Örtük Zeka Teorisi Ölçeğinin Türkçe Uyarlaması: Geçerlik ve Güvenirlik Çalışması

Mustafa İlhan; Bayram Çetin

doi:10.12973/nefmed159

-

Yıl 2013, , 191 - 221, 01.06.2013

Mustafa İlhan Bayram Çetin

https://doi.org/10.12973/nefmed159

Öz

– The purpose of this study is to adapt the Implicit Theory of Intelligence Scale (ITIS) by Abd-ElFattah and Yates (2006) to Turkish and to investigate its psychometric properties. The study was conducted on four different samples which consisted of 689 students who studied different subjects at the Ziya Gokalp Faculty of Education, Dicle University, during the Fall Term of the 2012-2013 Academic Year. The findings on the linguistic equivalence indicated that the correlation between the items included in the Turkish and original form varied between .81 and .96. The factor analysis concluded that the Turkish version had a two-factor structure in parallel with the original one. As for the concurrent validity, the calculation of correlation between the ITIS and AGOS reported findings similar to the ones in the literature. The reliability coefficients were over .70 for both the entity theory and incremental theory. The item analysis reported that the corrected item total correlations ranged from .33 and .63 and the differences between the top and bottom 27% groups were significant for all the items included in the scale. All these findings suggest that the Turkish version of the ITIS is a valid and reliable instrument that can be used to measure university students’ beliefs about intelligence

Anahtar Kelimeler

Kaynakça

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Örtük Zeka Teorisi Ölçeğinin Türkçe Uyarlaması: Geçerlik ve Güvenirlik Çalışması

Yıl 2013, , 191 - 221, 01.06.2013

Mustafa İlhan Bayram Çetin

https://doi.org/10.12973/nefmed159

Öz

Bu araştırmada, Abd-El-Fattah ve Yates (2006) tarafından geliştirilen Örtük Zekâ Teorisi Ölçeği’nin (ÖZTÖ) Türkçe’ye uyarlanması ve ölçeğin psikometrik özelliklerinin incelenmesi amaçlanmıştır. Araştırma 2012-2013 Öğretim Yılı Güz Dönemi’nde Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi’nin farklı bölümlerinde öğrenim gören ve toplam 689 öğrenciden oluşan 4 ayrı çalışma grubu üzerinde yürütülmüştür. Dilsel eşdeğerlik çalışmasında, ÖZTÖ’nün Türkçe ve İngilizce formlarında bulunan maddeler arasındaki korelasyon katsayıları .81 ile .96 arasında bulunmuştur. Faktör analizi sonucunda, ÖZTÖ’nün Türkçe formunun orijinal forma paralel iki faktörlü bir yapıya sahip olduğu ortaya çıkmıştır. Uyum geçerliği kapsamında, ÖZTÖ ile Başarı Yönelimleri Ölçeği arasındaki korelasyon hesaplanmış ve örtük zekaya ilişkin literatür ile örtüşen bulgular elde edilmiştir. ÖZTÖ’de yer alan varlık teorisi ve artımsal teori alt ölçekleri için hesaplanan güvenirlik katsayılarının .70’in üzerinde olduğu saptanmıştır. Madde analizi sonucunda, düzeltilmiş madde toplam korelasyonlarının .33 ile .63 arasında değiştiği ve %27’lik alt-üst grupların ortalamaları arasındaki farkların ölçekte yer alan tüm maddeler için anlamlı olduğu belirlenmiştir. Bu sonuçlar, ÖZTÖ’nün Türkçe formunun üniversite öğrencilerinin zekâya yönelik inançlarını ölçmek amacıyla kullanılabilecek geçerli ve güvenilir bir ölçme aracı olduğunu göstermektedir.

Anahtar Kelimeler

Örtük Zeka Teorisi, Örtük Zeka Teorisi Ölçeği, Geçerlik, Güvenirlik

Kaynakça

Ablard, K.E. (2002). Achievement Goals and Implicit Theories of Intelligence among Academically Talented Students. Journal for the Education of the Gifted, 25(3), 215- 232.
Ahmavaara, A. & Houston, D.M. (2007). The Effects of Selective Schooling and SelfConcept on Adolescents‘ Academic Aspiration: An Examination of Dweck‘s Selftheory.
British Journal of Educational Psychology, 77, 613-632. Akbulut, Y. (2010). Sosyal Bilimlerde SPSS Uygulamaları. İstanbul: İdeal Kültür Yayıncılık.
Akın, A. & Çetin, B. (2007). Başarı Yönelimleri Ölçeği: Geçerlik ve Güvenirlik Çalışması. Eğitim Araştırmaları Dergisi, 26, 1-12.
Allison, J. A. & Urdan, T. C. (1993, April). The Influence of Perceived Classroom Goals and Prior Beliefs on Aspects of Students’ Motivation. Poster Session presented at the Annual Meeting of the American Educational Research Association, Atlanta, GA.
Ames, C. (1990). Motivation: What Teachers Need to Know? Teachers College Record, 91(3), 409-421.
Ames, C. (1992). Achievement Goals and Classroom Motivational Climate. In J. Meece and D. Schunk (Eds.). Students’ Perceptions in the Classroom (pp. 327–348). Hillsdale, NJ: Erlbaum.
Ames, C. & Archer, J. (1988). Achievement Goals in the Classroom: Students’ Learning Strategies and Motivation Processes. Journal of Educational Psychology, 80(3), 260- 267.
Anastasi, A. (1982). Psychological Testing. New York: Mac Millan Publishing Co. Inc.
Aronson, J., Fried, C. & Good, C. (2002). Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence. Journal of Experimental Social Psychology, 38, 113–125.
Bayram, N. (2009). Sosyal Bilimlerde SPSS ile Veri Analizi. Bursa: Ezgi Kitabevi.
Beaton, D.E., Bombardier, C., Guillemin, F. & Ferraz, M.B. (2000). Guidelines for the Process of Cross-Cultural Adaptation of Self-Report Measures. Spine, 25(24), 3186- 3191.
Bempechat, J., London, P. & Dweck, C.S. (1991). Children’s Conceptions of Ability in Major Domains: An Interview and Experimental Study. Child Study Journal, 21(1), 11-36.
Bentler, P.M. (1980). Multivariate Analysis with Latent Variables: Causal Modeling. Annual Review of Psychology, 31, 419-456.
Bentler, P.M. & Bonett, D.G. (1980). Significance Tests and Goodness of Fit in the Analysis of Covariance Structures. Psychological Bulletin, 88, 588-606.
Blackwell, L.S. (2002). Psychological Mediators of Student Achievement During the Transition to Junior High School: The Role of Implicit Theories. Unpublished Doctoral Dissertation, Columbia University, New York
Blackwell, L.S., Trzesniewski, K.H. & Dweck, C.S. (2007). Implicit Theories of Intelligence Predict Achievement across an Adolescent Transition: A Longitudinal Study and an Intervention. Child Development, 78(1), 246-263.
Bråten, I. & Stromso, H.I. (2004). Epistemological Beliefs and Implicit Theories of Intelligence as Predictors of Achievement Goals. Contemporary Educational Psychology 29(4), 371-388.
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Toplam 111 adet kaynakça vardır.

Ayrıntılar

Birincil Dil	Türkçe
Bölüm	Makaleler
Yazarlar	Mustafa İlhan Bu kişi benim Bayram Çetin Bu kişi benim
Yayımlanma Tarihi	1 Haziran 2013
Gönderilme Tarihi	2 Ocak 2015
Yayımlandığı Sayı	Yıl 2013

Kaynak Göster

APA	İlhan, M., & Çetin, B. (2013). Örtük Zeka Teorisi Ölçeğinin Türkçe Uyarlaması: Geçerlik ve Güvenirlik Çalışması. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 7(1), 191-221. https://doi.org/10.12973/nefmed159

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