Beden Eğitimi için Başarı Duyguları Ölçeği’nin (BE-BDÖ) Türkçeye Uyarlanması

Yıl 2024, Cilt: 9 Sayı: 2, 132 - 148, 30.06.2024

Mehmet Ceylan Ünal Karlı

https://doi.org/10.25307/jssr.1416025

Öz

Duygular, öğrencilerin bilişsel gelişimlerini ve performanslarını, kişiliklerini ve karakterlerini, psikolojik ve fiziksel sağlıklarını etkilemektedir. Bir duygu türü olan başarı duyguları ise, modern çağ eğitiminde ve modern toplumda en sık görülen, işlevsel olarak da en önemli duygu türleri arasındadır. Başarı duyguları ile ilgili çalışmaların beden eğitimi alanında ülkemizde eksikliğinin hissedilmesi bu çalışmanın yapılmasını gerekli kılmıştır. Bu nedenle çalışmada, Fierro-Suero ve diğerleri (2020) tarafından geliştirilen Beden Eğitimi için Başarı Duyguları Ölçeği’ni (BE-BDÖ) Türkçeye uyarlamak amaçlanmıştır. 369 ortaokul öğrencisinden veriler toplanmıştır. Ölçeğin geçerlilik ve güvenirliğini ölçmek için Doğrulayıcı Faktör Analizi (DFA), madde toplam korelasyonu, Cronbach’s Alpha, Spearman Brown, test-tekrar test (N=90) ve ölçüm değişmezliği analizleri yapılmıştır. DFA sonucunda uyum iyiliği ve faktör yük değerlerinin kabul edilir ve iyi seviyede olduğu görülmüştür. Ölçeğin alt faktörlerinin Cronbach’s Alpha değerleri .620 ile .815 arasında değişmektedir. Spearman Brown katsayısı .767 ve test-tekrar test sonucu .91 olarak bulunmuştur. Ölçüm değişmezliği analizi sonucunda erkek ve kız öğrenciler arasında farklılık olmadığı görülmüştür. Ayrıca ölçek boyutları pozitif ve negatif duygular altında olmak üzere ikinci düzey faktör analizi ile doğrulanmıştır. Analizler sonucunda, ölçeğin Türk popülasyonu üzerinde yapılacak çalışmalarda kullanılması için geçerli ve güvenilir bir ölçme aracı olduğu görülmüştür.

Anahtar Kelimeler

Başarı duyguları, Beden eğitimi ve spor, Kontrol-değer teorisi

Adaptation of the Achievement Emotions Questionnaire for Physical Education (AEQ- PE) to the Turkish Language

Öz

Emotions affect students' cognitive development and performance, their personality and character, and their psychological and physical health. As a type of emotion, achievement emotions are among the most common and functionally important emotions in modern education and modern society. Lack of studies relevant to achievement emotions in the field of physical education in our country made this study necessary to be conducted. Therefore, the study aimed to adapt the Achievement Emotions Questionnaire for Physical Education (AEQ-PE) developed by Fierro-Suero et al. (2020) into Turkish. Data were collected from 369 secondary school students. Confirmatory Factor Analysis (CFA), item-total correlation, Cronbach's Alpha, Spearman Brown, test-retest (n= 90) and measurement invariance analyses were conducted to measure the validity and reliability of the scale. As a result of CFA, goodness-of-fit and factor loading values were found to be at acceptable and good levels. Cronbach's Alpha values of the sub-factors of the scale ranged between .620 and .815. The Spearman Brown coefficient was .767 and the test-retest result was .91. The measurement invariance analysis showed that there was no difference between the male and female students. In addition, the scale dimensions under positive and negative emotions were confirmed by second-order factor analysis. As a result of the analyses, the scale was found to be a valid and reliable measurement tool for the studies which will be conducted on Turkish population.

Anahtar Kelimeler

Achievement emotions, Physical education and sport, Control-value theory

Kaynakça

• Bieleke, M., Gogol, K., Goetz, T., Daniels, L., & Pekrun, R. (2021). The AEQ-S: A short version of the Achievement Emotions Questionnaire. Contemporary Educational Psychology, 65, 1-15. https://doi.org/10.1016/j.cedpsych.2020.101940
• Bolitho, J. (2017). Inside the restorative justice black box: The role of memory reconsolidation in transforming the emotional impact of violent crime on victims. International Review of Victimology, 23(3), 233–255. https://doi.org/10.1177/0269758017714549
• Büyüköztürk, Ş. (2020). Sosyal bilimler için veri analizi el kitabı (28.). Pegem Akademi. https://doi.org/10.145279789756802748
• Büyüköztürk, Ş., Kılıç-çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2018). Eğitimde Bilimsel Araştırma Yöntemleri (25.). Pegem Akademi. https://doi.org/10.14527/9789944919289
• Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming (2nd ed.). Routledge.
• Coster, W. J., & Mancini, M. C. (2015). Recommendations for translation and cross-cultural adaptation of instruments for occupational therapy research and practice. Revista de Terapia Ocupacional Da Universidade de São Paulo, 26(9), 50–57. https://doi.org/10.11606/issn.2238-6149.v26i1p50-57
• Çapık, C., Gözüm, S., & Aksayan, S. (2018). Intercultural scale adaptation stages, language and culture adaptation: Updated guideline. Florence Nightingale Hemşirelik Dergisi, 26(3), 199–210. https://doi.org/10.26650/fnjn397481
• Çelik, Z., & Pulur, A. (2011). Ortaöğretim öğrencilerinin beden eğitimi ve spora ilişkin tutumları. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 316, 115–121.
• Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2021). Sosyal bilimler için çok değişkenli istatistik spss ve lisrel uygulamaları (6.). Pegem Akademi. https://doi.org/10.14527/ 9786055885670
• Destacamento, R. (2018). Academic emotions and performance of the senior high school students: basis for intervention program. SMCC Higher Education Research Journal, 5(1), 69–92. https://doi.org/10.18868/sher5j.05.01213.04
• Engin, A. O., Özen, Ş., & Bayoğlu, V. (2009). Öğrencilerin okul öğrenme başarılarını etkileyen bazı temel değişkenler. Sosyal Bilimler Enstitüsü Dergisi, 3(3), 125–156.
• Fierro-Suero, S., Almagro, B. J., & Sáenz-López, P. (2020). Validation of the achievement emotions questionnaire for physical education (AEQ-PE). International Journal of Environmental Research and Public Health, 17(12), 1–12. https://doi.org/10.3390/ijerph17124560
• Ganassali, S. (2008). The influence of the design of web survey questionnaires on the quality of responses. Survey Research Methods, 2(1), 21–32.
• Goetz, T., Zirngibl, A., Pekrun, R., & Hall, N. (2003). Emotions, learning and achievement from an educational-psychological perspective. Learning Emotions: The Influence of Affective Factors on Classroom Learning, 1998, 9–28.
• Gürbüz, S. (2021). AMOS ile yapısal eşitlik modellemesi (2nd ed.). Seçkin Yayıncılık.
• Hacıömeroğlu, G., Bilgen, S., & Tabuk, M. (2013). Başarı duygusu ölçeği-ilkokul’un türkçe’ye uyarlama çalişması. Eğitim Bilimleri Dergisi, 38(38), 85–96. https://doi.org/10.15285/EBD.2013385568
• Hedjazi, Y., & Omidi, M. (2008). Factors affecting the academic success of agricultural students at University of Tehran, Iran. Journal of Agricultural Science and Technology, 10(3), 205–214.
• Hu, L. T., & 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
• Ibrahim, M. F., Kuan, G., Hashim, H. A., Hamzah, N. A., & Kueh, Y. C. (2021). Measuring achievement emotions questionnaire for physical education (AEQ-PE): A confirmatory study in Malay language. BMC Public Health, 21(1), 1-8. https://doi.org/10.1186/s12889-021-11869-4
• Kılıç, S. (2016). Cronbach’s alpha reliability coefficient. Journal of Mood Disorders, 6(1), 47. https://doi.org/10.5455/jmood.20160307122823
• Kuter, F., & Kuter, M. (2012). Beden eğitimi ve spor yoluyla değerler eğitimi. Eğitim ve İnsani Bilimler Dergisi: Teori ve Uygulama, 6, 75–94.
• Lichtenfeld, S., Pekrun, R., Stupnisky, R. H., Reiss, K., & Murayama, K. (2012). Measuring students’ emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES). Learning and Individual Differences, 22(2), 190–201. https://doi.org/10.1016/j.lindif.2011.04.009
• Linnenbrink-Garcia, L., & Pekrun, R. (2011). Students’ emotions and academic engagement: Introduction to the special issue. Contemporary Educational Psychology, 36(1), 1–3. https://doi.org/10.1016/j.cedpsych.2010.11.004
• Liu, B., Xing, W., Zeng, Y., & Wu, Y. (2021). Quantifying the influence of achievement emotions for student learning in MOOCs. Journal of Educational Computing Research, 59(3), 429-452. https://doi.org/10.1177/0735633120967318
• Luo, W., Lee, K., Ng, P. T., & Ong, J. X. W. (2014). Incremental beliefs of ability, achievement emotions and learning of Singapore students. Educational Psychology, 34(5), 619-634. https://doi.org/10.1080/01443410.2014.909008
• McCaughtry, N., & Rovegno, I. (2003). Development of pedagogical content knowledge: moving from blaming students to predicting skillfulness, recognizing motor development, and understanding emotion. Journal of Teaching in Physical Education, 22(4), 355–368. https://doi.org/10.1123/jtpe.22.4.355
• Peixoto, F., Mata, L., Monteiro, V., Sanches, C., & Pekrun, R. (2015). The achievement emotions questionnaire: validation for pre-adolescent students. European Journal of Developmental Psychology, 12(4), 472–481. https://doi.org/10.1080/17405629.2015.1040757
• Pekrun, R. (1992). The impact of emotions on learning and achievement: towards a theory of cognitive/motivational mediators. Applied Psychology, 41(4), 359–376. https://doi.org/10.1111/j.1464-0597.1992.tb00712.x
• Pekrun, R. (2000). Social-cognitive, control-value theory of achievement emotions. In J. Heckhausen (Eds.), Motivational Psychology of Human Development (Vol. 131, Issue C, pp. 143-163). Elsevier Masson SAS. https://doi.org/10.1016/S0166-4115(00)80010-2
• 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. (2014). Emotions and learning. Educational practices series.
• Pekrun, R. (2017). Emotion and achievement during adolescence. Child Development Perspectives, 11(3), 215–221. https://doi.org/10.1111/cdes.12237
• Pekrun, R. (2019). Achievement emotions a control-value theory perspective. In R. Patulny, A. Bellocchi, R. E. Olson, S. Khorana, J. McKenzie & M. Peterie (Eds.), Emotions in Late Modernity (pp. 142–157). Routledge Studies in the Sociology of Emotions. https://doi.org/10.4324/9781351133319-8
• Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98(3), 583–597. https://doi.org/10.1037/0022-0663.98.3.583
• Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. S. (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., Goetz, T., Frenzel, A. C., & Perry, R. P. (2011). Achievement Emotions Questionnaire (AEQ). APA PsycTests. https://doi.org/10.1037/t21196-000
• Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: a program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–105. https://doi.org/10.1207/S15326985EP3702_4
• Pekrun, R., & Stephens, E. J. (2010). Achievement emotions: A Control-value approach. Social and Personality Psychology Compass, 4(4), 238–255. https://doi.org/10.1111/j.1751-9004.2010.00259.x
• Peixoto, F., Mata, L., Monteiro, V., Sanches, C., & Pekrun, R. (2015). The achievement emotions questionnaire: Validation for pre-adolescent students. European Journal of Developmental Psychology, 12(4), 472-481. https://doi.org/10.1080/17405629.2015.1040757
• Pituch, K. A., & Stevens, J. P. (2015). Applied multivariate statistics for the social sciences (3th Edition). Lawrence Erlbaum. https://doi.org/10.4324/9781315814919
• Schweder, S. (2020). Mastery goals, positive emotions and learning behavior in self-directed vs. teacher-directed learning. European Journal of Psychology of Education, 35, 205–223
• Seven, M. A., & Engin, A. O. (2008). Öğrenmeyi etkileyen faktörler. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 2(12), 189–212. https://doi.org/10.14527/9786053187547.02
• Simonton, K. L., & Garn, A. (2019). Exploring achievement emotions in physical education: The potential for the control-value theory of achievement emotions. Quest, 71(4), 434–446. https://doi.org/10.1080/00336297.2018.1542321
• Takunyacı, M., & Karadağ, B. (2019). Ergenlik öncesi öğrencilerin matematiğe yönelik başarı duyguları ölçeğinin Türkçeye uyarlanması. International Journal of Educational Studies in Mathematics, 6(4), 206–218.
• Taşmektepligil, Y., Yılmaz, Ç., İmamoğlu, O., & Kılcıgil, E. (2006). İlköğretim okullarinda beden eğitimi ders hedeflerinin gerçekleşme düzeyi. SPORMETRE Beden Eğitimi ve Spor Bilimleri Dergisi, IV(4), 139–147.
• United Nations. (2005). 2005 International year for sport and physical education why use sports as a tool for peace and development? United Nations.
• Vierhaus, M., Lohaus, A., & Wild, E. (2016). The development of achievement emotions and coping/emotion regulation from primary to secondary school. Learning and Instruction, 42, 12-21. https://doi.org/10.1016/j.learninstruc.2015.11.002