Research Article
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Reliability and Validity of a Self-efficacy Instrument for Academics' oral Communication in a Foreign Language

Year 2019, , 40 - 48, 24.04.2019

Ömer Özer , Özler Çakır N. Bilge Uzun

https://doi.org/10.2399/yod.18.024
Cited By: 1

Abstract

The purpose of this study is to develop a reliable and valid self-efficacy scale which intends to measure academics' self-efficacy beliefs in oral communication in a foreign language. The data in this study were collected from 395 academics working in state and foundation universities in Turkey. The 29 items in the scale trial form were rated on a 10-point Likert scale. After ensuring that the assumptions were met, an exploratory factor analysis was performed, which indicated a structure with one factor and 19 items. The 19 items in one dimension explained 75.709% of the variance in academics' self-efficacy beliefs in oral communication in a foreign language. The overall internal consistency reliability of the scale was high, with a Cronbach's alpha reliability coefficient of .982. The results indicate that our self-efficacy instrument is reliable and valid for measuring academics' oral communication self-efficacy beliefs in a foreign language.

Keywords

Academics oral communication reliability self-efficacy belief validity

References

  • Amirian, S. M. R., & Tavakoli, E. (2016). Academic oral presentation selfefficacy: A cross-sectional interdisciplinary comparative study. Higher Education Research & Development, 35(6), 1095–1110.
  • Bailey, J. G. (1999) Academics’ motivation and self-efficacy for teaching and research. Higher Education Research & Development, 18(3), 343–359.
  • Balcı, A. (1997). Sosyal bilimlerde araştırma: Yöntem, teknik ve ilkeler. Ankara: Seçkin Yayıncılık.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
  • Bandura, A. (1998). Health promotion from the perspective of social cognitive theory. Psychology and Health, 13(4), 623–649.
  • Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares, & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (Vol. 5, pp. 307–337). Greenwich, CT: Information Age Publishing.
  • Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal of Management, 38(1), 9–44.
  • Britner, S. L., & Pajares, F. (2006). Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43(5), 485–499.
  • Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem A Yayıncılık.
  • Cattell, R. B. (1978). The scientific use of factor analysis. New York, NY: Plenum.
  • Celce-Murcia, M., & Olshtain, E. (2000). Discourse and context in language teaching. Cambridge: Cambridge University Press.
  • Çakır, Ö., & Alıcı, D. (2009). Seeing self as others see you: Variability in self-efficacy ratings in student teaching. Teachers and Teaching: Theory and Practice, 15(5), 541–561
  • Doğan, N., & Öğretmen, T. (2006). Madde yanlılığını belirleme teknikleri arasında bir karşılaştırma. Eurasian Journal of Educational Research, 23, 94–105.
  • Egan, K. B. (1999). Speaking: A critical skill and a challenge. CALICO Journal, 16(3), 277–293.
  • Gan, Z. (2013) Understanding English speaking difficulties: an investigation of two Chinese populations. Journal of Multilingual and Multicultural Development, 34(3), 231–248.
  • Guilford, J. P. (1954). Fundamental statistics in psychology and education. New York, NY: McGraw-Hill.
  • Güven, S., & Çakır, Ö. (2012). A study on primary school English teachers’ self-efficacy beliefs. Education and Science, 37(163), 43–52.
  • Hancı-Yanar, B., & Bümen, N. T. (2012). İngilizce ile ilgili özyeterlik ölçeğinin geliştirilmesi. Kastamonu Eğitim Dergisi, 20(1), 97–110.
  • Hemmings, B., & Kay, R. (2009). Lecturer self efficacy: Its related dimensions and the influence of gender and qualifications. Issues in Educational Research, 19(3), 243–254.
  • Henson, R. K., Kogan, L. R., & Vacha-Haase, T. (2001). A reliability generalization study of the teacher efficacy scale and related instruments. Educational and Psychological Measurement, 61(3), 404–420.
  • Higgins, R. M., & Brady, A. (2016). Language policy, planning, and enactment: the necessity and empowering potential at the local level. Current Issues in Language Planning, 17(3–4), 242–259.
  • Horwitz, E. K. (2008). Becoming a language teacher: A practical guide to second language learning and teaching. Harlow: Pearson Education.
  • Humphries, C. A., Hebert, E., Daigle, K., & Martin, J. (2012). Development of a Physical Education teaching efficacy scale. Measurement in Physical Education and Exercise Science, 16(4), 284–299.
  • Idrus, H., Salleh, R., & Abdullah, M. R. T. L. (2011). Oral communication ability in English: An essential skill for engineering graduates. Asian Pacific Journal of Educators and Education, 26(1), 107–123.
  • Judge, T. A., Jackson, C. L., Shaw, J. C., Scott, A., & Rich, B. L. (2007). Self-efficacy and work-related performance: The integral role of individual differences. Journal of Applied Psychology, 92(1), 107–27.
  • Karadağ, E., Danişman, Ş., Dulay, S., Öztekin Bayır, Ö., & Tekel, E. (2018). Eğitim fakültesi araştırma görevlilerinin zorlu akademik yolculukları: Doktora tez süreci. Yükseköğretim Dergisi, 8(1), 103–112.
  • Karahan, Ö., & Şanal-Karahan, F. (2014). Mevcut imkânlarla seçkin öğretim üyesi, yıldız araştırmacı ve lider yetiştirme projesi. Yükseköğretim ve Bilim Dergisi, 4(3), 167–175.
  • Karataş, T., Özen, Ş., & Gülnar, E. (2017). Akademisyenlerin kariyer basamakları ve yükseltme ölçütlerine ilişkin görüşleri. Yükseköğretim Dergisi, 7(2), 82–93.
  • Köksal, H. (2016). Trakya Üniversitesi öğretim üyelerinin yabancı dil seviyeleri ile yabancı dil kullanım amaçları arasındaki ilişki. Trakya Üniversitesi Sosyal Bilimler Dergisi, 18(1), 101–115.
  • Külekçi, G. (2011). İngilizce öğretmen adaylarının özyetkinlik inanç düzeylerinin bazı değişkenler açısından incelenmesi. International Online Journal of Educational Sciences, 3(1), 245–260.
  • Landa, L. G. G. (2006) Academic language barriers and language freedom. Current Issues in Language Planning, 7(1), 61–81.
  • Lee, C., & Bobko, P. (1994). Self-efficacy beliefs: Comparison of five measures. Journal of Applied Psychology, 79(3), 364–369.
  • Leeming, P. (2017). A longitudinal investigation into English speaking self-efficacy in a Japanese language classroom. Asian-Pacific Journal of Second and Foreign Language Education, 2(12). doi:10.1186/s40862-017-0035-x
  • Lord, F. M. (1980). Applications of item response theory to practical testing problems. Mahwah, NJ: Lawrence Erlbaum Publishers.
  • Meera, K. P., & Jumana, M. K. (2016). Self-efficacy and academics performance in English. Imperial Journal of Interdisciplinary Research, 2(2). doi: 10.17810/2015.13
  • Nunually, J. C. (1978). Psychometric theory (2nd ed.). New York, NY: McGraw-Hill.
  • Oğuz, G. (2013). Academic mobility between European Union countries and Turkey. Yükseköğretim Dergisi, 3(3), 151–164.
  • Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578.
  • Raoofi, S., Tan, B. H., & Chan, S. H. (2012). Self-efficacy in second/foreign language learning contexts. English Lang›uage Teaching, 5(11), 60–73.
  • Schunk, D. H., & Pajares, F. (2002). The development of academic self-efficacy. In A. Wigfield, & J. S. Eccles (Eds.), Development of achievement motivation: A volume in the educational psychology series (pp. 15–31). San Diego, CA: Academic Press.
  • Schmidt, A. M., & DeShon, R. P. (2010). The Moderating effects of performance ambiguity on the relationship between self-efficacy and performance. Journal of Applied Psychology, 95(3), 572–581.
  • Seçer, İ. (2013). SPSS ve LISREL ile pratik veri analizi; analiz ve raporlaştırma. Ankara: Anı Yayıncılık.
  • Sevindi, T. (2013). The relationship between general self-efficacy belief and burnout level among Turkish academicians. Educational Research and Reviews, 8(24), 2255–2259.
  • Shaughnessy, M. F. (2004). An interview with Anita Woolfolk: The educational psychology of teacher efficacy. Educational Psychology Review, 16(2), 153–176.
  • Smith, S. L., Pichora-Fuller, M. K., Watts, K. L., & La More, C. (2011). Development of the listening self-efficacy questionnaire (LSEQ). International Journal of Audiology, 50, 417–425.
  • Tabachnick, B. G., & Fidell, S. L. (2007). Using multivariate statistics (5th ed.). Boston, MA: Pearson/Allyn & Bacon.
  • Tavşancıl, E., & Keser, H. (2002). Development of a likert type attitude scale towards internet usage. Educational Science and Practice, 1(1), 79–100.
  • Templin, A. S., Guile C. T., & Okuma, T. (2001). Creating a reliable and valid questionnaire and English test to raise learner’s L2 achievement via raising their self efficacy. The Annual Meeting of the Japan Association for Language Teaching, November 22–24, 2001, Shizouka, Japan. 27 Nisan 2017 tarihinde <http://www.eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/27/97/57.pdf> adresinden erişildi.
  • Templin, S. A. (1999). The relationship between self-efficacy and language learners’ grades. JALT Journal, 21(1), 112–124.
  • Teng, L. S., Sun, P. P., & Xu, L. (2017). Conceptualizing writing self-efficacy in English as a foreign language contexts: Scale validation through structural equation modeling. TESOL Quarterly, 52(4), 911-942.
  • Tezbaşaran, A. (1997). Likert tipi ölçek hazırlama kılavuzu. Ankara: Türk Psikologlar Derneği Yayınları.
  • Todaka, Y. (2013). Self-efficacy theory and beyond: Japanese college EFL learners. Journal of Educational and Social Research, 3(7), 359–364.
  • Todaka, Y. (2016). Self-efficacy of English listening skills in Japanese college EFL learners. International Journal of Education and Practice, 4(1), 21–36.
  • Tschannen-Moran, M., & Woolfolk Hoy, A. E. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805.
  • Usher, E. L., & Pajares, F. (2009). Sources of self-efficacy in mathematics: A validation study. Contemporary Educational Psychology, 34(1), 89–101.
  • Ülkü, S., & Koç, N. (1978). Faktör analizi yetenekleri sınıflama. Ankara Üniversitesi Eğitim Fakültesi Dergisi, 10(1–2), 25–34.
  • Wang, C. (2004). Self-regulated learning strategies and self-efficacy beliefs of children learning English as a second language. Yayımlanmamış doktora tezi, Ohio State University, Columbus, OH. 30 Nisan 2018 tarihinde <http://www.ohiolink.edu/etd/> adresinden erişildi.
  • Wang, C., Kim, D-H., Bai, R., & Hu, J. (2014). Psychometric properties of a self-efficacy scale for English language learners in China. System, 44, 24–33.
  • Yaikhong, K., & Usaha, S. (2012). A measure of EFL public speaking class anxiety: Scale development and preliminary validation and reliability. English Language Teaching, 5(12), 23–35.
  • Yang, L. L. (2004). The development of a validated perceived self-efficacy scale on English reading strategies. Journal of Education and Psychology, 27(2), 377–398.

Akademisyenlerin Yabancı Dilde Sözlü İletişim Kurabilme Özyeterlik İnancı Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması

Year 2019, , 40 - 48, 24.04.2019

Ömer Özer , Özler Çakır N. Bilge Uzun

https://doi.org/10.2399/yod.18.024
Cited By: 1

Abstract

Bu araştırma, akademisyenlerin yabancı dilde sözlü iletişim kurabilmelerine ilişkin özyeterlik inançlarını ölçen, güvenirliği ve geçerliği yüksek bir ölçek geliştirmek amacıyla yürütülmüştür. Araştırmaya devlet ve vakıf üniversitelerinde görev yapmakta olan 395 öğretim elemanı katılmıştır. Araştırmanın verilerinin toplanmasında kullanılan 29 madde, 10 kategorili olarak derecelendirilmiştir. Tüm sayıltıları incelendikten sonra gerçekleştirilen açımlayıcı faktör analiziyle 19 maddelik tek boyutlu bir yapı elde edilmiştir. Toplam 19 madde tek boyutta akademisyenlerin yabancı dilde sözlü iletişim kurabilme özyeterlik inancına yönelik varyansın %75.709'unu açıklamaktadır. Ölçeğin bütününe ait hesaplanan içtutarlılık anlamındaki Cronbach alfa güvenirlik katsayısı 0.982 olarak bulunmuştur. Elde edilen yapı geçerliği kanıtları da dikkate alındığında; ölçeğin akademisyenlerin sözlü iletişime kurabilmelerine yönelik özyeterlik inançlarını ölçmede güvenilir ve geçerli bir ölçek olduğu sonucuna varılmıştır.

Keywords

Akademisyenler geçerlik güvenirlik özyeterlik inancı sözlü iletişim

References

  • Amirian, S. M. R., & Tavakoli, E. (2016). Academic oral presentation selfefficacy: A cross-sectional interdisciplinary comparative study. Higher Education Research & Development, 35(6), 1095–1110.
  • Bailey, J. G. (1999) Academics’ motivation and self-efficacy for teaching and research. Higher Education Research & Development, 18(3), 343–359.
  • Balcı, A. (1997). Sosyal bilimlerde araştırma: Yöntem, teknik ve ilkeler. Ankara: Seçkin Yayıncılık.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
  • Bandura, A. (1998). Health promotion from the perspective of social cognitive theory. Psychology and Health, 13(4), 623–649.
  • Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares, & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (Vol. 5, pp. 307–337). Greenwich, CT: Information Age Publishing.
  • Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal of Management, 38(1), 9–44.
  • Britner, S. L., & Pajares, F. (2006). Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43(5), 485–499.
  • Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem A Yayıncılık.
  • Cattell, R. B. (1978). The scientific use of factor analysis. New York, NY: Plenum.
  • Celce-Murcia, M., & Olshtain, E. (2000). Discourse and context in language teaching. Cambridge: Cambridge University Press.
  • Çakır, Ö., & Alıcı, D. (2009). Seeing self as others see you: Variability in self-efficacy ratings in student teaching. Teachers and Teaching: Theory and Practice, 15(5), 541–561
  • Doğan, N., & Öğretmen, T. (2006). Madde yanlılığını belirleme teknikleri arasında bir karşılaştırma. Eurasian Journal of Educational Research, 23, 94–105.
  • Egan, K. B. (1999). Speaking: A critical skill and a challenge. CALICO Journal, 16(3), 277–293.
  • Gan, Z. (2013) Understanding English speaking difficulties: an investigation of two Chinese populations. Journal of Multilingual and Multicultural Development, 34(3), 231–248.
  • Guilford, J. P. (1954). Fundamental statistics in psychology and education. New York, NY: McGraw-Hill.
  • Güven, S., & Çakır, Ö. (2012). A study on primary school English teachers’ self-efficacy beliefs. Education and Science, 37(163), 43–52.
  • Hancı-Yanar, B., & Bümen, N. T. (2012). İngilizce ile ilgili özyeterlik ölçeğinin geliştirilmesi. Kastamonu Eğitim Dergisi, 20(1), 97–110.
  • Hemmings, B., & Kay, R. (2009). Lecturer self efficacy: Its related dimensions and the influence of gender and qualifications. Issues in Educational Research, 19(3), 243–254.
  • Henson, R. K., Kogan, L. R., & Vacha-Haase, T. (2001). A reliability generalization study of the teacher efficacy scale and related instruments. Educational and Psychological Measurement, 61(3), 404–420.
  • Higgins, R. M., & Brady, A. (2016). Language policy, planning, and enactment: the necessity and empowering potential at the local level. Current Issues in Language Planning, 17(3–4), 242–259.
  • Horwitz, E. K. (2008). Becoming a language teacher: A practical guide to second language learning and teaching. Harlow: Pearson Education.
  • Humphries, C. A., Hebert, E., Daigle, K., & Martin, J. (2012). Development of a Physical Education teaching efficacy scale. Measurement in Physical Education and Exercise Science, 16(4), 284–299.
  • Idrus, H., Salleh, R., & Abdullah, M. R. T. L. (2011). Oral communication ability in English: An essential skill for engineering graduates. Asian Pacific Journal of Educators and Education, 26(1), 107–123.
  • Judge, T. A., Jackson, C. L., Shaw, J. C., Scott, A., & Rich, B. L. (2007). Self-efficacy and work-related performance: The integral role of individual differences. Journal of Applied Psychology, 92(1), 107–27.
  • Karadağ, E., Danişman, Ş., Dulay, S., Öztekin Bayır, Ö., & Tekel, E. (2018). Eğitim fakültesi araştırma görevlilerinin zorlu akademik yolculukları: Doktora tez süreci. Yükseköğretim Dergisi, 8(1), 103–112.
  • Karahan, Ö., & Şanal-Karahan, F. (2014). Mevcut imkânlarla seçkin öğretim üyesi, yıldız araştırmacı ve lider yetiştirme projesi. Yükseköğretim ve Bilim Dergisi, 4(3), 167–175.
  • Karataş, T., Özen, Ş., & Gülnar, E. (2017). Akademisyenlerin kariyer basamakları ve yükseltme ölçütlerine ilişkin görüşleri. Yükseköğretim Dergisi, 7(2), 82–93.
  • Köksal, H. (2016). Trakya Üniversitesi öğretim üyelerinin yabancı dil seviyeleri ile yabancı dil kullanım amaçları arasındaki ilişki. Trakya Üniversitesi Sosyal Bilimler Dergisi, 18(1), 101–115.
  • Külekçi, G. (2011). İngilizce öğretmen adaylarının özyetkinlik inanç düzeylerinin bazı değişkenler açısından incelenmesi. International Online Journal of Educational Sciences, 3(1), 245–260.
  • Landa, L. G. G. (2006) Academic language barriers and language freedom. Current Issues in Language Planning, 7(1), 61–81.
  • Lee, C., & Bobko, P. (1994). Self-efficacy beliefs: Comparison of five measures. Journal of Applied Psychology, 79(3), 364–369.
  • Leeming, P. (2017). A longitudinal investigation into English speaking self-efficacy in a Japanese language classroom. Asian-Pacific Journal of Second and Foreign Language Education, 2(12). doi:10.1186/s40862-017-0035-x
  • Lord, F. M. (1980). Applications of item response theory to practical testing problems. Mahwah, NJ: Lawrence Erlbaum Publishers.
  • Meera, K. P., & Jumana, M. K. (2016). Self-efficacy and academics performance in English. Imperial Journal of Interdisciplinary Research, 2(2). doi: 10.17810/2015.13
  • Nunually, J. C. (1978). Psychometric theory (2nd ed.). New York, NY: McGraw-Hill.
  • Oğuz, G. (2013). Academic mobility between European Union countries and Turkey. Yükseköğretim Dergisi, 3(3), 151–164.
  • Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578.
  • Raoofi, S., Tan, B. H., & Chan, S. H. (2012). Self-efficacy in second/foreign language learning contexts. English Lang›uage Teaching, 5(11), 60–73.
  • Schunk, D. H., & Pajares, F. (2002). The development of academic self-efficacy. In A. Wigfield, & J. S. Eccles (Eds.), Development of achievement motivation: A volume in the educational psychology series (pp. 15–31). San Diego, CA: Academic Press.
  • Schmidt, A. M., & DeShon, R. P. (2010). The Moderating effects of performance ambiguity on the relationship between self-efficacy and performance. Journal of Applied Psychology, 95(3), 572–581.
  • Seçer, İ. (2013). SPSS ve LISREL ile pratik veri analizi; analiz ve raporlaştırma. Ankara: Anı Yayıncılık.
  • Sevindi, T. (2013). The relationship between general self-efficacy belief and burnout level among Turkish academicians. Educational Research and Reviews, 8(24), 2255–2259.
  • Shaughnessy, M. F. (2004). An interview with Anita Woolfolk: The educational psychology of teacher efficacy. Educational Psychology Review, 16(2), 153–176.
  • Smith, S. L., Pichora-Fuller, M. K., Watts, K. L., & La More, C. (2011). Development of the listening self-efficacy questionnaire (LSEQ). International Journal of Audiology, 50, 417–425.
  • Tabachnick, B. G., & Fidell, S. L. (2007). Using multivariate statistics (5th ed.). Boston, MA: Pearson/Allyn & Bacon.
  • Tavşancıl, E., & Keser, H. (2002). Development of a likert type attitude scale towards internet usage. Educational Science and Practice, 1(1), 79–100.
  • Templin, A. S., Guile C. T., & Okuma, T. (2001). Creating a reliable and valid questionnaire and English test to raise learner’s L2 achievement via raising their self efficacy. The Annual Meeting of the Japan Association for Language Teaching, November 22–24, 2001, Shizouka, Japan. 27 Nisan 2017 tarihinde <http://www.eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/27/97/57.pdf> adresinden erişildi.
  • Templin, S. A. (1999). The relationship between self-efficacy and language learners’ grades. JALT Journal, 21(1), 112–124.
  • Teng, L. S., Sun, P. P., & Xu, L. (2017). Conceptualizing writing self-efficacy in English as a foreign language contexts: Scale validation through structural equation modeling. TESOL Quarterly, 52(4), 911-942.
  • Tezbaşaran, A. (1997). Likert tipi ölçek hazırlama kılavuzu. Ankara: Türk Psikologlar Derneği Yayınları.
  • Todaka, Y. (2013). Self-efficacy theory and beyond: Japanese college EFL learners. Journal of Educational and Social Research, 3(7), 359–364.
  • Todaka, Y. (2016). Self-efficacy of English listening skills in Japanese college EFL learners. International Journal of Education and Practice, 4(1), 21–36.
  • Tschannen-Moran, M., & Woolfolk Hoy, A. E. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805.
  • Usher, E. L., & Pajares, F. (2009). Sources of self-efficacy in mathematics: A validation study. Contemporary Educational Psychology, 34(1), 89–101.
  • Ülkü, S., & Koç, N. (1978). Faktör analizi yetenekleri sınıflama. Ankara Üniversitesi Eğitim Fakültesi Dergisi, 10(1–2), 25–34.
  • Wang, C. (2004). Self-regulated learning strategies and self-efficacy beliefs of children learning English as a second language. Yayımlanmamış doktora tezi, Ohio State University, Columbus, OH. 30 Nisan 2018 tarihinde <http://www.ohiolink.edu/etd/> adresinden erişildi.
  • Wang, C., Kim, D-H., Bai, R., & Hu, J. (2014). Psychometric properties of a self-efficacy scale for English language learners in China. System, 44, 24–33.
  • Yaikhong, K., & Usaha, S. (2012). A measure of EFL public speaking class anxiety: Scale development and preliminary validation and reliability. English Language Teaching, 5(12), 23–35.
  • Yang, L. L. (2004). The development of a validated perceived self-efficacy scale on English reading strategies. Journal of Education and Psychology, 27(2), 377–398.
There are 61 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Original Empirical Research
Authors

Ömer Özer 0000-0001-8502-3145

Özler Çakır This is me 0000-0001-7664-058X

N. Bilge Uzun This is me 0000-0003-2293-4536

Publication Date April 24, 2019
Published in Issue Year 2019

Cite

APA Özer, Ö., Çakır, Ö., & Uzun, N. B. (2019). Akademisyenlerin Yabancı Dilde Sözlü İletişim Kurabilme Özyeterlik İnancı Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması. Yükseköğretim Dergisi, 9(1), 40-48. https://doi.org/10.2399/yod.18.024

Cited By

Factors Affecting Academics’ Self-Efficacy Beliefs for Oral Communication in a Foreign Language
Dil Eğitimi ve Araştırmaları Dergisi
https://doi.org/10.31464/jlere.774718

Yükseköğretim Dergisi, bünyesinde yayınlanan yazıların fikirlerine resmen katılmaz, basılı ve çevrimiçi sürümlerinde yayınladığı hiçbir ürün veya servis reklamı için güvence vermez. Yayınlanan yazıların bilimsel ve yasal sorumlulukları yazarlarına aittir. Yazılarla birlikte gönderilen resim, şekil, tablo vb. unsurların özgün olması ya da daha önce yayınlanmış iseler derginin hem basılı hem de elektronik sürümünde yayınlanabilmesi için telif hakkı sahibinin yazılı onayının bulunması gerekir. Yazarlar yazılarının bütün yayın haklarını derginin yayıncısı Türkiye Bilimler Akademisi'ne (TÜBA) devrettiklerini kabul ederler. Yayınlanan içeriğin (yazı ve görsel unsurlar) telif hakları dergiye ait olur. Dergide yayınlanması uygun görülen yazılar için telif ya da başka adlar altında hiçbir ücret ödenmez ve baskı masrafı alınmaz; ancak ayrı baskı talepleri ücret karşılığı yerine getirilir.

TÜBA, yazarlardan devraldığı ve derginin çevrimiçi (online) sürümünde yayımladığı içerikle ilgili telif haklarından, bilimsel içeriğe evrensel açık erişimin (open access) desteklenmesi ve geliştirilmesine katkıda bulunmak amacıyla, bilinen standartlarda kaynak olarak gösterilmesi koşuluyla, ticari kullanım amacı ve içerik değişikliği dışında kalan tüm kullanım (çevrimiçi bağlantı verme, kopyalama, baskı alma, herhangi bir fiziksel ortamda çoğaltma ve dağıtma vb.) haklarını (ilgili içerikte tersi belirtilmediği sürece) Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported (CC BY-NC-ND4.0) Lisansı aracılığıyla bedelsiz kullanıma sunmaktadır. İçeriğin ticari amaçlı kullanımı için TÜBA'dan yazılı izin alınması gereklidir.