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Epistemic Curiosity Scale for Young Children: A Scale Adaptation to Turkish

Yıl 2023, , 41 - 58, 08.05.2023

Seda Sarac , Enisa Mede , Tuğba Abanoz

https://doi.org/10.26650/SP2021-1050551

Öz

Epistemic curiosity is the desire to seek and acquire new information that motivates knowledge and exploratory behavior. While epistemic curiosity can stimulate positive feelings of interest related to novelty-seeking behavior and the intrinsic joy of discoveries (I-Type), it can also diminish unpleasant and uncertain experiences, which are associated with the feeling of being deprived of information (D-Type). Given the growing interest in epistemic curiosity and its implications in education, specific assessment tools are needed to measure early indicators of Type-I and Type-D epistemic curiosity, particularly in local contexts. In this study, the reliability and validity of the Turkish version of the I-Type/D-Type Epistemic Curiosity Scale for Young Children were investigated. The 10-item I-Type/D-Type Epistemic Curiosity Scale for Young Children was developed by Piotrowski and colleagues (2014) to assess children’s epistemic curiosity based on parents’ observations. The participants of the study were 636 children (F = 302; M = 334). The ages of the children ranged from 48 to 83 months (M = 68.34; SD = 7.96). Data were obtained from the mothers. The scale’s factor structure was tested with Confirmatory Factor Analysis. The results showed that the Turkish version of the scale also has a similar two-factor (I-Type/Y-Type) structure to the original scale. Furthermore, for construct validity, zero-order correlations reported a significant positive relationship between self-regulation and I-Type and D-type epistemic curiosity, as hypothesized. Additionally, a partial correlation between curiosity type and self-regulation highlighted the divergence of two I-Type and D-Type epistemic curiosity. These findings indicated that the 10-item, two-factor I-Type/D-Type Epistemic Curiosity Scale for Young Children is reliable and valid for assessing young children’s curiosity through mothers’ ratings.

Anahtar Kelimeler

Early childhood preschool epistemic curiosity scale adaptation

Kaynakça

  • Bacanlı, H., & Türk Kurtça, T. (2020). Eğitim psikolojisi açısından merak: Genel bir değerlendirme. HAYEF: Journal of Education, 17(1), 103-120. DOI: 10.5152/hayef.2020.1923. google scholar
  • Behr, D. (2017). Assessing the use of back translation: The shortcomings of back translation as a quality testing method. International Journal of Social Research Methodology, 20(6), 573-584. DOI: 10.1080/13645579.2016.1252188 google scholar
  • Berlyne, D. E. (1954). A theory of human curiosity. British Journal of Psychology, 45, 180-191. google scholar
  • Berlyne, D. E. (1978). Curiosity and learning. Motivation and Emotion, 2, 97-175. google scholar
  • Bijvoet-van den Berg, S., & Hoicka, E. (2014). Individual differences and age-related changes in divergent thinking in toddlers and pre-schoolers. Developmental Psychology, 50(6), 1629-1639. https://doi.org/10.1037/a0036131 google scholar
  • Bouchacourt, F., & Buschman, T. J. (2019). A flexible model of working memory. Neuron, 103(1), 147160. https://doi.org/10.1016/j.neuron.2019.04.020 google scholar
  • Bronson, M. B., Goodson, B. D., Layzer, J. J., & Love, J. (1990). Child Behavior Rating Scale. Abt. Associates. google scholar
  • Ceylan, E., Sağırekmekçi, H., Tatar, E., & Bilgin, İ. (2016). Investigation of middle school students’ science course achievement according to their curiosity, attitude, and motivation levels. Uşak University Journal of Social Sciences, 9(1), 39-52. DOI: 10.12780/uusbd.50837 google scholar
  • Demirel, M., & Coşkun, Y. D. (2009). Üniversite öğrencilerinin meraklılık düzeylerinin bazı değişkenler açısından incelenmesi. Mehmet AkifErsoy Üniversitesi Eğitim Fakültesi Dergisi, 18, 111-134. google scholar
  • Douglas, S. P., & Craig, C. S. (2007). Collaborative and iterative translation: An alternative approach to back translation. Journal of International Marketing, 15(1), 30-43. https://doi.org/10.1509/ jimk.15.1.030 google scholar
  • Epstein, J., Osborne, R. H., Elsworth, G. R., Beaton, D. E., & Guillemin, F. (2015). Cross-cultural adaptation of the health education impact questionnaire: An experimental study showed expert committee, not back-translation, added value. Journal of Clinical Epidemiology, 68(4), 360-369. https://doi.org/10.1016/j.jclinepi.2013.07.013 google scholar
  • Eren, A., & Coskun, H. (2016). Students’ level of boredom, boredom coping strategies, epistemic curiosity, and graded performance. The Journal ofEducational Research, 109(6), 574-588. DOI:1 0.1080/00220671.2014.999364 google scholar
  • Erol, A., & İvrendi, A. (2018). 4-6 Yaş Çocuklarına Yönelik Öz-Düzenleme Becerileri Ölçeğinin Geliştirilmesi (anne formu). Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 44(44), 178-195. doi: 10.9779/PUJE.2018.213 google scholar
  • Glogger-Frey, I., Fleischer, C., Grüny, L., Kappich, J., & Renkl, A. (2015). Inventing a solution and studying a worked solution prepare differently for learning from direct instruction. Learning and Instruction, 39, 72-87.https://doi.org/10.1016/j.learninstruc.2015.05.001 google scholar
  • Grossnickle, E. M. (2016). Disentangling curiosity: Dimensionality, definitions, and distinctions from an interest in educational contexts. Educational Psychology Review, 28(1), 23-60. https://doi. org/10.1007/s10648-014-9294-y google scholar
  • Hardy, J. H., Ness, A. M., & Mecca, J. (2017). Outside the box: Epistemic Curiosity as a predictor of creative problem solving and creative performance. Personality and Individual Differences, 104, 230-237. https://doi.org/10.1016/j.paid.2016.08.004 google scholar
  • Hassinger-Das, B., & Hirsh-Pasek, K. (2018). Appetite for knowledge: curiosity and children’s academic achievement. Pediatric Research, 84(3), 323-324. DOI:10.1038/s41390-018-0099-4 google scholar
  • Hong, J. C., Hwang, M. Y., Liu, Y. H., & Tai, K. H. (2022). Effects of gamifying questions on English grammar learning mediated by epistemic curiosity and language anxiety. Computer Assisted Language Learning, 35(7), 1458-1482. http://dx.doi.org/10.1080/09588221.2020.1803361 google scholar
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118 google scholar
  • Huang, D., Wang, L., Zhou, M., & Zhang, J. (2010, August). Gender difference in motives of knowledge searching: Measurement invariance and factor mean comparison of the interest/deprivation epistemic curiosity. In 2010 IEEE 2nd Symposium on Web Society (pp. 258-263). IEEE. google scholar
  • Ishaq, E., Bashir, S., Khan, A. K., Hassan, M. M., & Zakariya, R. (2021). Epistemic curiosity and perceived workload: A moderated mediation model of achievement striving and overwork climate. The International Journal of Human Resource Management, 32(18), 3888-3911. https:// doi.org/10.1080/09585192.2019.1657662 google scholar
  • Jirout, J. J., Vitiello, V. E., & Zumbrunn, S. K. (2018). Curiosity in schools. In G. Gordon (Ed.), The new science of curiosity (pp. 243-266). Nova. google scholar
  • Kaczmarek, L. D., Kashdan, T. B., Kleiman, E. M., Baczkowski, B., Enko, J., Siebers, A., Szaefer, A., Krol, M., & Baran, B. (2013). Who self-initiates gratitude interventions in daily life? An examination of intentions, curiosity, depressive symptoms, and life satisfaction. Personality and Individual Differences, 55, 805-810. http://dx.doi.org/10.1016/j.paid.2013.06.013 google scholar
  • Karandikar, S., Kapoor, H., & Litman, J. (2021). Why so curious? Validation and cross-cultural investigation of the Hindi Epistemic Curiosity Scale. Asian Journal of Social Psychology, 24(1), 69-82. https://doi.org/10.1111/ajsp.12425 google scholar
  • Kashdan, T. B., Stiksma, M. C., Disabato, D. J., McKinght, P. E., Bekier, J., Kaji, J., & Lazarus, R. (2018). The Five-Dimensional Curiosity Scale: Capturing the bandwidth of curiosity and identifying four unique ungroups of curious people. Journal of Research in Personality, 73, 130-149. https:// doi.org/10.1016/j.jrp.2017.11.011 google scholar
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Küçük Çocuklar İçin Epistemik Merak Ölçeği: Türkçe Uyarlama Çalışması

Yıl 2023, , 41 - 58, 08.05.2023

Seda Sarac , Enisa Mede , Tuğba Abanoz

https://doi.org/10.26650/SP2021-1050551

Öz

Epistemik merak, bilgiyi ve keşif davranışlarını ortaya çıkaran, yeni bilgileri arama ve edinme arzusudur. Epistemik merak, yeni keşiflerden duyulan içsel haz ve yenilik arama davranışına ilişkin olumlu ilgi duygusunu tetikleyebilir (İ-Tipi) ya da bilgi yoksunluğu hissinden kaynaklanan istenmeyen ve belirsiz deneyimleri azaltabilir (Y-Tipi). Epistemik meraka artan ilgi ve bunun eğitimdeki etkileri göz önüne alındığında, özellikle yerel bağlamlarda Tip-I ve Tip-D epistemik merakın erken göstergelerini ölçmek için özel değerlendirme araçlarına ihtiyaç vardır. Bu çalışmada Küçük Çocuklar için İ-Tipi/Y-Tipi Epistemik Merak Ölçeği’nin Türkçe formunun psikometrik özellikleri sınanmıştır. Küçük Çocuklar için 10 maddelik I-Tipi/D-Tipi Epistemik Merak Ölçeği, Piotrowski ve arkadaşları (2014) tarafından ebeveynlerin gözlemlerine dayalı olarak, çocukların epistemik merakını değerlendirmek için geliştirilmiş bir ölçektir (Piotrowski ve ark., 2014). Araştırmanın katılımcıları 636 çocuktur (K = 302; E = 334). Çocukların yaşları 48 ile 83 ay arasında değişmektedir (M=68.34; SS = 7.96). Veriler annelerden elde edilmiştir. Çalışmada çocuklara ilişkin veriler anneler aracılığıyla toplanmıştır. Ölçeğin faktör yapısı Doğrulayıcı Faktör Analizi ile sınanmıştır. Analiz sonuçları, ölçeğin Türkçe formunun, orijinal ölçek ile benzer şekilde iki faktörlü (İ-Tipi/Y-Tipi) yapıya sahip olduğunu göstermiştir. Ayrıca, yapı geçerliliği için sıfır sıralı korelasyonlar, öz-düzenleme ile hem İ-Tipi hem de Y-Tipi epistemik merak arasında, varsayıldığı gibi, anlamlı pozitif ilişki olduğunu ortaya koymuştur. Ek olarak, merak türü ile öz-düzenleme arasındaki kısmi korelasyon değerleri, iki epistemik merak türünün (İ-Tipi ve Y-Tipi) farklılığını göstermiştir. Bu bulgular, iki faktörlü I-Tipi/D-Tipi Küçük Çocuklar İçin Epistemik Merak Ölçeği’nin Türkiye bağlamında meraktaki bireysel farklılıkları ölçmek için geçerli ve güvenilir olduğuna dair kanıtlar sunmuştur.

Anahtar Kelimeler

Erken çocukluk okul öncesi epistemik merak Küçük Çocuklar için İ-Tipi/Y-Tipi Epistemik Merak Ölçeği

Kaynakça

  • Bacanlı, H., & Türk Kurtça, T. (2020). Eğitim psikolojisi açısından merak: Genel bir değerlendirme. HAYEF: Journal of Education, 17(1), 103-120. DOI: 10.5152/hayef.2020.1923. google scholar
  • Behr, D. (2017). Assessing the use of back translation: The shortcomings of back translation as a quality testing method. International Journal of Social Research Methodology, 20(6), 573-584. DOI: 10.1080/13645579.2016.1252188 google scholar
  • Berlyne, D. E. (1954). A theory of human curiosity. British Journal of Psychology, 45, 180-191. google scholar
  • Berlyne, D. E. (1978). Curiosity and learning. Motivation and Emotion, 2, 97-175. google scholar
  • Bijvoet-van den Berg, S., & Hoicka, E. (2014). Individual differences and age-related changes in divergent thinking in toddlers and pre-schoolers. Developmental Psychology, 50(6), 1629-1639. https://doi.org/10.1037/a0036131 google scholar
  • Bouchacourt, F., & Buschman, T. J. (2019). A flexible model of working memory. Neuron, 103(1), 147160. https://doi.org/10.1016/j.neuron.2019.04.020 google scholar
  • Bronson, M. B., Goodson, B. D., Layzer, J. J., & Love, J. (1990). Child Behavior Rating Scale. Abt. Associates. google scholar
  • Ceylan, E., Sağırekmekçi, H., Tatar, E., & Bilgin, İ. (2016). Investigation of middle school students’ science course achievement according to their curiosity, attitude, and motivation levels. Uşak University Journal of Social Sciences, 9(1), 39-52. DOI: 10.12780/uusbd.50837 google scholar
  • Demirel, M., & Coşkun, Y. D. (2009). Üniversite öğrencilerinin meraklılık düzeylerinin bazı değişkenler açısından incelenmesi. Mehmet AkifErsoy Üniversitesi Eğitim Fakültesi Dergisi, 18, 111-134. google scholar
  • Douglas, S. P., & Craig, C. S. (2007). Collaborative and iterative translation: An alternative approach to back translation. Journal of International Marketing, 15(1), 30-43. https://doi.org/10.1509/ jimk.15.1.030 google scholar
  • Epstein, J., Osborne, R. H., Elsworth, G. R., Beaton, D. E., & Guillemin, F. (2015). Cross-cultural adaptation of the health education impact questionnaire: An experimental study showed expert committee, not back-translation, added value. Journal of Clinical Epidemiology, 68(4), 360-369. https://doi.org/10.1016/j.jclinepi.2013.07.013 google scholar
  • Eren, A., & Coskun, H. (2016). Students’ level of boredom, boredom coping strategies, epistemic curiosity, and graded performance. The Journal ofEducational Research, 109(6), 574-588. DOI:1 0.1080/00220671.2014.999364 google scholar
  • Erol, A., & İvrendi, A. (2018). 4-6 Yaş Çocuklarına Yönelik Öz-Düzenleme Becerileri Ölçeğinin Geliştirilmesi (anne formu). Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 44(44), 178-195. doi: 10.9779/PUJE.2018.213 google scholar
  • Glogger-Frey, I., Fleischer, C., Grüny, L., Kappich, J., & Renkl, A. (2015). Inventing a solution and studying a worked solution prepare differently for learning from direct instruction. Learning and Instruction, 39, 72-87.https://doi.org/10.1016/j.learninstruc.2015.05.001 google scholar
  • Grossnickle, E. M. (2016). Disentangling curiosity: Dimensionality, definitions, and distinctions from an interest in educational contexts. Educational Psychology Review, 28(1), 23-60. https://doi. org/10.1007/s10648-014-9294-y google scholar
  • Hardy, J. H., Ness, A. M., & Mecca, J. (2017). Outside the box: Epistemic Curiosity as a predictor of creative problem solving and creative performance. Personality and Individual Differences, 104, 230-237. https://doi.org/10.1016/j.paid.2016.08.004 google scholar
  • Hassinger-Das, B., & Hirsh-Pasek, K. (2018). Appetite for knowledge: curiosity and children’s academic achievement. Pediatric Research, 84(3), 323-324. DOI:10.1038/s41390-018-0099-4 google scholar
  • Hong, J. C., Hwang, M. Y., Liu, Y. H., & Tai, K. H. (2022). Effects of gamifying questions on English grammar learning mediated by epistemic curiosity and language anxiety. Computer Assisted Language Learning, 35(7), 1458-1482. http://dx.doi.org/10.1080/09588221.2020.1803361 google scholar
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118 google scholar
  • Huang, D., Wang, L., Zhou, M., & Zhang, J. (2010, August). Gender difference in motives of knowledge searching: Measurement invariance and factor mean comparison of the interest/deprivation epistemic curiosity. In 2010 IEEE 2nd Symposium on Web Society (pp. 258-263). IEEE. google scholar
  • Ishaq, E., Bashir, S., Khan, A. K., Hassan, M. M., & Zakariya, R. (2021). Epistemic curiosity and perceived workload: A moderated mediation model of achievement striving and overwork climate. The International Journal of Human Resource Management, 32(18), 3888-3911. https:// doi.org/10.1080/09585192.2019.1657662 google scholar
  • Jirout, J. J., Vitiello, V. E., & Zumbrunn, S. K. (2018). Curiosity in schools. In G. Gordon (Ed.), The new science of curiosity (pp. 243-266). Nova. google scholar
  • Kaczmarek, L. D., Kashdan, T. B., Kleiman, E. M., Baczkowski, B., Enko, J., Siebers, A., Szaefer, A., Krol, M., & Baran, B. (2013). Who self-initiates gratitude interventions in daily life? An examination of intentions, curiosity, depressive symptoms, and life satisfaction. Personality and Individual Differences, 55, 805-810. http://dx.doi.org/10.1016/j.paid.2013.06.013 google scholar
  • Karandikar, S., Kapoor, H., & Litman, J. (2021). Why so curious? Validation and cross-cultural investigation of the Hindi Epistemic Curiosity Scale. Asian Journal of Social Psychology, 24(1), 69-82. https://doi.org/10.1111/ajsp.12425 google scholar
  • Kashdan, T. B., Stiksma, M. C., Disabato, D. J., McKinght, P. E., Bekier, J., Kaji, J., & Lazarus, R. (2018). The Five-Dimensional Curiosity Scale: Capturing the bandwidth of curiosity and identifying four unique ungroups of curious people. Journal of Research in Personality, 73, 130-149. https:// doi.org/10.1016/j.jrp.2017.11.011 google scholar
  • Kline, T. J. B. (2005). Psychological testing. A practical approach to design and evaluation. Sage. google scholar
  • Lauriola, M., Litman, J. A., Mussel, P., De Santis, R., Crowson, H. M., & Hoffman, R. R. (2015). Epistemic curiosity and self-regulation. Personality and Individual Differences, 83, 202-207. http://dx.doi.org/10.1016/j.paid.2015.04.017 google scholar
  • Lindholm, M. (2018). Promoting curiosity. Science & Education, 27(9-10), 987-1002. https://doi. org/10.1007/s11191-018-0015-7 google scholar
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  • Litman, J. A., Hutchins, T., & Russon, R. (2005). Epistemic curiosity, feeling-of-knowing, and exploratory behavior. Cognition and Emotion, 19(4), 559-582. DOI: 10.1080/02699930441000427 google scholar
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Toplam 59 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Seda Sarac 0000-0002-3899-6670

Enisa Mede 0000-0002-6555-5248

Tuğba Abanoz 0000-0001-8905-4002

Yayımlanma Tarihi 8 Mayıs 2023
Gönderilme Tarihi 29 Aralık 2021
Yayımlandığı Sayı Yıl 2023

Kaynak Göster

APA Sarac, S., Mede, E., & Abanoz, T. (2023). Epistemic Curiosity Scale for Young Children: A Scale Adaptation to Turkish. Studies in Psychology, 43(1), 41-58. https://doi.org/10.26650/SP2021-1050551
AMA Sarac S, Mede E, Abanoz T. Epistemic Curiosity Scale for Young Children: A Scale Adaptation to Turkish. Studies in Psychology. Mayıs 2023;43(1):41-58. doi:10.26650/SP2021-1050551
Chicago Sarac, Seda, Enisa Mede, ve Tuğba Abanoz. “Epistemic Curiosity Scale for Young Children: A Scale Adaptation to Turkish”. Studies in Psychology 43, sy. 1 (Mayıs 2023): 41-58. https://doi.org/10.26650/SP2021-1050551.
EndNote Sarac S, Mede E, Abanoz T (01 Mayıs 2023) Epistemic Curiosity Scale for Young Children: A Scale Adaptation to Turkish. Studies in Psychology 43 1 41–58.
IEEE S. Sarac, E. Mede, ve T. Abanoz, “Epistemic Curiosity Scale for Young Children: A Scale Adaptation to Turkish”, Studies in Psychology, c. 43, sy. 1, ss. 41–58, 2023, doi: 10.26650/SP2021-1050551.
ISNAD Sarac, Seda vd. “Epistemic Curiosity Scale for Young Children: A Scale Adaptation to Turkish”. Studies in Psychology 43/1 (Mayıs 2023), 41-58. https://doi.org/10.26650/SP2021-1050551.
JAMA Sarac S, Mede E, Abanoz T. Epistemic Curiosity Scale for Young Children: A Scale Adaptation to Turkish. Studies in Psychology. 2023;43:41–58.
MLA Sarac, Seda vd. “Epistemic Curiosity Scale for Young Children: A Scale Adaptation to Turkish”. Studies in Psychology, c. 43, sy. 1, 2023, ss. 41-58, doi:10.26650/SP2021-1050551.
Vancouver Sarac S, Mede E, Abanoz T. Epistemic Curiosity Scale for Young Children: A Scale Adaptation to Turkish. Studies in Psychology. 2023;43(1):41-58.

Psikoloji Çalışmaları / Studies In Psychology / ISSN- 1304-4680