Araştırma Makalesi
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Yıl 2020, Cilt: 4 Sayı: 7, 188 - 203, 01.07.2019

Öz

Kaynakça

  • Anthoine, E., Moret, L., Regnault, A., Sébille, V., & Hardouin, J.-B. (2014). Sample size used to validate a scale: a review of publications on newly-developed patient reported outcomes measures. Health and quality of Life Outcomes, 12, 2. http://doi.org/10.1186/s12955-014-0176-2
  • Artvinli, A., Aydın, R. & Terzi, İ. (2019). Environmental attitude levels of primary teachers candidates. Osmangazi Journal of Educational Research, 6 (2), 62-78.
  • Aslan Efe, H., Yücel, S. & Efe, R. (2020). Belgesel çekme etkinliğinin fen bilgisi öğretmen adaylarının sürdürülebilir kalkınma için çevreye yönelik tutumları üzerindeki etkisi. YYÜ Eğitim Fakültesi Dergisi, 17 (1), 436-454. DOI:10.33711/yyuefd.692958
  • Atay, L., Soylu, Y. & Gökdemir, S. (2019). Çevre endişesi, çevresel fedakarlık, normlar ve yer tutumununçevre dostu davranışa etkisi: Kapadokya/Göreme milli parkı örneği. Seyahat ve Otel İşletmeciliği Dergisi, 16 (3), 398-417. DOI: https://doi.org/10.24010/soid.655546
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  • Benzer, S., Güven Yıldırım, E. & Önder, A.N. (2019). The impact of educational films on attitude and awareness towards environmental problems. Trakya Journal of Education, 9 (4), 757-770. DOI: 10.24315/tred.526233
  • Bozdemir, H. & Faiz, M. (2018). Öğretmen adaylarının çevreye yönelik ekosentrik, antroposentrik ve antipatik tutumları. Sakarya University Journal of Education, 8 (1), 61-75. Doi: 10.19126/suje.330546
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Creating an Environmental Attitude Scale

Yıl 2020, Cilt: 4 Sayı: 7, 188 - 203, 01.07.2019

Öz

The aim of this study is to create an environmental attitude scale. The Environmental Attitude Scale (EAS) was prepared with 24 items. The prepared EAS consists items with likert type. The sample of the study consists of 239 university students studying at Faculty of Education and, Faculty of Arts and Sciences. Principal axis factoring with orthogonal rotation (varimax) was used for exploratory factor analysis. Four items did not serve the purpose of the scale, so they were omitted from the created scale. Factor analysis was reconducted with same procedure is and one factor emerged with 20 items along with Cronbach’s alpha =.971 Finalized EAS consists of nine (9) reverse coded items. A confirmatory factor analysis is applied with a different sample (N=132). After covariating the error terms model was approved by confirmatory factor analysis.

Kaynakça

  • Anthoine, E., Moret, L., Regnault, A., Sébille, V., & Hardouin, J.-B. (2014). Sample size used to validate a scale: a review of publications on newly-developed patient reported outcomes measures. Health and quality of Life Outcomes, 12, 2. http://doi.org/10.1186/s12955-014-0176-2
  • Artvinli, A., Aydın, R. & Terzi, İ. (2019). Environmental attitude levels of primary teachers candidates. Osmangazi Journal of Educational Research, 6 (2), 62-78.
  • Aslan Efe, H., Yücel, S. & Efe, R. (2020). Belgesel çekme etkinliğinin fen bilgisi öğretmen adaylarının sürdürülebilir kalkınma için çevreye yönelik tutumları üzerindeki etkisi. YYÜ Eğitim Fakültesi Dergisi, 17 (1), 436-454. DOI:10.33711/yyuefd.692958
  • Atay, L., Soylu, Y. & Gökdemir, S. (2019). Çevre endişesi, çevresel fedakarlık, normlar ve yer tutumununçevre dostu davranışa etkisi: Kapadokya/Göreme milli parkı örneği. Seyahat ve Otel İşletmeciliği Dergisi, 16 (3), 398-417. DOI: https://doi.org/10.24010/soid.655546
  • Aydede Yalçın, M.N. & Çaycı, B. (2018). Öğretmen adaylarının çevresel farkındalıklarının sosyo-demografik özellikleri açısından incelenmesi. Trakya Eğitim Dergisi, 8 (3), 578-590, Doi: 10.24315/ trkefd.316242
  • Balderjahn, I. (1988). Personality variables and environmental attitudes as predictors of ecologically responsible consumption patterns. Journal of Business Research, 17 (1), 51–56. doi:10.1016/0148-2963(88)90022-7
  • Başaran Uğur, R., Bektaş, O. & Güneri, E. (2019). Sınıf ve fen bilgisi öğretmen adaylarının sürdürülebilir çevre tutum düzeyleri [Classroom and science teachers’ sustainable environment attitude levels]. Uluslararası Sosyal Araştırmalar Dergisi [The Journal of International Social Research], 12 (63), 775-788. DOI: http://dx.doi.org/10.17719/jisr.2019.3275
  • Benzer, S., Güven Yıldırım, E. & Önder, A.N. (2019). The impact of educational films on attitude and awareness towards environmental problems. Trakya Journal of Education, 9 (4), 757-770. DOI: 10.24315/tred.526233
  • Bozdemir, H. & Faiz, M. (2018). Öğretmen adaylarının çevreye yönelik ekosentrik, antroposentrik ve antipatik tutumları. Sakarya University Journal of Education, 8 (1), 61-75. Doi: 10.19126/suje.330546
  • Brinkman, W-P. (2009). Design of a questionnaire instrument, handbook of mobile technology research methods. ISBN 978-1-60692-767-0, pp. 31-57 Netherlands: Nova Publisher
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Toplam 84 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Eğitim Bilimleri
Yazarlar

Adem Akkuş 0000-0001-9570-3582

Yayımlanma Tarihi 1 Temmuz 2019
Gönderilme Tarihi 1 Haziran 2020
Kabul Tarihi 14 Eylül 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 4 Sayı: 7

Kaynak Göster

APA Akkuş, A. (2019). Creating an Environmental Attitude Scale. Disiplinlerarası Eğitim Araştırmaları Dergisi, 4(7), 188-203.

The Aim of The Journal

The Journal of Interdisciplinary Educational Researches (JIER) published by the Interdisciplinary Educational and Research Association (JIER)A) is an internationally eminent journal.

JIER, a nonprofit, nonprofit NGO, is concerned with improving the education system within the context of its corporate objectives and social responsibility policies. JIER, has the potential to solve educational problems and has a strong gratification for the contributions of qualified scientific researchers.

JIER has the purpose of serving the construction of an education system that can win the knowledge and skills that each individual should have firstly in our country and then in the world. In addition, JIER serves to disseminate the academic work that contributes to the professional development of teachers and academicians, offering concrete solutions to the problems of all levels of education, from preschool education to higher education.

JIER has the priority to contribute to more qualified school practices. Creating and managing content within this context will help to advance towards the goal of being a "focus magazine" and "magazine school", and will also form the basis for a holistic view of educational issues. It also acts as an intermediary in the production of common mind for sustainable development and education