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The Development of the Scales of Classroom Engagement for University Students

Year 2014, Volume: 7 Issue: 2, 203 - 214, 02.06.2014

Abstract

In the present study, the development of the scales of class engagement is considered. 209 university students (105 female and 104 male) were included in the present study. The ages of university students range between 17 and 25. In this study, data were obtained through the use of the Domain General Perceived Control Scale and open ended questions, and also data were analyzed through using of explatory factor analysis and reliability analysis, and also content analysis methods. The findings obtained indicate that it is found two important types of scales which are named “general class engagement scale” and “specific class engagement scale” which have three important dimensions: cognitive engagement, behavioural engagements, and emotional engagements. Results suggest that the scales are valid and reliable instruments. Results of this study may be used for future researches

References

  • Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84 (3), 261-271.
  • Aypay, A., & Eryılmaz, A. (2011). Relationships of high school sdutent' subjective Well Being and school burnout. International Online Journal of Educational Sciences. 3(1):181-199.
  • Barton, P. E. (2004).One-third of a nation: Rising dropout rates and declining opportunities. Princeton, NJ: Policy Information Center, Educational Testing Service.
  • Bomia, L., Beluzo, L., Demeester, D., Elander, K., Johnson, M. & Sheldon, B. (1997). The impact of teaching strategies on intrinsic motivation. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. (ED 418 925)
  • Carstensen, L., & Turk-Charles, S. (1994). The Salience of Emotion across the Adult Life Span. Psychology & Aging, 9(2), 259–264.
  • Christenson, S. L., Sinclair, M. F., Lehr, C. A., & Hurley, C. M. (2000). Promoting successful school completion. In D. Minke & G. Bear (Eds.), Preventing school problems—promoting school success: Strategies and programs that work (pp. 377 – 420). Bethesda, MD: National Association of School Psychologists.
  • Eryılmaz, A. (2007). Alan genel algılanan kontrol ölçeğinin geliştirilmesi. I. Psikoloji Öğrencileri Lisansüstü Öğrencileri Kongresi Bildiri Metinleri, İzmir Ekonomi Üniversitesi Yayınları No: 15, s. 62-68.
  • Eryılmaz, A. (2010). Okulda motivasyon ve amotivasyon ölçeklerinin geliştirilmesi. XVI. Ulusal Psikoloji Kongresi. Mersin Üniversitesi, Mersin.
  • Eryılmaz, A, & Aypay, A. (2011a). The relationship between adolescents’motivation to class engagement and their level of subjective well-being. International Journal of Human Sciences, 8:1220-1233.
  • Eryılmaz ,A, & Aypay, A. (2011b). Lise öğrencilerinde derse katılmaya motive olma ile yaşam amaçları belirleme arasındaki ilişkiler. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, (12) 3, 149-158.
  • Eryılmaz, A. (2013a). Using of positive psychology on psychological counseling and guidance context on character strength and preventive services. The Journal of Happiness & Well-Being, 1(1), 1-20. Eryılmaz, A. (2013b). Okulda motivasyon ve amotivasyon: “derse Katılmada öğretmenden beklentiler ölçeği’nin” geliştirilmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 13, 25, 1 – 18. Eryılmaz, A., & Dereli, E. (2011). Derse katılmama durumundaki zaman yönelimi ölçeğinin psikometrik özellikleri. İlköğretim Online, 117811
  • Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59, 117 – 142.
  • Jimerson, S. R., Campos, E.,& Greif, J. L. (2003). Toward an understanding of definitions and measures of school engagement and related terms. California School Psychologist, 8, 7 – 27.
  • Kenny, G., Kenny, D. & Dumont, R. (1995). Mission and place: Strengthening learning and community through campus design. Oryx/Greenwood.
  • Kushman, J.W., Sieber, C., & Heariold-Kinney, P. (2000). This isn't the place for me: School dropout. In D.Capuzzi & D.R. Gross (Eds.), Youth at risk: A prevention resource for counselors, teachers, and parents (3rd ed., pp. 471-507). Alexandria, VA: American Counseling Association.
  • McCombs, B.L., & Whisler, J.S. (1997). The learner-centered classroom and school: Strategies for increasing student motivation and achievement. San Francisco, CA: Jossey-Bass.
  • Natriello, G. (1984). Problems in the evaluation of students and student from secondary schools. Journal of Research and Development in Education, 17, 14 – 24.
  • Newmann, F. M., Wehlage, G. G., & Lamborn, S. D. (1992). The significance and sources of student engagement. In F. M. Newmann (Ed.), Student engagement and achievement in American secondary schools (pp. 11 – 39). NewYork: Teachers College Press.
  • Pintrich, P.R. & De Groot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-50.
  • Reschly, A., & Christenson, S. L. (2006). Research leading to a predictive model of dropout and completion among students with mild disabilities and the role of student engagement. Remedial and Special Education, 27, 276 – 292.
  • Skinner, E.A. (1996). A guide to consructs of control. Journal of Personality and Social Pscyhology, 71, 549-570.
  • Strong, R., Silver, H.F., & Robinson, A. (1995). What do students want? Educational Leadership, 53(1), 8-12.
  • Voelkl, K. E. (1997). Identification with school. American Journal of Education, 105, 295-319.

Üniversite Öğrencileri İçin Derse Katılım Ölçeklerinin Geliştirilmesi

Year 2014, Volume: 7 Issue: 2, 203 - 214, 02.06.2014

Abstract

Bu çalışmanın amacı, üniversite öğrencilerinin derse katılım düzeylerini belirleyebilecek bir ölçme aracı geliştirmektir. Bu çalışma, 17-25 yaşları arasında yer alan (yaş ortalaması 20.79 ve standart sapması 2.06 olan) lisans öğrenimi gören 209 (105 kadın ve 104 erkek ) üniversite öğrencisi üzerinde gerçekleştirilmiştir. Çalışmada, Alan Genel Algılanan Kontrol ölçeği ve açık uçlu sorular aracılığı ile veriler toplanmıştır. Çalışmada, açımlayıcı faktör analizi, korelasyon analizi ve bazı güvenirlik analizleri yapılmıştır. Çalışmadan elde edilen bulgulara göre, derse genel olarak katılım ölçeği ve belirli bir derse katlım ölçeği olmak üzere üçer boyutlu iki katılım ölçeğine ulaşılmıştır. Ölçeklerin boyutları; duygusal katılım, bilişsel katılım ve davranışsal katılım olarak isimlendirilmiştir. Analiz sonuçlarına göre geliştirilen ölçeklerin güvenirlik ve geçerlik değerleri kabul edilebilir sınırlar içerinde bulunmuştur. Geliştirilen ölçekle ilerleyen süreçte çeşitli araştırmalar yapılabilir ve bu ölçek öznel iyi oluşu artırma programlarında kullanılabilir.

References

  • Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84 (3), 261-271.
  • Aypay, A., & Eryılmaz, A. (2011). Relationships of high school sdutent' subjective Well Being and school burnout. International Online Journal of Educational Sciences. 3(1):181-199.
  • Barton, P. E. (2004).One-third of a nation: Rising dropout rates and declining opportunities. Princeton, NJ: Policy Information Center, Educational Testing Service.
  • Bomia, L., Beluzo, L., Demeester, D., Elander, K., Johnson, M. & Sheldon, B. (1997). The impact of teaching strategies on intrinsic motivation. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. (ED 418 925)
  • Carstensen, L., & Turk-Charles, S. (1994). The Salience of Emotion across the Adult Life Span. Psychology & Aging, 9(2), 259–264.
  • Christenson, S. L., Sinclair, M. F., Lehr, C. A., & Hurley, C. M. (2000). Promoting successful school completion. In D. Minke & G. Bear (Eds.), Preventing school problems—promoting school success: Strategies and programs that work (pp. 377 – 420). Bethesda, MD: National Association of School Psychologists.
  • Eryılmaz, A. (2007). Alan genel algılanan kontrol ölçeğinin geliştirilmesi. I. Psikoloji Öğrencileri Lisansüstü Öğrencileri Kongresi Bildiri Metinleri, İzmir Ekonomi Üniversitesi Yayınları No: 15, s. 62-68.
  • Eryılmaz, A. (2010). Okulda motivasyon ve amotivasyon ölçeklerinin geliştirilmesi. XVI. Ulusal Psikoloji Kongresi. Mersin Üniversitesi, Mersin.
  • Eryılmaz, A, & Aypay, A. (2011a). The relationship between adolescents’motivation to class engagement and their level of subjective well-being. International Journal of Human Sciences, 8:1220-1233.
  • Eryılmaz ,A, & Aypay, A. (2011b). Lise öğrencilerinde derse katılmaya motive olma ile yaşam amaçları belirleme arasındaki ilişkiler. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, (12) 3, 149-158.
  • Eryılmaz, A. (2013a). Using of positive psychology on psychological counseling and guidance context on character strength and preventive services. The Journal of Happiness & Well-Being, 1(1), 1-20. Eryılmaz, A. (2013b). Okulda motivasyon ve amotivasyon: “derse Katılmada öğretmenden beklentiler ölçeği’nin” geliştirilmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 13, 25, 1 – 18. Eryılmaz, A., & Dereli, E. (2011). Derse katılmama durumundaki zaman yönelimi ölçeğinin psikometrik özellikleri. İlköğretim Online, 117811
  • Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59, 117 – 142.
  • Jimerson, S. R., Campos, E.,& Greif, J. L. (2003). Toward an understanding of definitions and measures of school engagement and related terms. California School Psychologist, 8, 7 – 27.
  • Kenny, G., Kenny, D. & Dumont, R. (1995). Mission and place: Strengthening learning and community through campus design. Oryx/Greenwood.
  • Kushman, J.W., Sieber, C., & Heariold-Kinney, P. (2000). This isn't the place for me: School dropout. In D.Capuzzi & D.R. Gross (Eds.), Youth at risk: A prevention resource for counselors, teachers, and parents (3rd ed., pp. 471-507). Alexandria, VA: American Counseling Association.
  • McCombs, B.L., & Whisler, J.S. (1997). The learner-centered classroom and school: Strategies for increasing student motivation and achievement. San Francisco, CA: Jossey-Bass.
  • Natriello, G. (1984). Problems in the evaluation of students and student from secondary schools. Journal of Research and Development in Education, 17, 14 – 24.
  • Newmann, F. M., Wehlage, G. G., & Lamborn, S. D. (1992). The significance and sources of student engagement. In F. M. Newmann (Ed.), Student engagement and achievement in American secondary schools (pp. 11 – 39). NewYork: Teachers College Press.
  • Pintrich, P.R. & De Groot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-50.
  • Reschly, A., & Christenson, S. L. (2006). Research leading to a predictive model of dropout and completion among students with mild disabilities and the role of student engagement. Remedial and Special Education, 27, 276 – 292.
  • Skinner, E.A. (1996). A guide to consructs of control. Journal of Personality and Social Pscyhology, 71, 549-570.
  • Strong, R., Silver, H.F., & Robinson, A. (1995). What do students want? Educational Leadership, 53(1), 8-12.
  • Voelkl, K. E. (1997). Identification with school. American Journal of Education, 105, 295-319.
There are 23 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Ali Eryılmaz This is me

Publication Date June 2, 2014
Published in Issue Year 2014 Volume: 7 Issue: 2

Cite

APA Eryılmaz, A. (2014). Üniversite Öğrencileri İçin Derse Katılım Ölçeklerinin Geliştirilmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, 7(2), 203-214. https://doi.org/10.12780/UUSBD356

Address: Uşak University Graduate Education Institute
Telephone: 0276 221 21 60 Fax: 0276 221 21 61
E-mail: sosyaldergi@usak.edu.tr