İkinci Dil Öğreniminde Temel Psikolojik İhtiyaçların Engellenmesi: Ölçek Uyarlama Çalışması

Öz

Öz Belirleme Kuramı, bireylerin motivasyonlarını ve davranışlarını anlamada önemli bir çerçeve sunan, özellikle eğitim ve öğrenme bağlamında sıklıkla kullanılan bir teoridir. Bu teoriye göre bireylerin üç temel psikolojik ihtiyacı olan özerklik, yetkinlik ve ilişkili olma ihtiyaçları karşılandığında bireyler daha yüksek düzeyde motive olmakta, öğrenme başarısı sergilemekte ve psikolojik açıdan iyi oluş düzeyi yükselmektedir. Ancak bu ihtiyaçların engellenmesi durumunda motivasyon kaybı, öğrenme sürecinde zorluklar ve duyuşsal sorunlar ortaya çıkabilmektedir. Bu araştırma, ikinci dil öğreniminde bireylerin temel psikolojik ihtiyaçlarının (özerklik, yetkinlik ve ilişkili olma) engellenme durumlarını ölçmek amacıyla geliştirilmiş olan “Basic Psychological Needs Frustration in Second Language Scale (BPNF-L2)” adlı ölçeğin Türk kültürüne uyarlanmasını ve ölçeğin geçerlik ile güvenirlik analizlerini kapsamaktadır. Ölçeğin Türkçeye ve Türk kültürüne uyarlanması sürecinde dilsel ve kültürel uygunluğun sağlanması amacıyla çeviri, ters çeviri ve uzman görüşlerinden yararlanılmıştır. Araştırmanın örneklemi, 2023 yılında Türkiye'deki bir devlet üniversitesinde İngilizce hazırlık programında eğitim gören ve ölçüt örnekleme yöntemiyle seçilen 231 lisans öğrencisinden oluşmaktadır. Doğrulayıcı faktör analizi sonuçları, ölçeğin üç boyutlu yapısının (özerkliğin engellenmesi, yetkinliğin engellenmesi ve ilişkili olmanın engellenmesi) Türk kültüründe de geçerli olduğunu ortaya koymuş ve ölçeğin toplam 12 maddeden oluşan yapısı korunmuştur. Faktör yüklerinin kabul edilebilir düzeylerde olduğu saptanmış ve uyum indeksleri CFI= .97, NFI= .91, RMSEA= .08 ve SRMR= .07 olarak hesaplanmıştır. Güvenirlik analizleri kapsamında, Cronbach alfa değerinin .86, McDonald’s ω katsayısının ise .88 olduğu belirlenmiştir. Bu bulgular, ölçeğin Türkçe formunun güvenilir ve geçerli bir ölçüm aracı olduğunu göstermektedir. Araştırma sonuçlarına göre Türk kültürüne uyarlanan bu ölçek, dil öğrenme süreçlerinde bireylerin temel psikolojik ihtiyaçlarının engellenme durumlarını ölçmek için kullanılabilir ve özellikle yabancı dil öğretimi programlarının geliştirilmesinde önemli bir katkı sağlayabilir. Ölçeğin eğitimde dil öğrenme süreçlerinin psikolojik boyutunu anlamaya yönelik gelecekteki araştırmalarda ve uygulamalarda geçerli ve güvenilir bir araç olarak kullanılabileceği öngörülmektedir.

Anahtar Kelimeler

• İkinci Dil Öğrenimi
• Ölçek Uyarlama
• Temel Psikolojik İhtiyaçlar

Basic Psychological Needs Frustration in Second Language Learning: A Scale Adaptation Study

Öz

As a theory that provides an important framework for understanding individuals' motivation and behavior, self-determination theory is frequently used in the context of education and learning. According to this theory, individuals experience higher levels of motivation, learning achievement and psychological well-being when their three basic psychological needs of autonomy, competence and relatedness are met. However, when these needs are inhibited, loss of motivation, difficulties in the learning process and affective problems may arise. This study involves the adaptation of the Basic Psychological Needs Frustration in Second Language Scale (BPNF-L2), which was developed to measure the frustration of individuals' basic psychological needs (autonomy, competence and relatedness) in second language learning, to Turkish culture and the validity and reliability analyses of the scale. In the process of adapting the scale to the Turkish culture, translation, back translation, and expert opinions were utilized to ensure linguistic and cultural compatibility. The sample of the study consisted of 231 undergraduate students studying in an English preparatory program at a state university in Türkiye in 2023 and selected by criterion sampling method. The results of confirmatory factor analysis revealed that the three-dimensional structure of the scale (inhibition of autonomy, inhibition of competence, and inhibition of relatedness) was also valid in Turkish culture and the structure of the scale consisting of 12 items was preserved. Factor loadings were found to be at acceptable levels and fit indices were calculated as CFI= .97, NFI= .91, RMSEA= .08 and SRMR= .07. Reliability analyses revealed that Cronbach's alpha value was .86 and McDonald's ω coefficient was .88. These findings indicate that the Turkish version of the scale is a reliable and valid measurement tool. According to the results of the study, the scale adapted to the Turkish culture can be used to measure the frustration of individuals' basic psychological needs in language learning processes and can make a significant contribution to the development of foreign language teaching programs. It is envisaged that the scale can be used as a valid and reliable tool in future research and practices to understand the psychological dimension of language learning processes in education.

Anahtar Kelimeler

• Basic Psychological Needs
• Scale Adaptation
• Second Language Learning

Kaynakça

1. Agawa, T. (2020). A qualitative examination of relatedness needs in Japanese EFL classrooms and task motivation. Journal for the Psychology of Language Learning, 2(1), 6-25.
2. Alamer, A. (2021). Grit and language learning: Construct validation of L2-Grit scale and its relation to later vocabulary knowledge. Educational Psychology, 41(5), 544-562. https://doi.org/10.1080/01443410.2020.1867076.
3. Alamer, A., & Almulhim, F. (2021). The interrelation between language anxiety and self-determined motivation; a mixed methods approach. Frontiers in Education, 6, Article 618655. https://doi.org/10.3389/feduc.2021.618655.
4. Alamer, A. (2022). “Basic psychological needs, motivational orientations, effort, and vocabulary knowledge.” Studies in Second Language Acquisition, 44(1), 164–184. https://doi.org/10.1017/S027226312100005X.
5. Alamer, A., Morin, A. J., Alrabai, F., & Alharfi, A. (2023). Introducing the Basic Psychological Needs Frustration in Second Language Scale (BPNF-L2): Examining its factor structure and effect on L2 motivation and achievement. Acta Psychologica, 240, Article 104021. https://doi.org/10.1016/j.actpsy.2023.104021.
6. Al-Hoorie, A. H., Oga-Baldwin, W. Q., Hiver, P., & Vitta, J. P. (2022). Self-determination mini-theories in second language learning: A systematic review of three decades of research. Language Teaching Research, 13621688221102686. https://doi.org/10.1177/13621688221102686.
7. Andersen, S. (2000). Fundamental human needs: Making social cognition relevant. Psychological Inquiry, 11(4), 269-276.
8. Aydoğan, H. (2018). Students' autonomy, relatedness and English language competencies in their cognitive domains. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 6(4), 489-494. http://dx.doi.org/10.18506/anemon.361331.

9. Bhavsar, N., Bartholomew, K. J., Quested, E., Gucciardi, D. F., Thøgersen-Ntoumani, C., Reeve, J., Sarrazin, P., & Ntoumanis, N. (2020). Measuring psychological need states in sport: theoretical considerations and a new measure. Psychology of Sport and Exercise, 47, Article 101617. https://doi.org/10.1016/j.psychsport.2019.101617.
10. Boateng, G., Neilands, T., Frongillo, E., Melgar-Quiñonez, H., & Young, S. (2018). Best practices for developing and validating scales for health, social, and behavioral research: A primer. Frontiers in Public Health, 6, 149. https://doi.org/10.3389/fpubh.2018.00149.
11. Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Sage.
12. Chen, B., Vansteenkiste, M., Beyers, W., Boone, L., Deci, E. L., Van der Kaap-Deeder, J., ... & Verstuyf, J. (2015). Basic psychological need satisfaction, need frustration, and need strength across four cultures. Motivation and Emotion, 39, 216-236. https://doi.org/10.1007/s11031-014-9450-1.
13. Deci, E., & Ryan, R. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. Plenum.
14. Dincer, A., S. Yeşilyurt, K. A. Noels, & Vargas Lascano, D. I. (2019). “Self-determination and classroom engagement of EFL learners: A mixed-methods study of the self-system model of motivational development.” Sage Open 9(2), 215824401985391. https://doi.org/10.1177/2158244019853913.
15. Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge.
16. Erkorkmaz, Ü., Etikan, İ., Demir, O., Özdamar, K., & Sanisoğlu, S. Y. (2013). Doğrulayıcı faktör analizi ve uyum indeksleri. Turkiye Klinikleri Journal of Medical Sciences, 33(1), 210-223. https://doi.org/10.5336/medsci.2011-26747.
17. Gökdemir, F., & Yılmaz, T. (2023). Likert tipi ölçekleri kullanma, modifiye etme, uyarlama ve geliştirme süreçleri. Journal of Nursology, 26(2), 148-160. https://doi.org/10.5152/JANHS.2023.22260.
18. Hartley, J. (2014). Some thoughts on Likert-type scales. International Journal Of Clinical And Health Psychology, 14(1), 83-86. https://doi.org/10.1016/S1697-2600(14)70040-7.
19. Heggestad, E. D., Scheaf, D. J., Banks, G. C., Monroe Hausfeld, M., Tonidandel, S., & Williams, E. B. (2019). Scale adaptation in organizational science research: A review and best-practice recommendations. Journal of Management, 45(6), 2596-2627. https://doi.org/10.1177/0149206319850280.
20. Hu, L., & 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, 1-55. https://doi.org/10.1080/10705519909540118.
21. Kalnins, A., & Hill, K. (2023). The VIF Score. What is it Good For? Absolutely Nothing. Organizational Research Methods. https://doi.org/10.1177/10944281231216381.
22. Karbakhsh, R., & Ahmadi Safa, M. (2020). Basic psychological needs satisfaction, goal orientation, willingness to communicate, self-efficacy, and learning strategy use as predictors of second language achievement: A structural equation modeling approach. Journal of Psycholinguistic Research, 49(5), 803-822. https://doi.org/10.1007/s10936-020-09714-7.
23. Kim, J. (2019). Multicollinearity and misleading statistical results. Korean Journal of Anesthesiology, 72, 558 - 569. https://doi.org/10.4097/kja.19087.
24. Laroche, M., Kim, C., & Tomiuk, M. A. (1998). Translation fidelity: An IRT analysis of Likert-type scale items from a culture change measure for Italian-Canadians. Advances in Consumer Research, 25(1), 607-637.
25. Larsen–Freeman, D. (2007). Reflecting on the cognitive–social debate in second language acquisition. The Modern Language Journal, 91, 773-787. https://doi.org/10.1111/j.1540-4781.2007.00668.x.
26. Liang, J., Pan, W., & Yang, Z. (2004). Characterization-based Q–Q plots for testing multinormality. Statistics & Probability Letters, 70, 183-190. https://doi.org/10.1016/J.SPL.2004.10.002.
27. Mai, X., & Liang, T. (2021). Empowering Foreign Language Learners from the Perspective of Self-determination Theory. Frontiers in Educational Research, 4(8), 73-79. https://doi.org/10.25236/FER.2021.040815.
28. Maydeu-Olivares, A., Fairchild, A. J., & Hall, A. G. (2017). Goodness of fit in item factor analysis: Effect of the number of response alternatives. Structural Equation Modeling, 24, 495–505. https://doi.org/10.1080/10705511.2017.1289816.
29. McEown, M., Noels, K., & Saumure, K. (2014). Students’ self-determined and integrative orientations and teachers’ motivational support in a Japanese as a foreign language context. System, 45, 227–241. https://doi.org/10.1016/j.system.2014.06.001.
30. McEown, M., & Oga-Baldwin, W. (2019). Self-determination for all language learners: New applications for formal language education. System. https://doi.org/10.1016/J.SYSTEM.2019.102124.
31. Mizumoto, A., & Takeuchi, O. (2011). Adaptation and validation of self-regulating capacity in Vocabulary Learning Scale. Applied Linguistics, 33(1), 83–91. https://doi.org/10.1093/applin/amr044.
32. Morgado, F., Meireles, J., Neves, C., Amaral, A., & Ferreira, M. (2017). Scale development: Ten main limitations and recommendations to improve future research practices. Psicologia, Reflexão e Crítica, 30(3), 1-20. https://doi.org/10.1186/s41155-016-0057-1.
33. Munoz, A., & Ramirez, M. (2015). Teachers’ conceptions of motivation and motivating practices in second-language learning: A self-determination theory perspective. Theory and Research in Education, 13(2), 198-220. https://doi.org/10.1177/1477878515593885.
34. Noels, K., Lascano, D., & Saumure, K. (2019). The development of self-determination across the language course: Trajectories of motivational change and the dynamic interplay of psychological needs, orientations, and engagement. Studies in Second Language Acquisition, 41, 821–851. https://doi.org/10.1017/S0272263118000189.
35. Noels, K., Pelletier, L., Clément, R., & Vallerand, R. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 50, 57–85. https://doi.org/10.1111/0023-8333.00111.
36. Oga-Baldwin, W. Q., Nakata, Y., Parker, P., and Ryan, R. M. (2017). Motivating young language learners: a longitudinal model of self-determined motivation in elementary school foreign language classes. Contemp. Educ. Psychol. 49, 140–150. https://doi.org/10.1016/j.cedpsych.2017.01.010.
37. Olafsen, A. H., Halvari, H., & Frølund, C. W. (2021). The basic psychological need satisfaction and need frustration at work scale: A validation study. Frontiers in Psychology, 12, 1-12. https://doi.org/10.3389/fpsyg.2021.697306.
38. Pillet, J. C., Carillo, K. D., Vitari, C., & Pigni, F. (2023). Improving scale adaptation practices in information systems research: Development and validation of a cognitive validity assessment method. Information Systems Journal, 33(4), 842-889. https://doi.org/10.1111/isj.12428.
39. Price, L. R. (2023). ‘‘Confirmatory factor analysis: Foundations and extensions,’’ in International Encyclopedia of Education, 4th ed., Amsterdam, The Netherlands: Elsevier, pp. 607–618, https://doi.org/10.1016/B978-0-12-818630-5.10016-8.
40. Ryan, R., & Deci, E. (2000). “Self-determination Theory and the facilitation of intrinsic motivation, social development, and well-being.” American Psychologist, 55, 68–78. https://doi.org/10.1037/0003-066X.55.1.68.
41. Ryan, R. M., & Deci, E. L. (2017). Self-determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. Guilford Press.
42. Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, Article 101860. https://doi.org/10.1016/j.cedpsych.2020.101860.
43. Selvi, K. & Bozo, Ö. (2020). The dark side of bodybuilding: The role of bodybuilding activities in compensation of frustrated basic psychological needs. Motivation and Emotion, 44(2), 190-208. https://doi.org/10.1007/s11031-019-09805-6.
44. Shelton-Strong, S. (2020). Advising in language learning and the support of learners’ basic psychological needs: A self-determination theory perspective. Language Teaching Research, 26, 963 - 985. https://doi.org/10.1177/1362168820912355.
45. Steenkamp, J. B. E., & Baumgartner, H. (1998). Assessing measurement invariance in cross-national consumer research. Journal of Consumer Research, 25(1), 78-90. https://doi.org/10.1086/209528.
46. Vallerand, R. J. (1997). “Toward a hierarchical model of intrinsic and extrinsic motivation,” In Advances in Experimental Social Psychology, ed. M. P. Zanna (Cambridge, MA: Academic Press), 271–360.
47. Vansteenkiste, M., & Ryan, R. M. (2013). On psychological growth and vulnerability: Basic psychological need satisfaction and need frustration as a unifying principle. Journal of Psychotherapy Integration, 23(3), 263-280. https://doi.org/10.1037/a0032359.
48. Vansteenkiste, M., Ryan, R. M., & Soenens, B. (2020). Basic psychological need theory: Advancements, critical themes, and future directions. Motivation and Emotion, 44(1), 1-31. https://doi.org/10.1007/s11031-019-09818-1.
49. Ullman, J. B. (2012). Structural equation modeling. B. G. Tabachnik ve L. S. Fidell (Ed.), Using multivariate statistics (6. ed.). Pearson.
50. Yarwood, A., Lorentzen, A., Wallingford, A., & Wongsarnpigoon, I. (2019). “Exploring basic psychological needs in a language learning center. Part 2: The autonomy-supportive nature and limitations of a SALC.” Relay Journal 2(1), 236–250.
51. Yıldırım, S. , Türkeri Bozkurt, H. , Bilgin, E. , Yüksel, Y. & Akyar, Ö. Y. (2022). Sporda Psikolojik Gereksinimlerin Engellenmesi Ölçeğinin Türkçe’ye uyarlanması. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 20(2), 78-90 https://doi.org/10.33689/spormetre.1070416.
52. Zhao, Q., & Liang, J. (2020). A Q–Q plot for detecting non-multinormality based on a normal characterization and the S–W statistic. Communications in Statistics - Theory and Methods, 51, 1367 - 1378. https://doi.org/10.1080/03610926.2020.1761983.