Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2022, Cilt: 51 Sayı: 236, 3393 - 3412, 11.11.2022
https://doi.org/10.37669/milliegitim.940529

Öz

Kaynakça

  • Anderman, E. M., Maehr, M. L. (1994). Motivation and schooling in the middle grades. Review of Educational Research, 64 (2), 287–310.
  • Becker, M., McElvany, N., ve Kortenbruck, M. (2010). Intrinsic and extrinsic reading motivation as predictors of reading literacy: A longitudinal study. Journal of Educational Psychology, 102 (4), 773–785.
  • Byrne, B. M. (1998). Structural equation modeling with LISREL, PRELIS and SIMPLIS: Basic concepts, applications, and programmings. Lawrence Erlbaum Assocatiates, Publishers.
  • Cartwright, K. B., Marshall, T. R., ve Wray, E. (2016). A longitudinal study of the role of reading motivation in primary students’ reading comprehension: Implications for a less simple view of reading. Reading Psychology, 37 (1), 55–91.
  • Çokluk, Ö., Şekercioğlu, G., ve Büyüköztürk, Ş. (2018). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Ankara: Pegem akademi.
  • Deci, E. L., Koestner, R., ve Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125 (6), 627–668.
  • Eccles, J., Wigfield, A., Harold, R.D., ve Blumenfeld, P. (1993). Age and gender differences in children's self- and task perceptions during elementary school. Child Development, 64 (3), 830-847.
  • Edmunds, K. M., ve Bauserman, K.L. (2006). What teachers can learn about reading motivation through conversations with children. The Reading Teacher, 59 (5), 414–424.
  • Froiland, J. M., Oros, E., Smith, L., ve Hirchert, T. (2012). Intrinsic motivation to learn: The nexus between psychological health and academic success. Contemporary School Psychology, 16 (1), 91–100.
  • Gambrell, L.B., Palmer, B.M., Codling, R.M., ve Mazzoni, S.A. (1996). Assessing motivation to read. The Reading Teacher, 49 (7), 2-19.
  • Geisinger, K. F. (1994). Cross-cultural normative assessment: Translation and adaptation issues influencing the normative interpretation of assessment instruments. Psychological Assessment, 6 (4), 304-312.
  • Guthrie, J.T. ve Alao, S. (1997). Designing contexts to increase motivations for reading. Educational Psychologist, 32( 2), 95- 105.
  • Guthrie, J. T., ve Davis, M.H. (2003). Motivating struggling readers in middle school through an engagement model of classroom practice. Reading and Writing Quarterly, 19, 59–85.
  • Guthrie, J.T., Van Meter, P., Mccann, A. D., Wigfield, A., Bennett, L., Poundstone, C. C., Rice, M. E., Faibisch, F. M., Hunt, B., ve Mitchell, A. M. (1996). Growth in literacy engagement: Changes in motivations and strategies during concept-oriented reading instruction. Reading Research Quarterly, 31(3), 306-332.
  • Guthrie, J. T., ve Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (pp. 403–422). Mahwah: Erlbaum.
  • Green, S.B., ve Salkind, N. J. (2005). Using SPSS for Windows and Macintosh: Analyzing and Understanding Data, Fourth Edition. NJ: Pearson. Hambleton, R.K., Merenda, P.F., ve Spielberger, C.D. (2005). Adapting educational and psychological tests for cross-cultural assessment. Mahwah, NJ: Lawrence Erlbaum.
  • Jöreskog, K., ve Sörbom, D. (1996). LISREL 8: Structural equation modeling with the SIMPLIS command language. Chicago: Scientific Software International/Erlbaum.
  • Law, Y. K. (2008). The relationship between extrinsic motivation, home literacy, classroom instructional practices, and reading proficiency in second-grade Chinese children. Research in Education, 80 (1), 37–51.
  • Lepper, M. R., Corpus, J. H., ve Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97(2), 184–196.
  • Marinak, B.A., Malloy, J. B., Gambrell, L.B., ve Mazzoni, S. A. (2015). Me and My reading profile. The Reading Teacher, 69 (1), 51-62.
  • Mazzoni, S.A., Gambrell, L.B., ve Korkeamaki, R. L.(1999). A cross-cultural perspective of early literacy motivation. Journal of Reading Psychology, 20, 237-253.
  • Mckenna, M.C., Kear, D.J. ve Ellsworth, R.A. (1995). Children's attitudes toward reading: a national survey. Reading Research Quarterly, 30 (4), 934-956.
  • Morgan, P.L., ve Fuchs, D. (2007). Is there a bidirectional relationship between children’s reading skills and reading motivation? Exceptional Children, 73 (2), 165-183.
  • Roberts, M.S., ve Wilson, J. D. (2006). Reading attitudes and instructional methodology: How might achievement become affected? Reading Improvement, 43(2), 64-69.
  • Ryan, R. M., ve Deci, E. L. (2000a). Intrinsic and extrinsic motivations: classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.
  • Ryan, R. M., ve Deci, E. L. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
  • Schiefele, U., Schaffner, E., Möller, J., ve Wigfield, A. (2012). Dimensions of reading motivation and their relation to reading behavior and competence. Reading Research Quarterly, 47, 427–463.
  • Sireci, S.G., ve Berberoğlu, G. (2000). Using bilingual respondents to evaluate translated-adapted items. Applied Measurement In Education, 13(3), 229-248.
  • Tabachnick, B.G., ve Fidell, L.S. (2007). Using Multivariate Statistics, 5th ed. Allyn and Bacon.
  • Taboada, A., Tonks, S. M., Wigfield, A., ve Guthrie, J. T. (2009). Effects of motivational and cognitive variables on reading comprehension. Reading and Writing, 22(1), 85–106.
  • Taylor, B.M., Frye, B.J., ve Maruyama, G.M. (1990). Time spent reading and reading growth. American Educational Research Journal, 27(2), 351-362.
  • Türk Dil Kurumu. (2005). Türkçe Sözlük (10.Baskı). Türk Dil Kurumu Yayınları.
  • Wentzel, K. R. (1996). Social goals and social relationships as motivators of school adjustment. In J. Juvonen ve K. R. Wentzel (Eds.). Social motivation: Understanding children’s school adjustment. (pp. 226-247). Cambridge University Press.
  • Wigfield, A., ve Eccles, J. S. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12, 1-46.
  • Wilson, K.M., ve Trainin, G. (2007). First-grade students’ motivation and achievement for reading, writing, and spelling. Reading Psychology, 28 (3), 257–282.
  • Schermelleh-Engel, K., Moosbrugger, H., ve Müller, 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.

Okuma Profili Ölçeği’nin Türkçeye Uyarlaması

Yıl 2022, Cilt: 51 Sayı: 236, 3393 - 3412, 11.11.2022
https://doi.org/10.37669/milliegitim.940529

Öz

Bu araştırmanın amacı, Marinak ve diğerleri tarafından geliştirilen “Okuma Profili Ölçeği’nin Türkçeye uyarlanmasıdır. Uyarlama çalışmaları çerçevesinde öncelikle ölçek maddeleri araştırmacılar tarafından Türkçeye çevrilmiş, on uzmandan görüş alınmış ve çeviri, görüşler doğrultusunda değiştirilmiştir. Ölçek geçerlik-güvenilirlik çalışmaları için 421 öğrenciye uygulanmıştır. Orijinal kültürdeki ölçeğin yapı geçerliliğine ilişkin deneysel kanıtlar belirlendiğinden üç faktörlü yapıdaki ölçek üzerinde doğrudan doğrulayıcı faktör analizi yapılmıştır. Genel doğrulayıcı faktör analizleri sonucu olarak üç faktörlü yapı, kabul edilebilir uyum gösterecek değerlere sahip olarak nitelenebilir. Ölçeğin Türkçe formu için Cronbach alfa iç tutarlık katsayısı 0.85 olarak bulunmuştur. Sonuçta ölçeğin Türkçe formunun bu araştırma grubu için geçerli ve güvenilir olduğu görülmüştür.

Kaynakça

  • Anderman, E. M., Maehr, M. L. (1994). Motivation and schooling in the middle grades. Review of Educational Research, 64 (2), 287–310.
  • Becker, M., McElvany, N., ve Kortenbruck, M. (2010). Intrinsic and extrinsic reading motivation as predictors of reading literacy: A longitudinal study. Journal of Educational Psychology, 102 (4), 773–785.
  • Byrne, B. M. (1998). Structural equation modeling with LISREL, PRELIS and SIMPLIS: Basic concepts, applications, and programmings. Lawrence Erlbaum Assocatiates, Publishers.
  • Cartwright, K. B., Marshall, T. R., ve Wray, E. (2016). A longitudinal study of the role of reading motivation in primary students’ reading comprehension: Implications for a less simple view of reading. Reading Psychology, 37 (1), 55–91.
  • Çokluk, Ö., Şekercioğlu, G., ve Büyüköztürk, Ş. (2018). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Ankara: Pegem akademi.
  • Deci, E. L., Koestner, R., ve Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125 (6), 627–668.
  • Eccles, J., Wigfield, A., Harold, R.D., ve Blumenfeld, P. (1993). Age and gender differences in children's self- and task perceptions during elementary school. Child Development, 64 (3), 830-847.
  • Edmunds, K. M., ve Bauserman, K.L. (2006). What teachers can learn about reading motivation through conversations with children. The Reading Teacher, 59 (5), 414–424.
  • Froiland, J. M., Oros, E., Smith, L., ve Hirchert, T. (2012). Intrinsic motivation to learn: The nexus between psychological health and academic success. Contemporary School Psychology, 16 (1), 91–100.
  • Gambrell, L.B., Palmer, B.M., Codling, R.M., ve Mazzoni, S.A. (1996). Assessing motivation to read. The Reading Teacher, 49 (7), 2-19.
  • Geisinger, K. F. (1994). Cross-cultural normative assessment: Translation and adaptation issues influencing the normative interpretation of assessment instruments. Psychological Assessment, 6 (4), 304-312.
  • Guthrie, J.T. ve Alao, S. (1997). Designing contexts to increase motivations for reading. Educational Psychologist, 32( 2), 95- 105.
  • Guthrie, J. T., ve Davis, M.H. (2003). Motivating struggling readers in middle school through an engagement model of classroom practice. Reading and Writing Quarterly, 19, 59–85.
  • Guthrie, J.T., Van Meter, P., Mccann, A. D., Wigfield, A., Bennett, L., Poundstone, C. C., Rice, M. E., Faibisch, F. M., Hunt, B., ve Mitchell, A. M. (1996). Growth in literacy engagement: Changes in motivations and strategies during concept-oriented reading instruction. Reading Research Quarterly, 31(3), 306-332.
  • Guthrie, J. T., ve Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (pp. 403–422). Mahwah: Erlbaum.
  • Green, S.B., ve Salkind, N. J. (2005). Using SPSS for Windows and Macintosh: Analyzing and Understanding Data, Fourth Edition. NJ: Pearson. Hambleton, R.K., Merenda, P.F., ve Spielberger, C.D. (2005). Adapting educational and psychological tests for cross-cultural assessment. Mahwah, NJ: Lawrence Erlbaum.
  • Jöreskog, K., ve Sörbom, D. (1996). LISREL 8: Structural equation modeling with the SIMPLIS command language. Chicago: Scientific Software International/Erlbaum.
  • Law, Y. K. (2008). The relationship between extrinsic motivation, home literacy, classroom instructional practices, and reading proficiency in second-grade Chinese children. Research in Education, 80 (1), 37–51.
  • Lepper, M. R., Corpus, J. H., ve Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97(2), 184–196.
  • Marinak, B.A., Malloy, J. B., Gambrell, L.B., ve Mazzoni, S. A. (2015). Me and My reading profile. The Reading Teacher, 69 (1), 51-62.
  • Mazzoni, S.A., Gambrell, L.B., ve Korkeamaki, R. L.(1999). A cross-cultural perspective of early literacy motivation. Journal of Reading Psychology, 20, 237-253.
  • Mckenna, M.C., Kear, D.J. ve Ellsworth, R.A. (1995). Children's attitudes toward reading: a national survey. Reading Research Quarterly, 30 (4), 934-956.
  • Morgan, P.L., ve Fuchs, D. (2007). Is there a bidirectional relationship between children’s reading skills and reading motivation? Exceptional Children, 73 (2), 165-183.
  • Roberts, M.S., ve Wilson, J. D. (2006). Reading attitudes and instructional methodology: How might achievement become affected? Reading Improvement, 43(2), 64-69.
  • Ryan, R. M., ve Deci, E. L. (2000a). Intrinsic and extrinsic motivations: classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.
  • Ryan, R. M., ve Deci, E. L. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
  • Schiefele, U., Schaffner, E., Möller, J., ve Wigfield, A. (2012). Dimensions of reading motivation and their relation to reading behavior and competence. Reading Research Quarterly, 47, 427–463.
  • Sireci, S.G., ve Berberoğlu, G. (2000). Using bilingual respondents to evaluate translated-adapted items. Applied Measurement In Education, 13(3), 229-248.
  • Tabachnick, B.G., ve Fidell, L.S. (2007). Using Multivariate Statistics, 5th ed. Allyn and Bacon.
  • Taboada, A., Tonks, S. M., Wigfield, A., ve Guthrie, J. T. (2009). Effects of motivational and cognitive variables on reading comprehension. Reading and Writing, 22(1), 85–106.
  • Taylor, B.M., Frye, B.J., ve Maruyama, G.M. (1990). Time spent reading and reading growth. American Educational Research Journal, 27(2), 351-362.
  • Türk Dil Kurumu. (2005). Türkçe Sözlük (10.Baskı). Türk Dil Kurumu Yayınları.
  • Wentzel, K. R. (1996). Social goals and social relationships as motivators of school adjustment. In J. Juvonen ve K. R. Wentzel (Eds.). Social motivation: Understanding children’s school adjustment. (pp. 226-247). Cambridge University Press.
  • Wigfield, A., ve Eccles, J. S. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12, 1-46.
  • Wilson, K.M., ve Trainin, G. (2007). First-grade students’ motivation and achievement for reading, writing, and spelling. Reading Psychology, 28 (3), 257–282.
  • Schermelleh-Engel, K., Moosbrugger, H., ve Müller, 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.
Toplam 36 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Zeynep Aydemir 0000-0003-3002-1809

Ergun Öztürk 0000-0002-4800-8437

Yayımlanma Tarihi 11 Kasım 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 51 Sayı: 236

Kaynak Göster

APA Aydemir, Z., & Öztürk, E. (2022). Okuma Profili Ölçeği’nin Türkçeye Uyarlaması. Milli Eğitim Dergisi, 51(236), 3393-3412. https://doi.org/10.37669/milliegitim.940529