Investigation of Emotional Experiences in the Homework Process: Adaptation of the Homework Related Emotions Scale to Turkish Culture

Yıl 2024, , 619 - 636, 30.11.2024

Süleyman Avcı , Mustafa Özgenel , Berin Esma Işkın , Elif Nazlı Kafadar , Melike Kopuz

https://doi.org/10.31592/aeusbed.1506337

Öz

The emotions that students experience during the homework process significantly impact academic outcomes. Although the importance of homework has been demonstrated by a small number of studies, its value in practice is poorly understood. In this study, the Homework Related Emotions Scale was adapted into Turkish. The adapted scale will support researchers in determining the variables that affect homework emotions and the variables affected by emotions. For the adaptation of the scale into Turkish, first-language equivalence studies were conducted, and then validity and reliability analyses were conducted. A total of 471 middle school students (31 for language equivalence, 220 for exploratory factor analysis (EFA), and 220 for confirmatory factor analysis (CFA)) were included in the study. In the EFA and CFA analyses performed on the data, the scale was divided into five sub-dimensions by the original. The sub-dimensions of the scale measure five emotions, two positive and three negative; enjoyment, pride, anxiety, anger, and boredom. Cronbach's alpha coefficient, item total, AVE, and CR values also supported the validity and reliability of the scale. As a result, it can be said that the Homework Related Emotions Scale is suitable for use in Turkish culture. The scale can be used in scientific studies to determine the five emotions of middle school students toward math homework.

Anahtar Kelimeler

Homework, emotions, teacher behavior, scale adaptation, scale adaptation

Ev Ödev Sürecinde Duygusal Deneyimlerin İncelenmesi: Ödevle İlgili Duygular Ölçeğinin Türk Kültürüne Uyarlanması

Öz

Öğrencilerin ödev sürecinde yaşadıkları duygular akademik sonuçları önemli ölçüde etkilemektedir. Ödevlerin önemi az sayıda çalışmayla ortaya konmuş olmasına rağmen uygulamadaki değeri tam olarak anlaşılamamıştır. Bu çalışmada Ödeve İlişkin Duygular Ölçeği Türkçeye uyarlanmıştır. Uyarlanan ölçek, ödev duygularını etkileyen değişkenlerin ve duygulardan etkilenen değişkenlerin belirlenmesinde araştırmacılara destek sağlayacaktır. Ölçeğin Türkçeye uyarlanması için öncelikle anadilde eşdeğerlik çalışmaları yapılmış, ardından geçerlik ve güvenirlik analizleri yapılmıştır. Araştırmaya dil denkliği için 31, açımlayıcı faktör analizi (EFA) için 220 ve doğrulayıcı faktör analizi (CFA) için 220) olmak üzere toplam 471 ortaokul öğrencisi dahil edilmiştir. Veriler üzerinde yapılan AFA ve DFA analizlerinde ölçek orijinaline göre beş alt boyuta ayrılmıştır. Ölçeğin alt boyutları ikisi olumlu, üçü olumsuz olmak üzere beş duyguyu ölçmektedir; zevk, gurur, kaygı, öfke ve can sıkıntısı. Cronbach alfa katsayısı, madde toplamı, AVE ve CR değerleri de ölçeğin geçerlik ve güvenirliğini desteklemektedir. Sonuç olarak Ödeve İlişkin Duygular Ölçeği'nin Türk kültüründe kullanıma uygun olduğu söylenebilir. Ölçek, ortaokul öğrencilerinin matematik ödevlerine yönelik beş duygusunu belirlemek amacıyla bilimsel çalışmalarda kullanılabilir.

Anahtar Kelimeler

Ev ödevi, duygular, öğretmen davranışı, ölçek uyarlama

Kaynakça

• Aguinis, H., Gottfredson, R. K., and Wright, T. A. (2011). Best‐practice recommendations for estimating interaction effects using meta‐analysis. Journal of Organizational Behavior, 32(8), 1033–1043. https://doi.org/10.1002/job.719
• Avcı, S., and Özgenel, M. (2024). Adaptation and psychometric evaluation of homework management, teacher and parent ınvolvement scales for middle schoolers in Turkey. International Journal of Psychology and Educational Studies, 11(2), 179–200. https://doi.org/10.52380/ijpes.2024.11.2.1357
• Beaton, D. E., Bombardier, C., Guillemin, F., and Ferraz, M. B. (2000). Guidelines for the process of cross-cultural adaptation of self-report measures. Spine, 25(24), 3186–3191. https://doi.org/10.1097/00007632-200012150-00014
• Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107(2), 238. https://doi.org/10.1037/0033-2909.107.2.238
• Byrne, B. M. (2013). Structural equation modeling with Mplus: Basic concepts, applications, and programming. Routledge. https://doi.org/10.4324/9780203807644
• Camacho-Morles, J., Slemp, G. R., Oades, L. G., Pekrun, R., and Morrish, L. (2019). Relative incidence and origins of achievement emotions in computer-based collaborative problem-solving: A control-value approach. Computers in Human Behavior, 98, 41–49. https://doi.org/10.1007/s10648-020-09585-3
• Camacho-Morles, J., Slemp, G. R., Pekrun, R., Loderer, K., Hou, H., and Oades, L. G. (2021). Activity achievement emotions and academic performance: A meta-analysis. Educational Psychology Review, 33(3), 1051–1095.
• Çokluk, Ö., Şekercioğlu, G., and Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları (Vol. 2). Pegem.
• Cooper, H. (2015). The battle over homework: Common ground for administrators, teachers, and parents. Simon and Schuster.
• Cooper, H. (1989). Synthesis of research on homework. Educational Leadership, 47(3), 85–91.
• Dettmers, S., Trautwein, U., Lüdtke, O., Goetz, T., Frenzel, A. C., and Pekrun, R. (2011). Students’ emotions during homework in mathematics: Testing a theoretical model of antecedents and achievement outcomes. Contemporary Educational Psychology, 36(1), 25–35. https://doi.org/10.1016/j.cedpsych.2010.10.001
• DeVellis, R. F. (2016). Scale development: Theory and applications. Sage.
• DeVellis, R. F., and Thorpe, C. T. (2021). Scale development: Theory and applications. Sage.
• Fan, H., Xu, J., Cai, Z., He, J., and Fan, X. (2017). Homework and students’ achievement in math and science: A 30-year meta-analysis, 1986–2015. Educational Research Review, 20, 35–54. https://doi.org/10.1016/j.edurev.2016.11.003
• Fornell, C., and Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50. https://doi.org/10.1177/002224378101800104
• Frenzel, A. C., Pekrun, R., & Goetz, T. (2007). Girls and mathematics—A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics. European Journal of Psychology of Education, 22, 497-514.
• Goetz, T., Bieleke, M., Yanagida, T., Krannich, M., Roos, A. L., Frenzel, A. C., ... & Pekrun, R. (2023). Test boredom: Exploring a neglected emotion. Journal of Educational Psychology. 115(7), 911–931. https://doi.org/10.1037/edu0000807
• Goetz, T., Cronjaeger, H., Frenzel, A. C., Lüdtke, O., and Hall, N. C. (2010). Academic self-concept and emotion relations: Domain specificity and age effects. Contemporary Educational Psychology, 35(1), 44–58. https://doi.org/10.1016/j.cedpsych.2009.10.001
• Goetz, T., Frenzel, A. C., Pekrun, R., and Hall, N. C. (2006). The domain specificity of academic emotional experiences. The Journal of Experimental Education, 75(1), 5–29. https://doi.org/10.3200/JEXE.75.1.5-29 Goetz, T., Nett, U. E., Martiny, S. E., Hall, N. C., Pekrun, R., Dettmers, S., and Trautwein, U. (2012). Students’ emotions during homework: Structures, self-concept antecedents, and achievement outcomes. Learning and Individual Differences, 22(2), 225–234. https://doi.org/10.1016/j.lindif.2011.04.006
• Hambleton, R. K., Merenda, P. F., and Spielberger, C. D. (2004). Adapting educational and psychological tests for cross-cultural assessment. Psychology Press. https://doi.org/10.4324/9781410611758
• Holte, K. L. (2016). Homework in primary school: Could it be made more child-friendly? Studia Paedagogica, 21(4), 13–33. https://doi.org/10.5817/SP2016-4-1
• Hu, L., and Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
• Kline, R. B. (2023). Principles and practice of structural equation modeling. Guilford.
• Liu, Y., Sang, B., Liu, J., Gong, S., and Ding, X. (2019). Parental support and homework emotions in Chinese children: Mediating roles of homework self-efficacy and emotion regulation strategies. Educational Psychology, 39(5), 617–635. https://doi.org/10.1080/01443410.2018.1540769 Luo, W., Ng, P. T., Lee, K., and Aye, K. M. (2016). Self-efficacy, value, and achievement emotions as mediators between parenting practice and homework behavior: A control-value theory perspective. Learning and Individual Differences, 50, 275–282.
• Luo, Y., Qin, S., Fernández, G., Zhang, Y., Klumpers, F., and Li, H. (2014). Emotion perception and executive control interact in the salience network during emotionally charged working memory processing. Human Brain Mapping, 35(11), 5606–5616. https://doi.org/10.1002/hbm.22573
• Muis, K. R., Pekrun, R., Sinatra, G. M., Azevedo, R., Trevors, G., Meier, E., and Heddy, B. C. (2015). The curious case of climate change: Testing a theoretical model of epistemic beliefs, epistemic emotions, and complex learning. Learning and Instruction, 39, 168–183. https://doi.org/10.1016/j.learninstruc.2015.06.003
• Núñez, J. C., Regueiro, B., Suárez, N., Piñeiro, I., Rodicio, M. L., and Valle, A. (2019). Student perception of teacher and parent involvement in homework and student engagement: The mediating role of motivation. Frontiers in Psychology, 10, 1384. https://doi.org/10.3389/fpsyg.2019.01384
• Özdamar, K. (2016). Eğitim, sağlık ve davranış bilimlerinde ölçek ve test geliştirme yapısal eşitlik modellemesi [Structural equation modeling of scale and test development in education, health and behavioral sciences.]. Nisan.
• Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and ımplications for educational research and practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9
• Pekrun, R., Goetz, T., Frenzel, A. C., & Perry, R. P. (2005). Achievement emotions questionnaire. Learning and Individual Differences.
• Pekrun, R. (2014). Emotions and learning (Vol. 24). International Academy of Education (IAE) Geneva, Switzerland. http://staging.iaoed.org/downloads/edu-practices_24_eng.pdf
• Pekrun, R. (2017). Emotion and achievement during adolescence. Child Development Perspectives, 11(3), 215–221. https://doi.org/10.1111/cdep.12237
• Pekrun, R. (2018). Emotion, lernen und leistung. In M. Huber and S. Krause (Eds.), Bildung und emotion (pp. 215–231). Springer Fachmedien. https://doi.org/10.1007/978-3-658-18589-3_12
• Pekrun, R. (2021). Teachers need more than knowledge: Why motivation, emotion, and self-regulation are indispensable. Educational Psychologist, 56(4), 312–322. https://doi.org/10.1080/00461520.2021.1991356
• Pekrun, R., Frenzel, A. C., Goetz, T., and Perry, R. P. (2007). The control-value theory of achievement emotions: An ıntegrative approach to emotions in education. In P. A. Schutz and R. Pekrun (Eds.), Emotion in education (pp. 13–36). Academic Press. https://doi.org/10.1016/B978-012372545-5/50003-4
• Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., and Perry, R. P. (2010). Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102(3), 531–549. https://doi.org/10.1037/a0019243
• Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., and Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36–48. https://doi.org/10.1016/j.cedpsych.2010.10.002
• Pekrun, R., Goetz, T., Titz, W., and Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–105. https://doi.org/10.1207/S15326985EP3702_4
• Pekrun, R., Hall, N. C., Goetz, T., and Perry, R. P. (2014). Boredom and academic achievement: Testing a model of reciprocal causation. Journal of Educational Psychology, 106(3), 696–710. https://doi.org/10.1037/a0036006
• Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., and Goetz, T. (2017). Achievement emotions and academic performance: Longitudinal models of reciprocal effects. Child Development, 88(5), 1653–1670. https://doi.org/10.1111/cdev.12704
• Pekrun, R., Marsh, H. W., Elliot, A. J., Stockinger, K., Perry, R. P., Vogl, E., Goetz, T., Van Tilburg, W. A., Lüdtke, O., and Vispoel, W. P. (2023). A three-dimensional taxonomy of achievement emotions. Journal of Personality and Social Psychology, 124(1), 145. https://doi.org/10.1037/pspp0000448
• Pekrun, R., and Stephens, E. J. (2010). Achievement emotions in higher education. In J. C. Smart (Ed.), Higher education: Handbook of theory and research (Vol. 25, pp. 257–306). Springer. https://doi.org/10.1007/978-90-481-8598-6_7
• Pomerantz, E. M., Ng, F. F., Cheung, C. S., and Qu, Y. (2014). Raising happy children who succeed in school: Lessons from China and the United States. Child Development Perspectives, 8(2), 71–76. https://doi.org/10.1111/cdep.12063
• Sönmez, V., and Alacapınar, G. (2016). Sosyal bilimlerde ölçme aracı hazırlama [Preparing measurement tools in social sciences]. Anı.
• Steiger, J. H. (2007). Understanding the limitations of global fit assessment in structural equation modeling. Personality and Individual Differences, 42(5), 893–898. https://doi.org/10.1016/j.paid.2006.09.017
• Tabachnick, B. G. and Fidell, L. S., (2013). Using multivariate statistics. Pearson.
• Trautwein, U., Lüdtke, O., Schnyder, I., and Niggli, A. (2006). Predicting homework effort: Support for a domain-specific, multilevel homework model. Journal of Educational Psychology, 98(2), 438. https://doi.org/10.1016/j.cedpsych.2008.09.001
• Trautwein, U., Schnyder, I., Niggli, A., Neumann, M., and Lüdtke, O. (2009). Chameleon effects in homework research: The homework–achievement association depends on the measures used and the level of analysis chosen. Contemporary Educational Psychology, 34(1), 77–88. https://doi.org/10.1016/j.cedpsych.2008.09.001
• Trevors, G. J., Muis, K. R., Pekrun, R., Sinatra, G. M., and Winne, P. H. (2016). Identity and epistemic emotions during knowledge revision: A potential account for the backfire effect. Discourse Processes, 53(5–6), 339–370. https://doi.org/10.1080/0163853X.2015.1136507
• Tze, V. M., Daniels, L. M., and Klassen, R. M. (2016). Evaluating the relationship between boredom and academic outcomes: A meta-analysis. Educational Psychology Review, 28(1), 119–144. https://doi.org/10.1007/s10648-015-9301-y
• Ural, A., and Kiliç, İ. (2005). Bilimsel araştırma süreci ve SPSS ile veri analizi. https://avesis.gazi.edu.tr/yayin/456511ab-02ec-4dc6-b122-f253aa9b88f1/bilimsel-arastirma-sureci-ve-spss-ile-veri-analizi
• Valdés-Cuervo, A. A., Grijalva-Quiñonez, C. S., and Parra-Pérez, L. G. (2022). Parental autonomy support and homework completion: Mediating effects of chil-dren’s academic self-efficacy, purpose for doing homework, and homework-related emotions. Anales de Psicología / Annals of Psychology, 38(2). https://doi.org/10.6018/analesps.424221
• Wu, J., Barger, M. M., Oh, D. (Diana), and Pomerantz, E. M. (2022). Parents’ daily involvement in children’s math homework and activities during early elementary school. Child Development, 93(5), 1347–1364. https://doi.org/10.1111/cdev.13774
• Xu, J. (2015). Investigating factors that influence conventional distraction and tech-related distraction in math homework. Computers and Education, 81, 304–314. https://doi.org/10.1016/j.compedu.2014.10.024
• Xu, J. (2016). A study of the validity and reliability of the teacher homework involvement scale: A psychometric evaluation. Measurement, 93, 102–107. https://doi.org/10.1016/j.measurement.2016.07.012 Xu, J. (2017). Homework expectancy value scale for high school students: Measurement invariance and latent mean differences across gender and grade level. Learning and Individual Differences, 60, 10–17. https://doi.org/10.1016/j.lindif.2017.10.003
• Xu, J. (2023). Student interest in mathematics homework: Do peer interest and homework approaches matter? Psychology in the Schools, 60(10), 4011–4028. https://doi.org/10.1002/pits.22963
• Xu, J., and Corno, L. (2022). A person-centred approach to understanding self-regulation in homework using latent profile analysis. Educational Psychology, 42(6), 767–786. https://doi.org/10.1080/01443410.2022.2041556
• Zhou, S., Zhou, W., and Traynor, A. (2020). Parent and teacher homework involvement and their associations with students’ homework disaffection and mathematics achievement. Learning and Individual Differences, 77, 101780. https://doi.org/10.1016/j.lindif.2019.101780