Durumsal güdülenme ölçeği’nin (DGÖ) beden eğitimi ders ortamı için geçerlik ve güvenirliği

Year 2012, Volume: 10 Issue: 1, 7 - 12, 01.04.2012

Ada E.nilay Daşdan F. Hülya Aşçı Çetinkalp F.zişan Kazak M. Ersin Altıparmak

https://doi.org/10.1501/Sporm_0000000214

Cited By: 8

Abstract

Bu çalışmanın amacı, Durumsal Güdülenme Ölçeği’nin Türkçe formunun geçerlilik ve güvenirliğini beden eğitimi ders ortamı için sınamaktır. Örneklem, yaşları 12 ile 15 arasında değişen 154 erkek (Art.Ort.±SsYaş= 13.37 ±0.88) ve 137 kız (Art.Ort.±SsYaş= 13.39 ±0.77) toplam 291(Art.Ort.±SsYaş= 13.38 ±0.83) ilköğretim ikinci kademe öğrencisinden oluşmaktadır. Beden eğitimi ders ortamında Durumsal Güdülenme Ölçeği’nin geçerlik ve güvenirliğini değerlendirmek için Doğrulayıcı Faktör Analizi ve Cronbach alpha katsayısı kullanılmıştır. Ölçeğin yapı geçerliğine ilişkin bulgular, dört faktör modelinin iyi uyum indeks değerlerine sahip olduğunu göstermiştir (χ2/sd= 2.62, RMSEA= 0.06, NFI= 0.94, NNFI= 0.96, CFI= 0.97, GFI= 0.93 ve AGFI= 0.89). Ölçeğe ait iç tutarlık katsayıları ise içsel güdülenme için 0.71, özdeşimle düzenleme için 0.72, dışsal düzenleme için 0.79 ve güdülenmeme için 0.78 olarak bulunmuştur. Sonuçlar, Durumsal Güdülenme Ölçeği’nin beden eğitimi ders ortamlarında öğrencilerin durumsal güdülenme düzeylerini belirlemek için kullanılabilir bir ölçüm aracı olduğunu ortaya koymuştur

Keywords

Durumsal güdülenme, geçerlik, güvenirlik, beden eğitimi

VALIDITY AND RELIABILITY OF SITUATIONAL MOTIVATION SCALE FOR PHYSICAL EDUCATION CLASS ENVIRONMENT

Abstract

The aim of this study was to test reliability and validity of Situational Motivation Scale for physical education class environment. Participants were 291 secondary-school students (M±SDAge= 13.38 ±0.83) who are 154 boys (M±SDAge= 13.37 ±0.88) and 137 girls (M± SDAge= 13.39 ±0.77) aged between 12 to 15 years. Confirmatory factor analysis and Cronbach Alpha coefficients was used to confirm its validity and reliability in physical education class environment. Findings regarding the construct validity of the scale demonstrated that four-factor model showed acceptable to good fit to the data (χ2/sd= 2.62, RMSEA= 0.06, NFI= 0.94, NNFI= 0.96, CFI= 0.97, GFI= 0.93 and AGFI= 0.89). The Cronbach’s alpha coefficients were 0.71 for intrinsic motivation, 0.72 for identified regulation, 0.79 for external regulation, and 0.78 for amotivation. Results showed that the SIMS can be used to determine secondary school students’ situational motivational levels in physical education class environment

Keywords

Situational motivation, validity, reliability, physical education

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