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Başarı Duyguları Ölçeği Kısa Versiyonlarının Türk Kültürüne Uyarlanması

Yıl 2024, Cilt: 26 Sayı: 3, 414 - 424, 30.09.2024
https://doi.org/10.17556/erziefd.1383348

Öz

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.

Kaynakça

  • 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

Yıl 2024, Cilt: 26 Sayı: 3, 414 - 424, 30.09.2024
https://doi.org/10.17556/erziefd.1383348

Öz

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.

Kaynakça

  • 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
Toplam 46 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Kültürlerarası Ölçek Uyarlama
Bölüm Erken Görünüm
Yazarlar

Ozan Filiz 0000-0001-8527-9079

Tuğra Karademir Coşkun 0000-0003-4295-2440

Erken Görünüm Tarihi 15 Eylül 2024
Yayımlanma Tarihi 30 Eylül 2024
Gönderilme Tarihi 30 Ekim 2023
Kabul Tarihi 1 Ağustos 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 26 Sayı: 3

Kaynak Göster

APA 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