Güncel çalışmalar, duyguların öğrenme süreçleriyle güçlü bağlantısını ortaya koymaktadır. Buna karşı duyguların kapsamlı şekilde incelenmesine yönelik veri toplama araçlarında bir ihtiyaç bulunmaktadır. Bu doğrultuda çalışmanın amacı, Bieleke vd. (2021) tarafından geliştirilen başarı duyguları ölçeklerinden Öğrenmeye ve Sınıfa Yönelik Duygular Ölçeklerinin kısa versiyonlarına yönelik geçerlik ve güvenirlik analizlerinin yapılması ve Türk kültürüne uyarlanmasıdır. 725 üniversite öğrencisiyle toplanan verilerin geçerlik çalışmaları doğrulayıcı faktör analizi, güvenirlik çalışmaları Cronbach alfa katsayısı ve Kompozit güvenirliği ile gerçekleştirilmiştir. Doğrulayıcı faktör analizi sonucunda Türk kültürüne uyarlanan ölçeklerin sekiz duygu durumunu (keyif, umut, gurur, öfke, kaygı, utanma, umutsuzluk, sıkılma) ve her bir duygu durumu için dörder toplamda 32 madde içeren orijinal yapısının korunduğu ve kabul edilebilir uyum indislerine sahip olduğu belirlenmiştir. Cronbach alfa katsayılarının Öğrenmeye Yönelik Duygular Ölçeği için 0.804, Sınıfa Yönelik Duygular Ölçeği için 0.782 olduğu, faktörlere ilişkin güvenirlik için CR değeri incelendiğinde, Öğrenmeye Yönelik Duygular Ölçeği için 0.712 ile 0.870, Sınıfa Yönelik Duygular Ölçeği için 0.910 ile 0.962 aralığında değiştiği görülmüştür. Gerçekleştirilen analiz sonuçları, her iki ölçeğin Türkçe formunun geçerli ve güvenilir olduğunu göstermektedir.
Ahmed, W., Van Der Werf, G., Kuyper, H., ve Minnaert, A. (2013). Emotions, self-regulated learning, and achievement in mathematics: A growth curve analysis. Journal of Educational Psychology, 105(1), 150–161. https://doi.org/10.1037/a0030160
Bakır, E., Atman Uslu, N. ve Usluel, Y. (2021). Başarımla İlgili Duygular Anketinin Öğretmen Adayları için Geçerleme Çalışması ve Kısa Formu. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, (52), 412-438. DOI: 10.53444/deubefd.919467
Bieleke, M., Gogol, K., Goetz, T., Daniels, L. M., ve Pekrun, R. (2021). The AEQ-S: A short version of the Achievement Emotions Questionnaire. Contemporary Educational Psychology, 65, 101940. https://doi.org/10.1016/j.cedpsych.2020.101940
Bollen, K. A. (1989). Structural Equations with Latent Variables. John Wiley and Sons. https://doi.org/10.1002/9781118619179
Brown, T. A. (2015). Confirmatory Factor Analysis for Applied Research (2nd ed.). Guilford Publications.
Browne, M. W., ve Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen ve J. S. Long (Eds.), Testing structural equation models (pp. 136–162). Sage.
Camacho-Morles, J., Slemp, G. R., Pekrun, R., Loderer, K., Hou, H., ve Oades, L. G. (2021). Activity achievement emotions and academic performance: A meta-analysis. Educational Psychology Review, 33(3), 1051–1095. https://doi.org/10.1007/s10648-020-09585-3
Can, Y., Sarıkaya, E. E., ve Bardakçı, S. (2020). Başarı Duyguları anketinin Türk kültürüne uyarlanması. Kastamonu Eğitim Dergisi. https://doi.org/10.24106/kefdergi.697110
Comrey, A. L., ve Lee, H. B. (2013). Interpretation and application of factor analytic results. In A. L. Comrey ve H. B. Lee (Eds.), A First Course in Factor Analysis (2nd ed., pp. 252–274). https://doi.org/10.4324/9781315827506-16
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297–334. https://doi.org/10.1007/bf02310555
Elmalı Erdem, Ö., ve Hacıömeroğlu, G. (2022). Başarı duygusu Ölçeği-Ortaokul türkçe formu: Geçerlik ve güvenilirlik çalışması. Eğitimde Kuram ve Uygulama, 18(2), 43–54. https://doi.org/10.17244/eku.1162003
Farhan, F., ve Rofi’ulmuiz, M. A. (2021). Religiosity and emotional intelligence on Muslim student learning achievement. International Journal of Evaluation and Research in Education, 10(2), 404. https://doi.org/10.11591/ijere.v10i2.20997
Field, A. P. (2013). Discovering Statistics Using IBM SPSS Statistics: And Sex and Drugs and Rock “N” Roll. In Sage eBooks (4th ed.). Sage.
Fornell, C., ve Larcker, D. F. (1981). Structural equation models with unobservable variables and measurement error: Algebra and statistics. Journal of Marketing Research, 18(3), 382. https://doi.org/10.2307/3150980
Gorsuch, R. L. (1983). Factor Analysis (2nd ed.). Lawrence Erlbaum Associates.
Graesser, A. C. (2020). Emotions are the experiential glue of learning environments in the 21st century. Learning and Instruction, 70, 101212. https://doi.org/10.1016/j.learninstruc.2019.05.009
Hacıömeroğlu, G. (2020). Öğretmen adayları için öğretmen duygu ölçeği-Matematik Türkçe formu: Geçerlik ve güvenilirlik çalışması. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 20(2), 133-147.
Hacıömeroğlu, G., Bilgen, S., ve Tabuk, M. (2013). Başarı Duygusu Ölçeği-İlkokul’un Türkçe’ye uyarlama çalışması. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 38(38), 85–96. https://doi.org/10.15285/ebd.2013385568
Hair, J. F., Black, W. C., Babin, B. J., ve Anderson, R. E. (2010). Multivariate Data Analysis (7th ed.). Pearson.
Hambleton, R. K. (2005). Issues, designs, and technical guidelines for adapting tests into multiple languages and cultures. In K. Hambleton, P. Merenda, ve C. Spielberger (Eds.), Adapting Educational and Psychological Tests for Cross-Cultural Assessment (pp. 3–38). Lawrence Erlbaum. https://doi.org/10.4324/9781410611758
Hu, L., ve Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
Kline, R. B. (2015). Principles and practice of structural equation modeling. Guildford Press.
MacCallum, R. C., Browne, M. W., ve Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1(2), 130–149. https://doi.org/10.1037/1082-989x.1.2.130
MacCallum, R. C., Widaman, K. F., Preacher, K. J., ve Sehee, H. (2001). Sample size in factor analysis: The role of model error. Multivariate Behavioral Research, 36(4), 611–637. https://doi.org/10.1207/s15327906mbr3604_06
Mega, C., Ronconi, L., ve De Béni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121–131. https://doi.org/10.1037/a0033546
Nunnally, J. C. (1978). An overview of psychological measurement. In Clinical Diagnosis of Mental Disorders (pp. 97–146). https://doi.org/10.1007/978-1-4684-2490-4_4
Nunnally, J. C., ve Bernstein, I. H. (1994). The Assessment of Reliability. Psychometric Theory, 3, 248–292.
Pekrun, R. (2006). The Control-Value theory of achievement emotions: Assumptions, corollaries, and implications 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., Barchfeld, P., ve 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., ve Linnenbrink‐Garcia, L. (2012). Academic emotions and student engagement. In S. L. Christenson, A. L. Reschly, ve C. Wylie (Eds.), Handbook of research on student engagement (pp. 259–282). Springer. https://doi.org/10.1007/978-1-4614-2018-7_12
Pekrun, R., Marsh, H. W., Elliot, A. J., Loderer, K., Perry, R. P., Meier, E., Goetz, T., Van Tilburg, W. A., Lüdtke, O., ve Vispoel, W. P. (2023). A three-dimensional taxonomy of achievement emotions. Journal of Personality and Social Psychology, 124(1), 145–178. https://doi.org/10.1037/pspp0000448
Phelps, E. A. (2006). Emotion and cognition: Insights from studies of the human amygdala. Annual Review of Psychology, 57(1), 27–53. https://doi.org/10.1146/annurev.psych.56.091103.070234
Schreiber, J. B., Stage, F. K., King, J. M., Nora, A., ve Barlow, E. A. (2006). Reporting structural equation modeling and confirmatory factor analysis results: a review. Journal of Educational Research, 99(6), 323–338. https://doi.org/10.3200/joer.99.6.323-338
Şeker, H., ve Gençdoğan, B. (2013). Psikolojide ve Eğitimde Ölçme Aracı Geliştirme. (2nd ed.). Nobel yayınevi.
Tavakol, M., ve Dennick, R. (2011). Making sense of Cronbach’s alpha. International Journal of Medical Education, 2, 53–55. https://doi.org/10.5116/ijme.4dfb.8dfd
Trigueros, R., ve Aguilar-Parra, J. M. (2022). Adaptation and testing of the factorial structure of the Achievement Emotional Questionnaire-Short to the Spanish context of physical education classes. European Physical Education Review, 28(3), 777–796. https://doi.org/10.1177/1356336x221082993
Tyng, C. M., Amin, H. U., Saad, M. N. M., ve Malik, A. S. (2017). The influences of emotion on learning and memory. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.01454
Um, E. R., Plass, J. L., Hayward, E. O., ve Homer, B. D. (2012). Emotional design in multimedia learning. Journal of Educational Psychology, 104(2), 485–498. https://doi.org/10.1037/a0026609
Van De Vijver, F. J. R., ve Leung, K. (1997). Methods and Data Analysis for Cross-Cultural Research. Sage Publications.
Von Der Embse, N. P., Jester, D., Roy, D., ve Post, J. C. (2018). Test anxiety effects, predictors, and correlates: A 30-year meta-analytic review. Journal of Affective Disorders, 227, 483–493. https://doi.org/10.1016/j.jad.2017.11.048
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548–573. https://doi.org/10.1037/0033-295x.92.4.548
Weiner, B., ve Kukla, A. (1970). An attributional analysis of achievement motivation. Journal of Personality and Social Psychology, 15(1), 1–20. https://doi.org/10.1037/h0029211
Wortha, F., Azevedo, R., Taub, M., ve Narciss, S. (2019). Multiple negative emotions during learning with digital learning environments – evidence on their detrimental effect on learning from two methodological approaches. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02678
Wu, C., Jing, B., Gong, X., Mou, Y., ve Li, J. (2021). Student’s learning strategies and academic emotions: their influence on learning satisfaction during the COVID-19 pandemic. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.717683
Zamir, S., Sahito, Z., ve Asad, M. (2023). Gender differences in class-related emotional experiences: A study of mathematics course. International Journal of Social Science Entrepreneurship, 3(1), 25–45. https://doi.org/10.58661/ijsse.v3i1.53
Ziegler, M., Kemper, C., ve Kruyen, P. M. (2014). Short scales – five misunderstandings and ways to overcome them. Journal of Individual Differences, 35(4), 185–189. https://doi.org/10.1027/1614-0001/a000148
Adaptation of the Short Versions of the Achievement Emotions Questionnaire to Turkish Culture
Recent studies have demonstrated a substantial link between emotions and learning processes. However, a complete understanding of emotions requires precise instruments.The validity and reliability of the short version of the achievement emotional scale developed by Bieleke et al. (2021) are intended to be analyzed in this study, with a focus on the emotional scales for learning and classroom emotions, and an adaptation of them to Turkish culture. Data from 725 university students was collected and confirmatory factor analysis was used to assess the validity. The alpha coefficients of Cronbach and composite reliability were used, and reliability studies were carried out. It was shown by the analysis that the original structure of eight emotional states (interest, hope, pride, anger, anxiety, shame, despair, boredom), with four elements for each emotion, totaling 32 elements, was retained by the scales when adapted to Turkish culture, and acceptable suitable indexes were exhibited. The alpha coefficient of Cronbach was found to be 0.804 for the Emotions Towards Learning Scale and 0.782 for the Classroom Emotions Scale. Values from 0.712 to 0.870 for the Emotions Towards Learning Scale and from 0.910 to 0.962 for the Classroom Emotions Scale were found by the examination of the composite reliability of factor-related reliability. The validity and reliability of both scales in their Turkish versions were confirmed by the results.
Ahmed, W., Van Der Werf, G., Kuyper, H., ve Minnaert, A. (2013). Emotions, self-regulated learning, and achievement in mathematics: A growth curve analysis. Journal of Educational Psychology, 105(1), 150–161. https://doi.org/10.1037/a0030160
Bakır, E., Atman Uslu, N. ve Usluel, Y. (2021). Başarımla İlgili Duygular Anketinin Öğretmen Adayları için Geçerleme Çalışması ve Kısa Formu. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, (52), 412-438. DOI: 10.53444/deubefd.919467
Bieleke, M., Gogol, K., Goetz, T., Daniels, L. M., ve Pekrun, R. (2021). The AEQ-S: A short version of the Achievement Emotions Questionnaire. Contemporary Educational Psychology, 65, 101940. https://doi.org/10.1016/j.cedpsych.2020.101940
Bollen, K. A. (1989). Structural Equations with Latent Variables. John Wiley and Sons. https://doi.org/10.1002/9781118619179
Brown, T. A. (2015). Confirmatory Factor Analysis for Applied Research (2nd ed.). Guilford Publications.
Browne, M. W., ve Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen ve J. S. Long (Eds.), Testing structural equation models (pp. 136–162). Sage.
Camacho-Morles, J., Slemp, G. R., Pekrun, R., Loderer, K., Hou, H., ve Oades, L. G. (2021). Activity achievement emotions and academic performance: A meta-analysis. Educational Psychology Review, 33(3), 1051–1095. https://doi.org/10.1007/s10648-020-09585-3
Can, Y., Sarıkaya, E. E., ve Bardakçı, S. (2020). Başarı Duyguları anketinin Türk kültürüne uyarlanması. Kastamonu Eğitim Dergisi. https://doi.org/10.24106/kefdergi.697110
Comrey, A. L., ve Lee, H. B. (2013). Interpretation and application of factor analytic results. In A. L. Comrey ve H. B. Lee (Eds.), A First Course in Factor Analysis (2nd ed., pp. 252–274). https://doi.org/10.4324/9781315827506-16
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297–334. https://doi.org/10.1007/bf02310555
Elmalı Erdem, Ö., ve Hacıömeroğlu, G. (2022). Başarı duygusu Ölçeği-Ortaokul türkçe formu: Geçerlik ve güvenilirlik çalışması. Eğitimde Kuram ve Uygulama, 18(2), 43–54. https://doi.org/10.17244/eku.1162003
Farhan, F., ve Rofi’ulmuiz, M. A. (2021). Religiosity and emotional intelligence on Muslim student learning achievement. International Journal of Evaluation and Research in Education, 10(2), 404. https://doi.org/10.11591/ijere.v10i2.20997
Field, A. P. (2013). Discovering Statistics Using IBM SPSS Statistics: And Sex and Drugs and Rock “N” Roll. In Sage eBooks (4th ed.). Sage.
Fornell, C., ve Larcker, D. F. (1981). Structural equation models with unobservable variables and measurement error: Algebra and statistics. Journal of Marketing Research, 18(3), 382. https://doi.org/10.2307/3150980
Gorsuch, R. L. (1983). Factor Analysis (2nd ed.). Lawrence Erlbaum Associates.
Graesser, A. C. (2020). Emotions are the experiential glue of learning environments in the 21st century. Learning and Instruction, 70, 101212. https://doi.org/10.1016/j.learninstruc.2019.05.009
Hacıömeroğlu, G. (2020). Öğretmen adayları için öğretmen duygu ölçeği-Matematik Türkçe formu: Geçerlik ve güvenilirlik çalışması. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 20(2), 133-147.
Hacıömeroğlu, G., Bilgen, S., ve Tabuk, M. (2013). Başarı Duygusu Ölçeği-İlkokul’un Türkçe’ye uyarlama çalışması. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 38(38), 85–96. https://doi.org/10.15285/ebd.2013385568
Hair, J. F., Black, W. C., Babin, B. J., ve Anderson, R. E. (2010). Multivariate Data Analysis (7th ed.). Pearson.
Hambleton, R. K. (2005). Issues, designs, and technical guidelines for adapting tests into multiple languages and cultures. In K. Hambleton, P. Merenda, ve C. Spielberger (Eds.), Adapting Educational and Psychological Tests for Cross-Cultural Assessment (pp. 3–38). Lawrence Erlbaum. https://doi.org/10.4324/9781410611758
Hu, L., ve Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
Kline, R. B. (2015). Principles and practice of structural equation modeling. Guildford Press.
MacCallum, R. C., Browne, M. W., ve Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1(2), 130–149. https://doi.org/10.1037/1082-989x.1.2.130
MacCallum, R. C., Widaman, K. F., Preacher, K. J., ve Sehee, H. (2001). Sample size in factor analysis: The role of model error. Multivariate Behavioral Research, 36(4), 611–637. https://doi.org/10.1207/s15327906mbr3604_06
Mega, C., Ronconi, L., ve De Béni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121–131. https://doi.org/10.1037/a0033546
Nunnally, J. C. (1978). An overview of psychological measurement. In Clinical Diagnosis of Mental Disorders (pp. 97–146). https://doi.org/10.1007/978-1-4684-2490-4_4
Nunnally, J. C., ve Bernstein, I. H. (1994). The Assessment of Reliability. Psychometric Theory, 3, 248–292.
Pekrun, R. (2006). The Control-Value theory of achievement emotions: Assumptions, corollaries, and implications 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., Barchfeld, P., ve 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., ve Linnenbrink‐Garcia, L. (2012). Academic emotions and student engagement. In S. L. Christenson, A. L. Reschly, ve C. Wylie (Eds.), Handbook of research on student engagement (pp. 259–282). Springer. https://doi.org/10.1007/978-1-4614-2018-7_12
Pekrun, R., Marsh, H. W., Elliot, A. J., Loderer, K., Perry, R. P., Meier, E., Goetz, T., Van Tilburg, W. A., Lüdtke, O., ve Vispoel, W. P. (2023). A three-dimensional taxonomy of achievement emotions. Journal of Personality and Social Psychology, 124(1), 145–178. https://doi.org/10.1037/pspp0000448
Phelps, E. A. (2006). Emotion and cognition: Insights from studies of the human amygdala. Annual Review of Psychology, 57(1), 27–53. https://doi.org/10.1146/annurev.psych.56.091103.070234
Schreiber, J. B., Stage, F. K., King, J. M., Nora, A., ve Barlow, E. A. (2006). Reporting structural equation modeling and confirmatory factor analysis results: a review. Journal of Educational Research, 99(6), 323–338. https://doi.org/10.3200/joer.99.6.323-338
Şeker, H., ve Gençdoğan, B. (2013). Psikolojide ve Eğitimde Ölçme Aracı Geliştirme. (2nd ed.). Nobel yayınevi.
Tavakol, M., ve Dennick, R. (2011). Making sense of Cronbach’s alpha. International Journal of Medical Education, 2, 53–55. https://doi.org/10.5116/ijme.4dfb.8dfd
Trigueros, R., ve Aguilar-Parra, J. M. (2022). Adaptation and testing of the factorial structure of the Achievement Emotional Questionnaire-Short to the Spanish context of physical education classes. European Physical Education Review, 28(3), 777–796. https://doi.org/10.1177/1356336x221082993
Tyng, C. M., Amin, H. U., Saad, M. N. M., ve Malik, A. S. (2017). The influences of emotion on learning and memory. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.01454
Um, E. R., Plass, J. L., Hayward, E. O., ve Homer, B. D. (2012). Emotional design in multimedia learning. Journal of Educational Psychology, 104(2), 485–498. https://doi.org/10.1037/a0026609
Van De Vijver, F. J. R., ve Leung, K. (1997). Methods and Data Analysis for Cross-Cultural Research. Sage Publications.
Von Der Embse, N. P., Jester, D., Roy, D., ve Post, J. C. (2018). Test anxiety effects, predictors, and correlates: A 30-year meta-analytic review. Journal of Affective Disorders, 227, 483–493. https://doi.org/10.1016/j.jad.2017.11.048
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548–573. https://doi.org/10.1037/0033-295x.92.4.548
Weiner, B., ve Kukla, A. (1970). An attributional analysis of achievement motivation. Journal of Personality and Social Psychology, 15(1), 1–20. https://doi.org/10.1037/h0029211
Wortha, F., Azevedo, R., Taub, M., ve Narciss, S. (2019). Multiple negative emotions during learning with digital learning environments – evidence on their detrimental effect on learning from two methodological approaches. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02678
Wu, C., Jing, B., Gong, X., Mou, Y., ve Li, J. (2021). Student’s learning strategies and academic emotions: their influence on learning satisfaction during the COVID-19 pandemic. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.717683
Zamir, S., Sahito, Z., ve Asad, M. (2023). Gender differences in class-related emotional experiences: A study of mathematics course. International Journal of Social Science Entrepreneurship, 3(1), 25–45. https://doi.org/10.58661/ijsse.v3i1.53
Ziegler, M., Kemper, C., ve Kruyen, P. M. (2014). Short scales – five misunderstandings and ways to overcome them. Journal of Individual Differences, 35(4), 185–189. https://doi.org/10.1027/1614-0001/a000148
Filiz, O., & Karademir Coşkun, T. (2024). Başarı Duyguları Ölçeği Kısa Versiyonlarının Türk Kültürüne Uyarlanması. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 26(3), 414-424. https://doi.org/10.17556/erziefd.1383348