The Adaptation of the Mathematics Self-Concept Scale to Turkish Culture

Yıl 2026, Cilt: 13 Sayı: 1 , 1 - 12 , 31.03.2026

Can Berk Genç , Aysen Karamete

https://izlik.org/JA34EK89XR

Öz

The aim of this study is to adapt the Mathematics Self-Concept Scale developed by Hammoudi (2019) to Turkish culture by conducting validity and reliability studies. It is thought that self-concept is important in terms of seeing students' strengths and weaknesses in mathematics and realizing their belief that they will be successful. The participants of the study consist of 302 students at a vocational school located in western Turkey. The original scale has 20 items and is a 5-point Likert-type scale. The scale has two factors: cognitive and affective. The validation of the adapted two-factor scale was initiated with a focus on linguistic equivalence. This was achieved through a systematic translation and back-translation protocol, supplemented by expert evaluations. The inter-rater reliability, calculated using Cohen’s Kappa coefficient, was κ = .83, demonstrating a high level of consensus among the panel. To evaluate construct validity, Confirmatory Factor Analysis (CFA) was employed. While the original two-factor structure was maintained, three items were excluded due to poor factor loadings. Furthermore, criterion-related validity was supported by significant positive correlations between the cognitive and affective factors (r = .778, p < .001) as well as between the total scale score and cognitive (r = .982) and affective (r = .883) factors. Internal consistency was confirmed via Cronbach’s alpha, yielding a robust coefficient of α = .931 for the composite scale. Consequently, the Turkish adaptation of the instrument is established as a valid and reliable metric for assessing students' mathematics self-concept.

Anahtar Kelimeler

self-concept , mathematics self-concept , scale adaptation , confirmatory factor analysis

Matematik Benlik Kavramı Ölçeğinin Türk Kültürüne Uyarlanması

https://izlik.org/JA34EK89XR

Öz

Bu araştırmanın amacı Hammoudi (2019) tarafından geliştirilen Matematik Benlik Kavramı Ölçeğinin geçerlik ve güvenirlik çalışmalarının yapılarak Türk kültürüne uyarlanmasıdır. Benlik kavramı ile öğrencilerin matematikte güçlü ve zayıf yönlerinin görülmesi ve aynı zamanda başarılı olacaklarına olan inançlarının fark edilmesi anlamında önemli olduğu düşünülmektedir. Araştırmanın katılımcılarını Türkiye’nin batısında yer alan bir meslek yüksekokulundaki 302 öğrenci oluşturmaktadır. Orijinal ölçekte 20 madde olup 5’li likert tipindedir. Ölçeğin bilişsel ve duyuşsal olmak üzere iki faktörü bulunmaktadır. Uyarlaması yapılan iki faktörlü ölçeğin geçerlik analizi kapsamında dil geçerliğine bakılmıştır. Dil geçerliğine bakabilmek maksadıyla çeviri ve geri çeviri yöntemi uygulanmış ve uzman görüşü alınmıştır. Uzmanlar arasındaki değerlendirici güvenirliği, Cohen's Kappa katsayısı κ = .83 olarak bulunmuş ve bu da yüksek düzeyde bir fikir birliğini göstermiştir. Yapı geçerliği kapsamında doğrulayıcı faktör analizi (DFA) yapılmıştır. DFA sonucunda faktör yapısı korunmuş olmasına karşın ölçekle uyumsuz olduğu görülen üç madde ölçekten çıkarılmıştır. Ölçüt geçerliğinde yapılan korelasyon analizi sonucunda bilişsel faktör ile duyuşsal faktör arasında yüksek düzeyde pozitif bir ilişki olduğu görüşmüştür (r = .778, p < .001). Ayrıca, toplam puan ile bilişsel (r = .982) ve duyuşsal (r = .883) faktörler arasında da yüksek düzeyde anlamlı ilişkiler olduğu görülmüştür. Bunun yanında ölçeğin güvenirliği için iç tutarlılığa bakılmış ve ölçeğin tümünde Cronbach’s alpha değerinin α = .931 olduğu görülmüştür. Bu anlamda ölçeğin Türkçe uyarlamasının öğrencilerin matematik benlik kavramlarını belirlemede hem geçerli hem de güvenilir bir ölçme aracı olduğu sonucu elde edilmiştir.

Anahtar Kelimeler

benlik kavramı , matematik benlik kavramı , ölçek uyarlama , doğrulayıcı faktör analizi

Kaynakça

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