lisans Ana Dili Eğitimi Dergisi 2147-6020 Mehmet KURUDAYIOĞLU 10.16916/aded.1756178 Turkish Education Türkçe Eğitimi Reading-Oriented Epistemic Curiosity Scale (ROECS): A Study of Validity and Reliability Okumaya Yönelik Epistemik Merak Ölçeği (OYEMÖ): Geçerlik ve Güvenirlik Çalışması https://orcid.org/0000-0001-7908-6377 Öcal Sabahat ANKARA İL MİLLİ EĞİTİM MÜDÜRLÜĞÜ https://orcid.org/0000-0001-5711-9182 Kıroğlu Kasım ONDOKUZ MAYIS ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ 10 29 2025 13 4 948 964 08 01 2025 10 25 2025 Copyright © 2013, Ana Dili Eğitimi Dergisi 2013 Ana Dili Eğitimi Dergisi

This study aims to develop a valid and reliable measurement tool for assessing fourth-grade primary school students’ levels of epistemic curiosity regarding the reading process. Conducted using a quantitative research methodology, the study consisted of 653 students from various primary schools in Ankara during the 2024–2025 academic year. An initial item pool, grounded in an extensive review of the relevant literature, was subjected to expert evaluation to establish content validity. Subsequently, construct validity was examined through exploratory and confirmatory factor analyses. Exploratory factor analysis indicated a unidimensional structure comprising 25 items, which accounted for a substantial proportion of the total variance and was confirmed by confirmatory factor analysis (RMSEA = 0.042; CFI = 0.93). The internal consistency coefficient (Cronbach’s α = 0.93) and test–retest reliability (r = 0.952) provided strong evidence of the scale’s reliability. The scale can provide significant contributions to teachers and researchers in assessing students’ curiosity-driven reading engagement and informing pedagogical practices.

Bu çalışmanın amacı, ilkokul dördüncü sınıf öğrencilerinin okuma sürecinde sergilediği epistemik merak düzeylerini değerlendirmek amacıyla psikometrik açıdan uygun bir ölçme aracı geliştirmektir. Nicel araştırma yöntemine dayalı olarak yürütülen çalışmada, 2024-2025 eğitim-öğretim yılında Ankara’daki farklı ilkokullardan 653 öğrenci yer almıştır. Ölçek geliştirme sürecinde, alan yazına dayalı olarak şekillendirilen madde havuzu uzman görüşleri doğrultusunda gözden geçirilmiş; ardından, kapsam geçerliliği değerlendirilmiş ve yapı geçerliliği açımlayıcı ve doğrulayıcı faktör analizleriyle test edilmiştir. Açımlayıcı faktör analizi, ölçeğin tek boyutlu ve 25 maddeden oluştuğunu ortaya koymuş; bu yapı doğrulayıcı faktör analizi ile doğrulanmıştır (RMSEA=0.042, CFI=0.93). Cronbach Alfa katsayısı 0.93 ve test-tekrar test korelasyonu r=0.952 olarak bulunmuştur. Ölçek, öğretmen ve araştırmacılara, öğrencilerin epistemik merak temelli okuma eğilimlerini değerlendirmede ve öğretim süreçlerini geliştirmede önemli katkılar sağlayabilir.

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