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Yıl 2013, Cilt: 7 Sayı: 1, 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

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Kaynakça

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Örtük Zeka Teorisi Ölçeğinin Türkçe Uyarlaması: Geçerlik ve Güvenirlik Çalışması

Yıl 2013, Cilt: 7 Sayı: 1, 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.
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  • Goetz, T.E. & Dweck, C.S. (1980). Learned Helplessness in Social Situations. Journal of Personality and Social Psychology, 39(2), 246-255.
  • Hair, J.F., Anderson, R.E., Tatham, R.L. & Grablowsky, B.J. (1979). Multivariate Data Analysis. Tulsa, OK: Pipe Books.
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  • Hambleton, R.K., & Kanjee, A. (1993, April). Enhancing the Validity of Cross-Cultural Studies: Improvements in Instrument Translation Methods. Paper presented at the Annual Meeting of the American Educational Research Association, Atlanta, GA
  • Hazır B.F. (2002). Fen Öğretiminde Öz Yeterlilik İnancı. Eğitim Bilimleri ve Uygulama, 1(2), 197-2010.
  • Henderson, V. & Dweck, C.S. (1990). Motivation and Achievement. In S.S. Feldman & G.R. Elliot (Eds.), The Developing Adolescent (pp. 308–329). Cambridge, MA: Harvard University Press.
  • Hofstede, G. (2001). Culture’s Consequences: Comparing Values, Behaviors, Institutions, and Organizations Across Nations. NY: Sage Publications, Inc.
  • Hong, Y.Y, Chiu, C. & Dweck, C.S. (1995). Implicit theories of Intelligence: Reconsidering the Role of Confidence in Achievement Motivation. In M. Kernis (Eds.), Efficacy, Agency and Self-Esteem (pp. 197-216). New York: Plenum.
  • Hong, Y.Y. Dweck, C.S. & Chiu, C. (1999). Implicit Theories, Attributions, and Coping: A Meaning System Approach. Journal of Personality and Social Psychology, 77(3), 588-599.
  • Hu, L.T., & Bentler, P.M. (1999). Cutoff Criteria for Fit Indexes in Covariance Structural Analysis: Conventional Criteria Versus New Alternatives. Structural Equation Modeling, 6, 1-55.
  • Husman, J., Hilpert, J., Stump, G. & Lynch, C. (2009). From Thinking about the Future to Achieving in the Present: A Study of Postsecondary Science and Engineering Courses. Unpublished Manuscript, Arizona State University, Arizona.
  • Hutcheson, G. & Sofroniou, N. (1999). The Multivariate Social Scientist. London: Sage.
  • Kennett, J.D. & Keefer, K. (2006). Impact of Learned Resourcefulness and Theories of Intelligence on Academic Achievement of University Students: An Integrated Approach. Educational Psychology, 26(3), 441-457.
  • Kline, R.B. (1994). An Easy Guide to Factor Analysis. New York: Routledge.
  • Knee, C.R. (1998). Implicit Theories of Relationships: Assessment and Prediction of Romantic relationship Initiation, Coping and Longevity. Journal of Personality and Social Psychology, 74(2), 360-370.
  • Knee, C.R., Nanayakkara, A., Vietor, N.A., Neighbors, C. & Patrick, H. (2001). Implicit theories of relationships: Who Cares If Romantic Partners are Less than ideal? Personality and Social Psychology Bulletin, 27(7), 808–819.
  • Koballa, T.R. & Crowley, F.E. (1985). The Influence of Attitude on Science Teaching and Learning. School Science and Mathematics, 85(3), 222-232.
  • Krows, A.J. (1999). Preservice Teachers’ Belief Systems and Attitudes Toward Mathematics in the Context of a Progressive Elementary Teacher Preparation Program. Unpublished Doctoral Dissertations. The University of Oklohama. Norman, Oklohoma.
  • Lee, K. (1996). A Study of Teacher Responses Based on Their Conceptions of Intelligence. Journal of Classroom Interaction, 31(2), 1-12.
  • Leech, N.L. Barlett, K.C. & Morgan, G.A. (2005). SPSS for Intermediate Statistics; Use and Interpretation. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Leondari, A. & Gialamas, V. (2002). Implicit Theories, Goal Orientations, and Perceived Competence: Impact on Students’ Achievement Behavior. Psychology in the Schools. 39(3), 279-291.
  • Lim, W., Plucker, J.A. & Kyuhueok, Im. (2002). We are More Alike than We Think We are Implicit Theories of Intelligence with a Korean Sample. Intelligence, 30 (2), 185-208.
  • Maneesriwongul, W., & Dixon, J.K. (2004). Instrument Translation Process: A Methods Review. Journal of Advanced Nursing Research, 48(2), 175-186.
  • Mangels, J.A., Butterfield, B., Lamb, J., Good, C. & Dweck, C.S. (2006). Why Do Beliefs about Intelligence Influence Learning Success? A Social Cognitive Neuroscience Model. Social, Cognitive and Affective Neuroscience, 1(2), 75-86.
  • Mansour, N. (2009). Science Teachers’ Beliefs and Practices: Issues, Implications and Research Agenda. International Journal of Environmental & Science Education, 4(1), 25-48.
  • Marsh, H.W., Hau, K.T., Artelt, C., Baumert, J. & Peschar, J.L. (2006). OECD’s Brief SelfReport Measure of Educational Psychology’s Most Useful Affective Constructs: Crosscultural, Psychometric Comparisons across 25 Countries. International Journal of Testing, 6(4), 311-360.
  • Martin, C.R. & Newell, R.J. (2004). Factor Structure of the Hospital Anxiety and Depression Scale in Individuals with Facial Disfigurement. Psychology Health and Medicine, 9(3), 327-336.
  • Meydan, C.H. & Şeşen, H. (2011). Yapısal Eşitlik Modellemesi ve AMOS Uygulamaları. Ankara: Detay Yayıncılık
  • Mueller, C.M. & Dweck, C.S. (1998). Praise for Intelligence Can Undermine Children. Journal of Personality and Social Psychology, 75(1), 33-52.
  • Nespor, J. (1987). The Role of Beliefs in the Practice of Teaching. Journal of Curriculum Studies, 19, 317–328.
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  • Olson, J.M., Roese, N.J. & Zanna, M.P. (1996). Expectancies. In E.T. Higgins & A.W. Kruglanski (Eds.), Social Psychology: Handbook of Basic Principles (pp. 211–238). New York: Guilford Press.
  • Özdamar, K. (2011). Paket Programları ile İstatistiksel Veri Analizi-I. Eskişehir: Kaan Kitabevi.
  • Öztuna Kaplan, A. & Macaroğlu Akgül, M. (2009). Prospective Elemantary Science Teachers’ Epistemological Beliefs. Procedia Social and Behavioral Sciences, 2529- 2533.
  • Pajares, F. (1992). Teachers’ Beliefs and Educational Research: Cleaning up a Messy Construct. Review of Educational Research, 62(3), 307–332.
  • Pallant, J. (2005). SPSS Survival Manual: A Step by Step Guıde to Data Analysis Using SPSS for Wındows. Australia: Australian Copyright.
  • Pintrich, P.R. & Schunk, D.H. (2002). Motivation in Education: Theory, Research and Applications. Upper Saddle River, NJ: Merrill Prentice Hall.
  • Plaks, J.E, Grant, H. & Dweck, C.S. (2005). Violations of Implicit Theories and the Sense of Prediction and Control: Implications for Motivated Person Perception. Journal of Personality and Social Psychology, 88(2), 245-262.
  • Pressley, M., & Harris, K.R. (2008). Cognitive Strategies Instruction: From Basic Research to Classroom Instruction. In P.A. Alexander and P.H. Winne (Eds.), Handbook of Educational Psychology (pp. 265-286). Mahwah: Lawrence Erlbaum Associates.
  • Richardson, V. (2003). Pre-Service Teachers’ Beliefs. In J. Raths & A. C. McAninch (Eds.), Teacher Beliefs and Classroom Performance: The Impact of Teacher Education (pp. 1- 22). Greenwich, CT: Information Age Publishing.
  • Robins, R. W. & Pals, J. L. (2002). Implicit Self-Theories in the Academic Domain: Implications for Goal Orientation, Attributions, Affect and self-esteem Change. Self and Identity, 1(4), 313-336.
  • Roedel, T.D. & Schraw, G. (1995). Beliefs about Intelligence and Academic Goals.
  • Contemporary Educational Psychology, 20(4), 464-468. Schermelleh-Engel, K. & Moosbrugger, H. (2003). Evaluating the Fit of Structural Equation Models: Tests of Significance and Descriptive Goodness-of-Fit Measures. Methods of Psychological Research Online, 8(2), 23-74.
  • Schommer, M. (1998). The Influence of Age and Education on Epistemological Beliefs. British Journal of Educational Psychology, 68(4), 551-562.
  • Schriesheim, C.A. & Eisenbach, R.J. (1995). An Exploratory and Confirmatory Factor Analytic Investigation of Item Wording effects on Obtained Factor Structures of Survey Questionnaire Measures. Journal of Management, 21(6), 1177-1193. Sipahi, B., Yurtkoru, S. ve Çinko, M. (2010). Sosyal Bilimlerde SPSS’le Veri Analizi.
  • İstanbul: Beta Basım Yayım Dağıtım. Sorich-Blackwell, L. (2001). Theories of Intelligence Predict Motivation and Achievement across the Adolescent Transition. Unpublished Doctoral Dissertation, Columbia University.
  • Spinath, B., Spinath, F., Riemann,R. & Angleitner, A. (2003). Implicit Theories about Personality and Intelligence and Their Relationship to Actual Personality and Intelligence. Personality and Individual Differences, 35(4), 939-951. Stangor, C. (2010). Research Methods for the Behavioral Sciences. Wadsworth.
  • Stipek, D. & Gralinski, J.H. (1996). Children’s Beliefs about Intelligence and School Performance. Journal of Educational Psychology, 88(3), 397-407.
  • Tezbaşaran, A. (1997). Likert Tipi Ölçek Hazırlama Kılavuzu. Ankara: Türk Psikologlar Derneği.
  • Vandewalle, D. (1997). Development and Validation of a Work Domain Goal Orientation Instrument. Educational and Psychological Measurement, 57(6), 995-1015.
  • Vermetten, Y.J., Lodewijks, H.G. & J.D. Vermunt. (2001). The Role of Personality Traits and Goal Orientations in Strategy Use. Contemporary Educational Psychology, 26(2), 149- 170.
  • Ziegler, A., Schober, B. & Dresel, M. (2005). Primary School Students’ Implicit Theories of Intelligence and Maladaptive Behavioral Patterns. Georgian Electronic Scientific Journal: Education Science and Psychology, 1(6), 76-86.
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 Cilt: 7 Sayı: 1

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