Online Self-regulation Questionnaire: Validity and Reliability Study of Turkish Translation

Yıl 2018, Cilt: 47 Sayı: 1, 233 - 245, 22.04.2018

Selcan Kilis Zahide Yıldırım

https://doi.org/10.14812/cuefd.298791

Cited By: 14

Öz

This study aims to translate online self-regulated
learning questionnaire (OLSQ) into Turkish and administer its validity and
reliability issues. In the questionnaire, 24 items were translated into Turkish
separately by nine experts, and then back-translation was conducted by two
language experts. Pilot test was conducted with 321 students enrolled in fully
online associate degree programs in a well-known public university in Adana,
Turkey. In terms of validity issue, confirmatory factor analysis indicated that
Turkish OLSQ was valid with acceptable worth of fit values: χ2/df = 2.45, RMSEA
= .06, RMR =.08, SRMR = .06, TLI = .89, CFI = .90, GFI = .86, AGFI = .84, and
NFI = .80. Regarding with reliability, Cronbach’s alpha values indicating
internal consistency varied between .67 and .87 for three sub-factors, and .95
for the whole instrument which yields high reliability. Therefore, Turkish OLSQ
could be used to measure learners’ self-regulated skills in any kind of online
learning settings since it provided its validity and reliability issues and
fits with the original version.

Anahtar Kelimeler

Self-regulation questionnaire, Validity, Reliability, Confirmatory factor analysis, Online learning

Kaynakça

• Akyol, Z., & Garrison, D. R. (2011). Assessing metacognition in an online community of inquiry. The Internet and Higher Education, 14(3), 183-190.
• Akyol, Z., Garrison, D. R., & Vaughan, N. (2012). The development of a metacognition questionnaire for online and blended communities of inquiry. Paper presented at the Annual Meeting of the American Educational Research Association. Vancouver, April.
• Artino, A. R., & Stephens, J. M. (2009). Academic motivation and self-regulation: A comparative analysis of undergraduate and graduate students learning online. The Internet and Higher Education, 12(3), 146-151.
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
• Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S. L. (2009). Measuring self-regulation in online and blended learning environments. The Internet and Higher Education, 12(1), 1-6.
• Barnard, L., Paton, V., & Lan, W. (2008). Online self-regulatory learning behaviors as a mediator in the relationship between online course perceptions with achievement. The International Review of Research in Open and Distributed Learning, 9(2).
• Brown, T. A. (2015). Confirmatory factor analysis for applied research. Guilford Publications.
• Cattell, R. (1978). The scientific use of factor analysis. New York: Plenum.
• Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik. Ankara, Pegem Yayıncılık.
• Dabbagh, N., & Kitsantas, A. (2004). Supporting self-regulation in student-centered Web-based learning environments. International Journal on E-Learning, 3(1), 40–47.
• English, H.B., & English, A.C. (1958). A comprehensive dictionary of psychological and psychoanalytical terms. NewYork: McKay.
• Everitt, B. (1975). Multivariate analysis: The need for data, and other problems. BritishJournal of Psychiatry, 126, 237-240.
• Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th Ed.). London: Sage.
• Garrison, R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3): 87-105.
• Gorsuch, R. L. (1983). Factor analysis (2th Ed). Hillsdale, NJ: Erlbaum.
• Guilford, J. P. (1954). Psychometric methods (2th Ed). New York: McGraw-Hill.
• Hair, J.F., Black, W.C., Tatham, R.L., & Anderson, R.E. (2010). Multivariate data analysis. Upper Saddle River, NJ: Prentice Hall.
• Kline, P. (1994). An easy guide to factor analysis. New York: Routledge.
• Lan, W. Y., Bremer, R., Stevens, T., & Mullen, G. (2004). Self-regulated learning in the online environment. Paper presented at the 2004 annual meeting American Educational Research Association, April 7-8, San Diego.
• MacCallum, R.C. & Widaman K.F. (1999). Sample size in factor analysis. Psychological Methods. 4(1), 84-99.
• Nunnally, J. (1978). Psychometric theory (2th Ed). New York: McGraw-Hill.
• Ong, A. D., & Van Dulmen, M. H. (Eds.). (2007). Oxford handbook of methods in positive psychology (pp. 111-125). New York: Oxford University Press.
• Pearson, R. H., & Mundform, D. J. (2010). Recommended sample size for conducting exploratory factor analysis on dichotomous data. Journal of Modern Applied Statistical Methods, 9(2).
• Sandars, J., & Cleary, T. J. (2011). Self-regulation theory: Applications to medical education: AMEE Guide No. 58. Medical teacher, 33(11), 875-886.
• Schunk, D. H., & Zimmerman, B.J. (1994). Self-regulation of learning and performance: Issues and educational applications. Hillsdale, NJ: Lawrence Erlbaum Associates
• Schunk, D. H, & Zimmerman, B. J. (Eds.). (1998). Self-regulated learning: From teaching to self-reflective practice. New York: The Guilford Press.
• Shea, P., Hayes, S., Smith, S. U., Vickers, J., Bidjerano, T., Gozza-Cohen, M., Jian, S.B., Pickett, A.M., Wilde, J. & Tseng, C. H. (2013). Online learner self-regulation: Learning presence viewed through quantitative content-and social network analysis. The International Review of Research in Open and Distributed Learning, 14(3), 427-461.
• Stevens, J. (2009). Applied multivariate statistics for the social sciences (5th Ed.). NJ: Lawrence Erlbaum Associates.
• Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3(6):74-79.
• Tabachnick, B.G. & Fidell, L.S. (2013). Using multivariate statistics (6th Ed). Needham Heights, MA: Allyn and Bacon.
• Uzun, A. M., Unal, E., & Yamac, A. (2013). Service teachers' academic achievements in online distance education: The roles of online self-regulation and attitudes. Turkish Online Journal of Distance Education, 14(2), 131-140.
• Yetik, S. S. (2013). Çevrimiçi öz düzenleyici öğrenme ortamında farklı denetim odaklarına göre sunulan metabilişsel rehberliğin öğretmen adaylarının öz düzenleme becerilerine ve öz yeterlik algılarına etkisi. Yayımlanmamış doktora tezi. Ankara: Ankara Üniversitesi Eğitim Bilimleri Enstitüsü.
• Zimmerman, B. J. (1998). Academic studing and the development of personal skill: A self-regulatory perspective. Educational Psychologist, 33(2-3), 73-86.
• Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation, research, and applications (pp. 13–39). California, USA: Academic Press.
• Zimmerman, B. J., & Schunk, D. H. (1989). Self-regulated learning and academic achievement: Theory, research, and practice. New York: Springer-Verlag.
• Zimmerman, B. J., Boekarts, M., Pintrich, P. R., & Zeidner, M. (2000). A social cognitive perspective. Handbook of self-regulation, 13(1), 695-716.