Self-efficacy for Learning Form SELF for Pre- service Teachers: The Study of Reliability and Validity

Abstract

This study investigated the validity and reliability of the Turkish version of the Selfefficacy for Learning Form SELF . In order to examine the validity and reliability properties of the scale, exploratory factor analysis, confirmatory factor analysis, cronbach’s alpha correlation coefficients, corrected item-total correlations and t-tests between items’ means of upper 27%-lover 27% points were used. The sample of the study consisted of 409 prospective teachers. The results of exploratory and confirmatory factor analyses demonstrated that this scale yielded a unitary factor structure as original form and the model was well fit. The internal consistency of the entire inventory was .85. The item-total correlations ranged from .30 to .63. According to t-test results, differences between each item’s means of upper 27 % and lower 27 % points were significant. Findings provided some evidence for the validity and reliability of the SELF scores

Keywords

• Self-efficacy,self-regulatory efficacy,self-regulated learning

ÖĞRETMEN ADAYLARI ÖĞRENME ÖZ-YETERLİĞİ ÖLÇEĞİ: GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI

Öz

Bu araştırmada Öğrenme Öz-yeterliği Ölçeği’nin Türkçe geçerlik ve güvenirlik çalışmaları yapılmıştır. Ölçeğin geçerlik ve güvenirliğini incelemek için açımlayıcı faktör analizi, doğrulayıcı faktör analizi, cronbach alfa katsayısı, madde-toplam korelasyonu ve %27’lik alt ve üst grupların madde puanlarındaki farklara ilişkin t-testi kullanılmıştır. Çalışmanın örneklemini 409 öğretmen adayı oluşturmaktadır. Açımlayıcı ve doğrulayıcı faktör analizi sonuçlarına göre, ölçeğin tek faktörlü bir yapıya sahip olduğu ve modelin iyi uyum gösterdiği ortaya konmuştur. Ölçeğin tek faktörlü yapısı için iç tutarlık katsayısı .85 olarak bulunmuş ve madde-toplam korelasyonu .30 ile .63 arasında değişmektedir. T-testi sonuçlarına göre ise, alt-üst %27’lik gruplar arasındaki madde ortalamalarına ilişkin t değerleri anlamlıdır. Bütün bu bulgular, Öğrenme Öz-yeterliği Ölçeği’nin SELF geçerlik ve güvenirliğine ilişkin bir takım kanıtlar ortaya koymaktadır.

Anahtar Kelimeler

• Öz-yeterlik,öz-düzenleyici yeterlik,öz-düzenleyici öğrenme

Kaynakça

1. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavior change. Psychological Review, 84, 191-215.
2. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
3. Bandura, A. (1989). Multidimensional scales of perceived self-efficacy. Unpublished test, Stanford University, Stanford, CA.
4. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148.
5. Bandura, A. (2002). Growing primacy of human agency in adaptation and change in the electronic era. European Psychologist, 7, 1–16.
6. Bembenutty, H. (2005). Academic achievement in a national sample: The contribution of self-regulation and motivational beliefs beyond and above parental involvement. Paper presented at the annual meeting of the American Educational Research Association. Montreal, Kanada.
7. Boekaerts, M., & Niemivirta, M. (2000). Self-regulated learning: Finding a balance between learning goals and ego-protective goals. In Boekaerts,M., Pintrich, P. R., and Zeidner, M.(eds.), Handbook of Self- regulation: Theory, Research, and Applications, San Diego, CA: Academic Pres.
8. Caprara, G. V., Fida, R., Vecchione, M., Bove, G. D., Vecchio, G. M, Barbaranelli, C., & Bandura, A. (2008). Longitudinal analysis of the role of perceived self-efficacy for self-regulated learning in academic continuance and achievemen, Journal of Educational Psychology, 100(3), 525-534.

9. Clearly, T. J. & Zimmerman, B.J. (2004). Self-regulation empowerment program: A school-based program to enhance self regulated and self- motivated cycles of student learning, Psychology in the School, 41(5), 537-550.
10. De La Paz, S. (1999). Self-regulated strategy instruction in regular education settings: Improving outcomes for students with and without learning disabilities. Learning Disabilities Research & Practice, 14, 92-106.
11. Eccles J.S. & Wigfield, A. (2002). Motivational bliefs, values and goals, Annual Review of Psychology, 53, 109-132.
12. Gündoğdu, K. (2006). A Case Study: Promoting self-regulated learning in early elementary grades, Kastamonu Eğitim Dergisi, 14 (1), 47-60.
13. Hooper, D, Coughlan, J., & Mullen, M (2008) Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53-60.
14. Hu, Li-tze & 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.
15. Kitsantas A., Steen, S., & Huie, F. (2009). The role of self-regulated strategies and goal orientation in predicting achievement of elementary school children. International Electronic Journal of Elementary Education, 2(1), 65-81.
16. Nikolaki, E. & Koutsouba, M. (2012). Support and promotion of self-regulated learning through the educational material at the hellenic open university. Turkish Online Journal of Distance Education(TOJDE), 13(3), 226-238.
17. Ogawa, A. (2011). Facilitating self-regulated learning: An exploratory case of teaching a university course on Japanase Society. International Journal of Teaching and Learning in Higher Education, 32(2), 166-174.
18. Pajares, F., & Schunk, D. H. (2001). Self-beliefs and school success: Self- efficacy, self-concept, and school achievement. In R. J. Riding & S. G. Rayner (Eds.), International perspectives on individual diVerences: Self perception (Vol. 2). Westport CT: Ablex Publishing.
19. Pajares, F. (2002). Gender and perceived self-Efficacy in self-regulated learning. Theory into Practice, 41(2), 116-125.
20. Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self- regulation, research, and applications (pp. 451–502). Orlando, FL: Academic Press.
21. Pintrich P.R. & De Groot, E.V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 83(1), 33-40
22. Pintrich, P.R. (2004). A conceptual framework for assessing motivation and self- regulated learning in college students. Educational Psychology Review, 16(4), 385-407.
23. Ryan, R.M. & Pintrich, P.R. (1997). Should I ask for help? The role of motivation and attitudes in adolescents’ helpseeking in math class. Journal of Educational Psychology, 89, 329-341.
24. Santangelo, T., Harris, K.R., & Graham, S. (2007). Self-regulated strategy development: A validated model to supports students who struggle with writing, Learning Disabilites: A Contemporary Journal, 5(1), 1-20.
25. Schermelleh-Engel, K., Moosbrugger, H., & Müler, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74. 8
26. Schunk, D.H. (1990). Goal setting and self-Efficacy during Self-regulated learning, Educational Psychologist, 25(1), 71-86.
27. Schunk, D. (1985). Self-efficacy and school learning. Psychology in the Classroom, 22, 208-223.
28. Schunk, D.H. (1996). Goal and self-evaluative influences during children’s cognitive skill learning. American Educational Journal, 33, 359–382.
29. Schunk, D. H., & Ertmer, P. A. (2000). Self-regulation and academic learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds), Handbook of self- regulation . San Diego, CA: Academic Press.
30. Sink, C. A., Barnett, J. E., & Hixon, J. E. (1991, April). Self-regulated learning and academic performance in middle school children. Paper presented at the annual meeting of the American Education Research Association, Chicago, IL.
31. Steiger, J.H. (2007). Understanding the limitations of global fit assessment in structural equation modeling, Personality and Individual Differences, 42 (5), 893-98.
32. Tavakolizadeh, J. & Oavam, S.(2011). Effect of teaching of self-regulated learning strategies on attribution styles in students. Electronic Journal of Research in Educational Psychology, 9(3), 1087-1101.
33. Winne, H.P. & Nesbit, J.C. (2009). Supporting self-regulated learning with cognitivi tools. Hacker, J.D., Dunlosky, J. & Graesser, A.C.(Ed.). Handbook of metacognition in education, New York: Routledge.
34. Wolters, C.A. (1999). The Relation between high school students’ motivational regulation and their use of learning strategies, effort and classroom performance. Learning and Individual Differences, 3(3), 281-299.
35. Wolters, C.A. & Pintrich, P.R. (1998). Contextual differences in student motivation and self-regulated Learning in Mathematics, English, and Social Classroom. Instructional Science, 26, 27-47.
36. Zimmerman, B.J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation, research, and applications (pp. 451-502). Orlando, FL: Academic Press.
37. Zimmerman, B.J. & Martinez-Pons, M.(1986). Development of structured interview for assessing student use of self-regulated learning strategies, American Educational Research Journal, 23(4), 614-628.
38. Zimmerman, B. J. (2008). Investigating self-regulation and motivation: historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183.
39. Zimmerman, B.J. (1990). Self-regulated learning and academic achievement: An overview, Educational Psychologist, 25 (1), 3 - 17
40. Zimmerman, B.J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29, 663-676.
41. Zimmerman, B. J., & Kitsantas, A. (2005). Homework practices and academic achievement: the mediating role of self-efficacy and perceived responsibility beliefs. Contemporary Educational Psychology, 30, 397- 417.
42. Zimmerman, B. J., & Kitsantas, A. (2007). Reliability and validity of self- efficacy for learning form (SELF) scores of college students. The Journal of Psychology, 215, 157-163.