Research Article
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Year 2022, , 612 - 628, 15.12.2022
https://doi.org/10.19126/suje.1126760

Abstract

References

  • Akbay, S., & Gizir, C. (2010). Cinsiyete göre üniversite öğrencilerinde akademik erteleme davranışı: akademik güdülenme, akademik özyeterlik ve akademik yükleme stillerinin rolü [Academic procrastination behavior in university students by gender: the role of academic motivation, academic self-efficacy and academic attribution styles]. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 60-78.
  • Albayrak, E., Yazıcı, H., & Reisoğlu, S. (2016). Üniversite öğrencilerinde kişilik özellikleri, akademik öz-yeterlik, akademik kontrol odağı ve akademik erteleme [Personality traits, academic self-efficacy, academic locus of control and academic procrastination in university students]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 38, 90.102.
  • Aktaş, H. (2017). Akademik güdülenme ile akademik özyeterlik arasındaki ilişki: ilahiyat fakültesi öğrencileri üzerine ampirik bir araştırma [The relationship between academic motivation and academic self-efficacy: an empirical research on theology faculty students]. İnsan ve Toplum Bilimleri Araştırmaları Dergisi, 6(3), 1376-1398.
  • Aktaş, Ş., & Gündüz, O. (2004). Yazılı ve sözlü anlatım (kompozisyon sanatı)[ Written and verbal expression (art of composition)]. Ankara: Akçağ Publications.
  • Alemdağ, E., Öncü, E., & Yılmaz, A. K. (2014). Beden eğitimi öğretmeni adaylarının akademik motivasyon ve akademik öz yeterlikleri [Academic motivation and academic self-efficacy of physical education teacher candidates]. Spor Bilimleri Dergisi, 25(1), 23-35.
  • Arslan, A. (2018). Ortaokul öğrencilerinin yazma kaygıları ve akademik öz yeterlik inançlarının çeşitli değişkenler açısından incelenmesi [Examination of secondary school students' writing anxiety and academic self-efficacy beliefs in terms of various variables]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 18(3), 1286-1312.
  • Bahar, M. O. (2014). Lisansüstü eğitimde akademik yazma ve önemi [Academic writing and its importance in graduate education]. International Journal of Language Academy, 2(4), 209-233.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman. Retrived from http://college.emory.edu/main/index.html
  • Bayat, N. (2014). Öğretmen adaylarının eleştirel düşünme düzeyleri ile akademik yazma başarıları arasındaki ilişki [The relationship between pre-service teachers' critical thinking levels and academic writing achievements]. Eğitim ve Bilim, 39(173), 155-168.
  • Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı [Data analysis Handbook for social Sciences]. Ankara: Pegem Akademi Publishing.
  • Çelikkaleli, Ö., & Yıldırım, K. (2015). Yazmaya yönelik öz-düzenleme yetkinliği ölçeğinin Türkçeye uyarlama çalışmaları [Adaptation studies of the self-regulation competency scale for writing into Turkish]. International Online Journal of Educational Sciences, 7(4), 223-236.
  • Davis, L., & McKay, S. (1996). Structures and Strategies: An Introduction to Academic Writing. South Melbourne: MacMillan Education Australia Pty Ltd.
  • Deniz, K., & Karagöl, E. (2017). Akademik yazma açısından tez yazım kılavuzları [Thesis writing guides in terms of academic writing]. Ana Dili Eğitimi Dergisi, 5(2), 287-312.
  • Deniz, S. & Doğan, U. (2020). The Turkish adaptation of student attitudes and beliefs about authorship scale: The validity and reliability study. Inonu University Journal of the Faculty of Education, 21(1), 384-395. doi: 10.17679/inuefd.577237.
  • Evans, J. (2001). Introduction: learning and teaching the complexities of writing. Portsmout, NH: Heinemann.
  • Fraenkel, J. R., Wallend, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. New York: McGraw Hill.
  • Gültekin, S., & Gürer, G. T. (2018). Formasyon öğretmen adaylarının akademik erteleme davranışları ile akademik öz-yeterlik düzeyleri ilişkisi [The relationship between academic procrastination behaviors and academic self-efficacy levels of formation teacher candidates]. International Journal of Computers in Education, 1(1), 49-64.
  • Gün, F., Turabik, T., & Atanur-Baskan, G. (2020). Akademik özyeterlik ile akademik erteleme eğilimi ilişkisi: Aday öğretmenler üzerine bir çalışma [The relationship between academic self-efficacy and academic procrastination: A study on prospective teachers]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35(4), 815-826.
  • Gündeş, F., Kuşdemir, Y., & Bulut, P. (2017). Yazma öz yeterlik ölçeğinin psikometrik özellikleri [Psychometric properties of the writing self-efficacy scale]. The Journal of Academic Social Science Studies, 58, 101-114. doi:10.9761/JASSS7109.
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structural analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: Multidisciplinary Journal, 6, 1-55.
  • Kan, M. O. (2017). Türkiye'de akademik yazma alanında yapılan lisansüstü tezler [Postgraduate theses in the field of academic writing in Turkey]. İnsan ve Toplum Bilimleri Araştırma Dergisi, 6(2), 1037-1048.
  • Karadağ, Ö., & Maden, S. (2013). Yazma eğitimi: kuram, uygulama, ölçme ve değerlendirme [Writing education: theory, practice, assessment and evaluation]. Güzel, A., & Karatay, H. (Eds.). In Türkçe öğretimi el kitabı [Turkish teaching handbook ] (pp. 265-306). Ankara: Pegem Akademi.
  • Kline, P. (1994). An easy guide to factor analysis. New York: Routledge.
  • Koca, F., & Dadandı, İ. (2019). The Mediation Roles of Test Anxiety and Academic Motivation in the Relationship between Academic Self-Efficacy and Academic Achievement. Elementary Education Online, 18(1), 241−252.
  • Mitchell, K. M., & McMillan, D. E. (2018). A curriculum-wide assessment of writing self-efficacy in a baccalaureate nursing program. Nurse Education Today, 70, 20–27.
  • Mitchell, K. M., McMillan, D. E., Lobchuk M. M., Nickel, N. C., Rabbani, R., & Li, J. (2021). Development and validation of the Situated Academic Writing Self-Efficacy Scale (SAWSES). Assessing Writing, 48, 1-20. doi: 10.1016/j.asw.2021.100524.
  • Müldür, M., & Yalçın, A. (2019). Öz düzenlemeye dayalı yazma eğitiminin ortaokul öğrencilerinin bilgilendirici metin yazma becerisine, yazmaya yönelik öz düzenleme becerisine ve yazma öz yeterlik algısına etkisi [The effect of self-regulated writing education on secondary school students' ability to write informative texts, self-regulation skills for writing, and perception of writing self-efficacy]. Elementary Education Online, 18(4), 1779-1804.
  • Ocak, G. & Bulut, R. (2015). Akademik Erteleme Davranışı Ölçeği: Geçerlik ve güvenirlik çalışması [Academic Procrastination Behavior Scale: Validity and reliability study]. International Journal of Social Sciences and Education Research, 1(2), 709-726.
  • Pajares, F. (2002). Overview of social cognitive theory and of self-efficacy. Retrieved from http://www.emory.edu/EDUCATION/mfp/eff.html
  • Plakhotnik, M. S., & Rocco, T. S. (2016). Increasing writing self-efficacy of adult learners: Different approaches, different results. Adult Learning, 27(4), 160–167.
  • Schermelleh-Engel, K., & Moosbrugger, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.
  • Şeker, S. S. (2017). Müzik eğitimi bölümü öğretmen adaylarının akademik güdülenme ve akademik öz-yeterlik düzeylerinin incelenmesi [Examination of academic motivation and academic self-efficacy levels of music education department teacher candidates]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(3), 1465-1484.
  • Şengül, M. (2013). Ortaokul öğrencilerine yönelik yazma öz yeterlikleri ölçeği geliştirme çalışması [Writing self-efficacy scale development study for secondary school students]. Türkiye Sosyal Araştırmalar Dergisi, 171(171), 81-94.
  • Şengül, M., & Seyfi, R. Ö. (2020). Türkçe öğretmeni adaylarının akademik erteleme davranışları ile akademik öz yeterlikleri arasındaki ilişkinin incelenmesi [Examination of the relationship between the academic procrastination behaviors of Turkish teacher candidates and their academic self-efficacy]. Cumhuriyet Uluslararası Eğitim Dergisi, 9(3), 755-773.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Boston, MA: Pearson.
  • Tavşancıl, E. (2006). Tutumların ölçülmesi ve SPSS ile veri analizi [Measuring attitudes and data analysis with SPSS ] (3rd edition). Ankara: Nobel Publication.
  • Tunca, N., & Alkın-Şahin, S. (2014). Öğretmen adaylarının bilişötesi (üst biliş) öğrenme stratejileri ile akademik öz yeterlik inançları arasındaki ilişki [The relationship between pre-service teachers' metacognitive learning strategies and academic self-efficacy beliefs]. Anadolu Journal of Educational Sciences International, 4(1), 47-56.
  • Whitaker, A. (2009). Academic writing guide. Bratislava-Slovakia: City University of Seattle. Retrieved from http://www.vsm.sk/Curriculum/academicsupport/academicwritingguide.pdf
  • Yılmaz-Soylu, M., & Akkoyunlu, B. (2019). Yazma öz-yeterlik ölçeğinin Türkçeye uyarlanması [Adaptation of the writing self-efficacy scale into Turkish]. Kastamonu Eğitim Dergisi, 27(5), 2233-2242. doi: 10.24106/kefdergi.3423.
  • Zimmerman, B. J. (1995). Self-efficacy and educational development. Self-efficacy in changing societies, 1(1), 202-231.
  • Zorbaz, K. Z. (2011). Yazma kaygısı ve yazma kaygısının ölçülmesi [Writing anxiety and measuring writing anxiety]. Education Sciences, 6(3), 2271-2280.

Turkish Adaptation of the Situated Academic Writing Self-Efficacy Scale: Validity and Reliability Study

Year 2022, , 612 - 628, 15.12.2022
https://doi.org/10.19126/suje.1126760

Abstract

Abstract. This study aims to adapt the Situated Academic Writing Self-Efficacy Scale into Turkish and to conduct validity and reliability studies. The sample group of the study consisted of 245 (62 male, 183 female) university students. In the study, the Situated Academic Writing Self-Efficacy Scale, the Academic Procrastination Behavior Scale, and the Student Attitudes and Beliefs Regarding Authorship Scale were used. As a result of the exploratory factor analysis, it was seen that the scale had a three-factor structure, and this structure explained %57.01 of the total variance. The results of confirmatory factor analysis revealed that the fit values of the three-factor structure were at a good level (χ²=65.870, df=51, p=.079, χ²/sd=1.292, IFI=.966, CFI=.965, SRMR=.036, RMSEA=.047). In the criterion-related validity study, there was a negative relationship between the Situated Academic Writing Self-Efficacy Scale and the Academic Procrastination Behavior Scale scores (r=-.38, p<.01), and a positive relationship between the Student Attitudes and Beliefs Regarding Authorship Scale scores (r=.64, p<.01) significant correlation was found. The McDonald's ω coefficient calculated within the scope of the reliability study is .84 for the whole scale, .73 for reflection, .73 for creativity, and .68 for writing skills. In addition, the peer-half correlation was calculated as .73, and significant differences were found between the lower and upper groups of %27. When the item-total test correlations of the scale were examined, it was seen that all items were above .40. Finally, the test-retest correlation was calculated as .94. The findings revealed that the measurement tool is valid and reliable for use in the sample of university students in Turkey.

References

  • Akbay, S., & Gizir, C. (2010). Cinsiyete göre üniversite öğrencilerinde akademik erteleme davranışı: akademik güdülenme, akademik özyeterlik ve akademik yükleme stillerinin rolü [Academic procrastination behavior in university students by gender: the role of academic motivation, academic self-efficacy and academic attribution styles]. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 60-78.
  • Albayrak, E., Yazıcı, H., & Reisoğlu, S. (2016). Üniversite öğrencilerinde kişilik özellikleri, akademik öz-yeterlik, akademik kontrol odağı ve akademik erteleme [Personality traits, academic self-efficacy, academic locus of control and academic procrastination in university students]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 38, 90.102.
  • Aktaş, H. (2017). Akademik güdülenme ile akademik özyeterlik arasındaki ilişki: ilahiyat fakültesi öğrencileri üzerine ampirik bir araştırma [The relationship between academic motivation and academic self-efficacy: an empirical research on theology faculty students]. İnsan ve Toplum Bilimleri Araştırmaları Dergisi, 6(3), 1376-1398.
  • Aktaş, Ş., & Gündüz, O. (2004). Yazılı ve sözlü anlatım (kompozisyon sanatı)[ Written and verbal expression (art of composition)]. Ankara: Akçağ Publications.
  • Alemdağ, E., Öncü, E., & Yılmaz, A. K. (2014). Beden eğitimi öğretmeni adaylarının akademik motivasyon ve akademik öz yeterlikleri [Academic motivation and academic self-efficacy of physical education teacher candidates]. Spor Bilimleri Dergisi, 25(1), 23-35.
  • Arslan, A. (2018). Ortaokul öğrencilerinin yazma kaygıları ve akademik öz yeterlik inançlarının çeşitli değişkenler açısından incelenmesi [Examination of secondary school students' writing anxiety and academic self-efficacy beliefs in terms of various variables]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 18(3), 1286-1312.
  • Bahar, M. O. (2014). Lisansüstü eğitimde akademik yazma ve önemi [Academic writing and its importance in graduate education]. International Journal of Language Academy, 2(4), 209-233.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman. Retrived from http://college.emory.edu/main/index.html
  • Bayat, N. (2014). Öğretmen adaylarının eleştirel düşünme düzeyleri ile akademik yazma başarıları arasındaki ilişki [The relationship between pre-service teachers' critical thinking levels and academic writing achievements]. Eğitim ve Bilim, 39(173), 155-168.
  • Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı [Data analysis Handbook for social Sciences]. Ankara: Pegem Akademi Publishing.
  • Çelikkaleli, Ö., & Yıldırım, K. (2015). Yazmaya yönelik öz-düzenleme yetkinliği ölçeğinin Türkçeye uyarlama çalışmaları [Adaptation studies of the self-regulation competency scale for writing into Turkish]. International Online Journal of Educational Sciences, 7(4), 223-236.
  • Davis, L., & McKay, S. (1996). Structures and Strategies: An Introduction to Academic Writing. South Melbourne: MacMillan Education Australia Pty Ltd.
  • Deniz, K., & Karagöl, E. (2017). Akademik yazma açısından tez yazım kılavuzları [Thesis writing guides in terms of academic writing]. Ana Dili Eğitimi Dergisi, 5(2), 287-312.
  • Deniz, S. & Doğan, U. (2020). The Turkish adaptation of student attitudes and beliefs about authorship scale: The validity and reliability study. Inonu University Journal of the Faculty of Education, 21(1), 384-395. doi: 10.17679/inuefd.577237.
  • Evans, J. (2001). Introduction: learning and teaching the complexities of writing. Portsmout, NH: Heinemann.
  • Fraenkel, J. R., Wallend, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. New York: McGraw Hill.
  • Gültekin, S., & Gürer, G. T. (2018). Formasyon öğretmen adaylarının akademik erteleme davranışları ile akademik öz-yeterlik düzeyleri ilişkisi [The relationship between academic procrastination behaviors and academic self-efficacy levels of formation teacher candidates]. International Journal of Computers in Education, 1(1), 49-64.
  • Gün, F., Turabik, T., & Atanur-Baskan, G. (2020). Akademik özyeterlik ile akademik erteleme eğilimi ilişkisi: Aday öğretmenler üzerine bir çalışma [The relationship between academic self-efficacy and academic procrastination: A study on prospective teachers]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35(4), 815-826.
  • Gündeş, F., Kuşdemir, Y., & Bulut, P. (2017). Yazma öz yeterlik ölçeğinin psikometrik özellikleri [Psychometric properties of the writing self-efficacy scale]. The Journal of Academic Social Science Studies, 58, 101-114. doi:10.9761/JASSS7109.
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structural analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: Multidisciplinary Journal, 6, 1-55.
  • Kan, M. O. (2017). Türkiye'de akademik yazma alanında yapılan lisansüstü tezler [Postgraduate theses in the field of academic writing in Turkey]. İnsan ve Toplum Bilimleri Araştırma Dergisi, 6(2), 1037-1048.
  • Karadağ, Ö., & Maden, S. (2013). Yazma eğitimi: kuram, uygulama, ölçme ve değerlendirme [Writing education: theory, practice, assessment and evaluation]. Güzel, A., & Karatay, H. (Eds.). In Türkçe öğretimi el kitabı [Turkish teaching handbook ] (pp. 265-306). Ankara: Pegem Akademi.
  • Kline, P. (1994). An easy guide to factor analysis. New York: Routledge.
  • Koca, F., & Dadandı, İ. (2019). The Mediation Roles of Test Anxiety and Academic Motivation in the Relationship between Academic Self-Efficacy and Academic Achievement. Elementary Education Online, 18(1), 241−252.
  • Mitchell, K. M., & McMillan, D. E. (2018). A curriculum-wide assessment of writing self-efficacy in a baccalaureate nursing program. Nurse Education Today, 70, 20–27.
  • Mitchell, K. M., McMillan, D. E., Lobchuk M. M., Nickel, N. C., Rabbani, R., & Li, J. (2021). Development and validation of the Situated Academic Writing Self-Efficacy Scale (SAWSES). Assessing Writing, 48, 1-20. doi: 10.1016/j.asw.2021.100524.
  • Müldür, M., & Yalçın, A. (2019). Öz düzenlemeye dayalı yazma eğitiminin ortaokul öğrencilerinin bilgilendirici metin yazma becerisine, yazmaya yönelik öz düzenleme becerisine ve yazma öz yeterlik algısına etkisi [The effect of self-regulated writing education on secondary school students' ability to write informative texts, self-regulation skills for writing, and perception of writing self-efficacy]. Elementary Education Online, 18(4), 1779-1804.
  • Ocak, G. & Bulut, R. (2015). Akademik Erteleme Davranışı Ölçeği: Geçerlik ve güvenirlik çalışması [Academic Procrastination Behavior Scale: Validity and reliability study]. International Journal of Social Sciences and Education Research, 1(2), 709-726.
  • Pajares, F. (2002). Overview of social cognitive theory and of self-efficacy. Retrieved from http://www.emory.edu/EDUCATION/mfp/eff.html
  • Plakhotnik, M. S., & Rocco, T. S. (2016). Increasing writing self-efficacy of adult learners: Different approaches, different results. Adult Learning, 27(4), 160–167.
  • Schermelleh-Engel, K., & Moosbrugger, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.
  • Şeker, S. S. (2017). Müzik eğitimi bölümü öğretmen adaylarının akademik güdülenme ve akademik öz-yeterlik düzeylerinin incelenmesi [Examination of academic motivation and academic self-efficacy levels of music education department teacher candidates]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(3), 1465-1484.
  • Şengül, M. (2013). Ortaokul öğrencilerine yönelik yazma öz yeterlikleri ölçeği geliştirme çalışması [Writing self-efficacy scale development study for secondary school students]. Türkiye Sosyal Araştırmalar Dergisi, 171(171), 81-94.
  • Şengül, M., & Seyfi, R. Ö. (2020). Türkçe öğretmeni adaylarının akademik erteleme davranışları ile akademik öz yeterlikleri arasındaki ilişkinin incelenmesi [Examination of the relationship between the academic procrastination behaviors of Turkish teacher candidates and their academic self-efficacy]. Cumhuriyet Uluslararası Eğitim Dergisi, 9(3), 755-773.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Boston, MA: Pearson.
  • Tavşancıl, E. (2006). Tutumların ölçülmesi ve SPSS ile veri analizi [Measuring attitudes and data analysis with SPSS ] (3rd edition). Ankara: Nobel Publication.
  • Tunca, N., & Alkın-Şahin, S. (2014). Öğretmen adaylarının bilişötesi (üst biliş) öğrenme stratejileri ile akademik öz yeterlik inançları arasındaki ilişki [The relationship between pre-service teachers' metacognitive learning strategies and academic self-efficacy beliefs]. Anadolu Journal of Educational Sciences International, 4(1), 47-56.
  • Whitaker, A. (2009). Academic writing guide. Bratislava-Slovakia: City University of Seattle. Retrieved from http://www.vsm.sk/Curriculum/academicsupport/academicwritingguide.pdf
  • Yılmaz-Soylu, M., & Akkoyunlu, B. (2019). Yazma öz-yeterlik ölçeğinin Türkçeye uyarlanması [Adaptation of the writing self-efficacy scale into Turkish]. Kastamonu Eğitim Dergisi, 27(5), 2233-2242. doi: 10.24106/kefdergi.3423.
  • Zimmerman, B. J. (1995). Self-efficacy and educational development. Self-efficacy in changing societies, 1(1), 202-231.
  • Zorbaz, K. Z. (2011). Yazma kaygısı ve yazma kaygısının ölçülmesi [Writing anxiety and measuring writing anxiety]. Education Sciences, 6(3), 2271-2280.
There are 41 citations in total.

Details

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

Seda Tüfekçibaşı 0000-0002-9870-2785

Mustafa Şahin This is me 0000-0002-5721-6211

Publication Date December 15, 2022
Published in Issue Year 2022

Cite

APA Tüfekçibaşı, S., & Şahin, M. (2022). Turkish Adaptation of the Situated Academic Writing Self-Efficacy Scale: Validity and Reliability Study. Sakarya University Journal of Education, 12(3), 612-628. https://doi.org/10.19126/suje.1126760