale-Mathematics for Pre-service Teachers

Year 2020, Volume: 20 Issue: 2, 133 - 147, 30.12.2020

Abstract

Purpose of this study was to Turkish adaptation of the Teacher Emotions Scale-Mathematics developed Frenzel, Pekrun, Goetz, Daiels, Durksen, Becker-Kurz ve Klassen (2016). For the adaptation process, validity and reliability study was conducted. For the validity study, exploratory and confirmatory factor analysis were utilized. For the validity study, test-retest and Cronbach’s alpha coefficient were used as a part of this study. Sample consists of 482 pre-service teachers (378 female and 104 male). Adapted instrument consists of two parts: general and student specific. Results of the test-retest analysis revealed that correlation coefficient was calculated as .89, respectively. The general part of the scale includes enjoyment, anger, and anxiety as a sub-scale. The Cronbach’s alpha coefficients for these sub-scales were calculated as .91, .89 and 86. The student specific part of the scale includes enjoyment, anger, and anxiety as a sub-scale. The Cronbach’s alpha coefficients for these sub-scales were calculated as .92, .91 and 89. Adapted instrument holds the same structure as the original scale. Confirmatory factor analysis revealed that the model is a good fit. The adapted instrument includes 24 items on a 5-point Likert type scale. Teachers Emotions Scale-Mathematics is valid and reliable.

References

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  • Bursal, M. & Paznokas, L. (2006). Mathematics anxiety and preservice elementary teachers’ confidence to teach mathematics and science. School Science and Mathematics, 106, 173-180.
  • Büssing, A.G., Schleper, M. & Menzel, S. (2019). Emotions and pre-service teachers’ motivation to teach the context of returning wolves. Environmental Education Research, 25(8), 1174-1189, doi: 10.1080/13504622.2018.1487034
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  • Can, Y., Emmioğlu Sarıkaya, E. & Bardakcı, S. (2020). Başarı duyguları anketinin Türk kültürüne uyarlanması. Kastamonu Eğitim Dergisi, 28(2), 675-693. doi:10.24106/kefdergi.697110.
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  • Darby, A. (2008). Teachers’ emotions in the reconstruction of professional self-understanding. Teaching and Teacher education, 24, 1160-1172.
  • Ellsworth, P. C. & Tong, E.M.W. (2006). What does it mean to be angry at yourself? Categories, appraisals, and the problem of language. Emotion, 6, 573-586.
  • Eroğlu, A. (2009). Faktör analizi. Ş. Kalaycı (Ed.), SPSS uygulamalı çok değişkenli ı̇statistik teknikleri (s.321-331) içinde. Ankara: Asil Yayın Dağıtım.
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  • Frenzel, A. C. (2014). Teacher emotions. R. Pekrun, ve L. Linnebrink-Garcia (Ed.), International handbook of emotions in education (s. 494-519) içinde. New York: Routledge.
  • Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R. & Sutton, R. E. (2009). Emotional transmissin in the classroom: exploring the relationship between teacher and student enjoyment. Journal of Educational Psychology, 101(3), 705-716.
  • Frenzel, A. C., Goetz, T., Stephens, E. J. & Jacob, B. (2011). Antecedents and effects of teachers’ emotional experiences: an integrated perspective and empirical test. P. A. Schutz, ve M. Zembylas (Ed.), Advances in teacher emotion research (s. 129-151) içinde. New York: Springer.
  • Frenzel, A.C., Pekrun, R., Goetz, T., Daniels, L.M., Durksen, T.L., Becker-Kurz, B. & Robert M. Klassen, R.M. (2016). Measuring Teachers’ enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES). Contemporary Educational Psychology, 46, 148–163. doi: 10.1016/j.cedpsych.2016.05.003
  • Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: the broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218-226.
  • Goetz, T., Pekrun, R. & Hall, N., (2005). The structure of students’ emotions experienced during a mathematical achievement test. ZDM Mathematics Education, 37(3), 221-225.
  • Haciomeroglu, G. (2014). Elementary pre-service teachers’ mathematics anxiety and mathematics teaching anxiety. International Journal for Mathematics Teaching and Learning, 10 March 2014.[http://www.cimt.plymouth.ac.uk/journal/default.htm]
  • Hacıömeroğlu, G. & Bilgen, S. (2013). Başarı Duygusu İlkokul’un Türkçe’ye Uyarlama Çalışması. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 38, 85-96.
  • Hagenauer, G. & Volet, S.E. (2014). ‘I don’t think I could, you know, just teach without any emotion’: Exploring the nature and origin of university teachers’ emotions. Research Papers in Education, 29(2), 240-262.
  • Hair, J. F., Black, W. C., Tatham, R. L. & Anderson, R. E. (2010). Multivariate data analysis. Upper Saddle River, NJ: Prentice Hall.
  • Hambleton, R., Merenda, P.F. & Spielberger, C.D. (2005). Adapting educational and psychological test for cross-cultural assessment. Mahwah, New Jersey: Lowrence Erlbaum.
  • Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education, 14, 835-854.
  • Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16, 811-826.
  • Harper, N. W. & Daane, C. J. (1998). Causes and reduction of math anxiety in preservice elementary teachers. Action in Teacher Education, 19, 29-38.
  • Hart, N. I. (1987). Student teachers’ anxieties: Four measured factors and their relationships to pupil disruption in class. Educational Research, 29, 12-18.
  • Hascher, T. & Hagenauer, G. (2016). Openness to theory and its importance for pre-service teachers’ self-efficacy, emotions, and classroom behaviour in the teaching practicum. International Journal of Educational Research 77, 15-25. doi: 0.1016/j.ijer.2016.02.003
  • Hedrih, V. (2020). Adapting psychological tests and measurement instruments for cross-cultural research. New York, NY: Routledge.
  • Hooper, D., Coughlan, J. & Mullen, M. R. (2008). Structural Equation Modelling: Guidelines for Determining Model Fit. The Electronic Journal of Business Research Methods, 6, 53-60.
  • Hu, L. T. & Bentler, P. M. (1999). Cut-off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55.
  • Kayış, A. (2009). Güvenirlik analizi. Ş. Kalaycı (Ed.), SPSS uygulamalı çok değişkenli ı̇statistik teknikleri (s.403-419) içinde. Ankara: Asil Yayın Dağıtım.
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There are 75 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Articles
Authors

Güney Hacıömeroğlu 0000-0002-7562-9976

Publication Date December 30, 2020
Submission Date November 12, 2020
Published in Issue Year 2020 Volume: 20 Issue: 2

Cite

APA Hacıömeroğlu, G. (2020). Öğretmen Adayları için Öğretmen Duygu Ölçeği-Matematik Türkçe Formu: Geçerlik ve Güvenilirlik Çalışması. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 20(2), 133-147.