Araştırma Makalesi
BibTex RIS Kaynak Göster

Akademik Kendini Engelleme Ölçeği’ni Türkçeye Uyarlama Çalışması

Yıl 2018, Cilt: 8 Sayı: 15, 1198 - 1217, 31.08.2018
https://doi.org/10.26466/opus.442691

Öz

Bu çalışmanın amacı
Urdan ve Midgley (2001) tarafından geliştirilmiş olan Akademik Kendini
Engelleme Ölçeği’nin Türkçeye uyarlama çalışmasının yapılmasıdır. Araştırma
İstanbul ilinde iki ortaokul ve iki lisede öğrenim gören 828 öğrenci ile
gerçekleştirilmiştir. Araştırmada açımlayıcı faktör analizi için 405 öğrenciyi
kapsayan Araştırma Grubu I ile doğrulayıcı faktör analizi için 423 öğrenciyi
kapsayan Araştırma Grubu II ile çalışılmıştır. Doğrulayıcı faktör analizi
sonuçları orijinal formda olduğu gibi tek faktörlü yapının iyi uyum verdiğini göstermiştir
(
𝑥2/sd=1,12, p<.001,
RMSEA=.018, RMR=.030, GFI=.992, AGFI=.981, CFI=998, NFI=975, RFI=975, IFI=998,
TLI=997). Ölçeğin Cronbach alpha iç tutatlılık katsayısı .81 olarak
bulunmuştur. Ölçeğin maddelerinin ayırt etme gücünü belirlemek için yapılan
madde analizine göre ölçeğin düzeltilmiş madde-toplam korelasyonları .48 ile
.63 arasında değerlere sahiptir. Ölçek için yapılan geçerlik güvenirlik analiz
sonuçları ölçeğin geçerli ve güvenilir bir ölçme aracı olarak
kullanılabileceğini göstermektedir.

Kaynakça

  • Büyüköztürk, Ş. (2014). Sosyal bilimler için veri analizi el kitabı. (19. Baskı). Ankara: Pegem Akademi.
  • Cavendish, S. (2004). Self-efficacy and use of self-regulated learning strategies and academic self-handicapping among students with learning disabilities. Unpublished doctoral dissertation. Wayne State University.
  • Covington, M. V. (1992). Making the grade: A self-worth perspective on motivation, and school reform. New York: Cambridge University Press.
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları. Ankara: Pegem Akademi.
  • Elliot, A. J. ve Church, M. A. (2003). A motivational analysis of defensive pessimism and self-handicapping. Journal of Personality, 71, 369-396.
  • Harris, R. N. ve Snyder, C. R. (1986). The role of uncertain self-esteem in self-handicapping. Journal of Personality and Social Psychology, 51, 451-458.
  • Kalaycı, Ş. (2014). Spss uygulamalı çok değişkenli istatistik teknikleri. Ankara: Asil Yayınları.
  • Leondari, A., ve Gonida, E. (2007). Predicting academic self-handicapping in different age groups: The role of personal achievement goals and social goals. British Journal of Educational Psychology, 77, 595-611.
  • Lovejoy, C. M. (2008). The influence of goal orientation and goal context on self- handicapping behavior. Northern Illinois University, Unpublished masters’ thesis.
  • Marsh, H. W., Balla, J. R., et al. (1988). “Goodness-of-Fit Indexes in Confirmatory Factor Analysis: The Effect of Sample Size”. Psyc-hological Bulletin, (103), 391-410.
  • Marsh, H. W. ve Hocevar, D. (1988). “A New More Powerful Approach to Multitrait-Multimethod Analyses: Application of Second-Order Confirmatory Factor Analysis”. Journal of Applied Psychology, (73), 107-117.
  • Martin, A. J., Marsh, H. Williamson, A. ve Debus, R. L. (2003). Self-handicapping, defensive pessimism and goal orientation: A qualitative study of university students. Journal of Educational Psychology, 95(3), 617-628.
  • Meydan, C. H. ve Şeşen, H. (2015). Yapısal eşitlik modellemesi AMOS uygulamaları. Ankara: Detay Yayıncılık.
  • Midgley, C., Arunkumar, R. ve Urdan, T. (1996). If I don't do well tomorrow, there's a reason: Predictors of adolescents' use of self-handicapping strategies. Journal of Educational Psychology, 88, 423-434.
  • Midgley, C. ve Urdan, T. (1995). Predictors of middle school students' use of self- handicapping strategies. Journal of Early Adolescence, 15, 389-411.
  • Midgley, C. ve Urdan, T. (2001). Academic self-handicapping and achievement goals: A further examination. Contemporary Educational Psychology, 26, 61-75.
  • Murray, C. B. ve Warden, M. R. (1992). Implications of self-handicapping strategies for academic achievement: A reconceptualization. Journal of Social Psychology, 132, 23-37.
  • Seçer, İ. (2015). SPSS ve LISREL ile Pratik Veri Analizi. Ankara: Anı Yayıncılık
  • Taş, İ . (2017). The Social Media Addiction Scale (SF) for Adolescents: A Study of Validity and Reliability. Online Journal of Technology Addiction & Cyberbullying, 4 (1), 27-40. Retrieved from http://dergipark.gov.tr/ojtac/issue/30133/300029
  • Tezbaşaran, A. A. (1996). Likert tipi ölçek geliştirme klavuzu. Ankara: Türk Psikologlar Derneği Yayınları
  • Tice, D. M. ve Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. Psychological Science, 8, 454-458.
  • Urdan, T. ve Midgley, C. (2001). Academic self-handicapping: What we know, what more there is to learn?. Educational Psychology Review, 13(2), 115-1138.
  • Urdan, T., Midgley, C. ve Anderman, E. (1998). The role of classroom goal structure in students' use of self-handicapping strategies. American Educational Research Journal, 35, 101-122.
  • Van den Eijnden, R. J. J. M., Lemmens, J. S. ve Valkenburg, P. M. (2016). The social media disorder scale. Computer in Human Behavior, 61, 478-487. http://dx.doi.org/10.1016/j.chb.2016.03.038.
  • Zuckerman, M., Kieffer, S. C. ve Knee, C. R. (1998). Consequences of self-handicapping: Effects on coping, academic performance and adjustment. Journal of Personality and Social Psychology, 74(6), 1619-1628.

Adaptation of The Self-Handicapping Scale into Turkish

Yıl 2018, Cilt: 8 Sayı: 15, 1198 - 1217, 31.08.2018
https://doi.org/10.26466/opus.442691

Öz

The aim of this study is to
make the Turkish adaptation study of the Academic Self-Handicapping Scale
developed by Urdan and Midgley (2001). The study was conducted with 828
students attending two middle schools and two high schools in Istanbul.
In this study, 405 students participated in the research group I for
exploratory factor analysis and 423 students participated in the research group
II for confirmatory factor analysis. The confirmatory factor analysis results
showed that the one-factor structure fit well with the original form (
𝑥2 / sd = 1,12, p <.001, RMSEA = .018, RMR = .030, GFI = .992, AGFI =
.981, CFI = 998, NFI = 975, RFI = 975, IFI = 998, TLI = 997). The Cronbach
alpha internal consistency coefficient of the scale was .81. According to the
item analysis made to determine the discrimination power of the items of the
scale, the corrected item-total correlations of the scale have values between
.48 and .63. Validity of the scale Reliability analysis results indicate that
the scale can be used as a valid and reliable measurement tool.

Kaynakça

  • Büyüköztürk, Ş. (2014). Sosyal bilimler için veri analizi el kitabı. (19. Baskı). Ankara: Pegem Akademi.
  • Cavendish, S. (2004). Self-efficacy and use of self-regulated learning strategies and academic self-handicapping among students with learning disabilities. Unpublished doctoral dissertation. Wayne State University.
  • Covington, M. V. (1992). Making the grade: A self-worth perspective on motivation, and school reform. New York: Cambridge University Press.
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları. Ankara: Pegem Akademi.
  • Elliot, A. J. ve Church, M. A. (2003). A motivational analysis of defensive pessimism and self-handicapping. Journal of Personality, 71, 369-396.
  • Harris, R. N. ve Snyder, C. R. (1986). The role of uncertain self-esteem in self-handicapping. Journal of Personality and Social Psychology, 51, 451-458.
  • Kalaycı, Ş. (2014). Spss uygulamalı çok değişkenli istatistik teknikleri. Ankara: Asil Yayınları.
  • Leondari, A., ve Gonida, E. (2007). Predicting academic self-handicapping in different age groups: The role of personal achievement goals and social goals. British Journal of Educational Psychology, 77, 595-611.
  • Lovejoy, C. M. (2008). The influence of goal orientation and goal context on self- handicapping behavior. Northern Illinois University, Unpublished masters’ thesis.
  • Marsh, H. W., Balla, J. R., et al. (1988). “Goodness-of-Fit Indexes in Confirmatory Factor Analysis: The Effect of Sample Size”. Psyc-hological Bulletin, (103), 391-410.
  • Marsh, H. W. ve Hocevar, D. (1988). “A New More Powerful Approach to Multitrait-Multimethod Analyses: Application of Second-Order Confirmatory Factor Analysis”. Journal of Applied Psychology, (73), 107-117.
  • Martin, A. J., Marsh, H. Williamson, A. ve Debus, R. L. (2003). Self-handicapping, defensive pessimism and goal orientation: A qualitative study of university students. Journal of Educational Psychology, 95(3), 617-628.
  • Meydan, C. H. ve Şeşen, H. (2015). Yapısal eşitlik modellemesi AMOS uygulamaları. Ankara: Detay Yayıncılık.
  • Midgley, C., Arunkumar, R. ve Urdan, T. (1996). If I don't do well tomorrow, there's a reason: Predictors of adolescents' use of self-handicapping strategies. Journal of Educational Psychology, 88, 423-434.
  • Midgley, C. ve Urdan, T. (1995). Predictors of middle school students' use of self- handicapping strategies. Journal of Early Adolescence, 15, 389-411.
  • Midgley, C. ve Urdan, T. (2001). Academic self-handicapping and achievement goals: A further examination. Contemporary Educational Psychology, 26, 61-75.
  • Murray, C. B. ve Warden, M. R. (1992). Implications of self-handicapping strategies for academic achievement: A reconceptualization. Journal of Social Psychology, 132, 23-37.
  • Seçer, İ. (2015). SPSS ve LISREL ile Pratik Veri Analizi. Ankara: Anı Yayıncılık
  • Taş, İ . (2017). The Social Media Addiction Scale (SF) for Adolescents: A Study of Validity and Reliability. Online Journal of Technology Addiction & Cyberbullying, 4 (1), 27-40. Retrieved from http://dergipark.gov.tr/ojtac/issue/30133/300029
  • Tezbaşaran, A. A. (1996). Likert tipi ölçek geliştirme klavuzu. Ankara: Türk Psikologlar Derneği Yayınları
  • Tice, D. M. ve Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. Psychological Science, 8, 454-458.
  • Urdan, T. ve Midgley, C. (2001). Academic self-handicapping: What we know, what more there is to learn?. Educational Psychology Review, 13(2), 115-1138.
  • Urdan, T., Midgley, C. ve Anderman, E. (1998). The role of classroom goal structure in students' use of self-handicapping strategies. American Educational Research Journal, 35, 101-122.
  • Van den Eijnden, R. J. J. M., Lemmens, J. S. ve Valkenburg, P. M. (2016). The social media disorder scale. Computer in Human Behavior, 61, 478-487. http://dx.doi.org/10.1016/j.chb.2016.03.038.
  • Zuckerman, M., Kieffer, S. C. ve Knee, C. R. (1998). Consequences of self-handicapping: Effects on coping, academic performance and adjustment. Journal of Personality and Social Psychology, 74(6), 1619-1628.
Toplam 25 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Psikoloji
Bölüm Makaleler
Yazarlar

Gazanfer Anlı 0000-0002-6141-7964

İbrahim Taş 0000-0002-5752-2753

Zehra Güneş Bu kişi benim 0000-0002-7144-2899

Zeynep Yazgı 0000-0002-8459-7873

Hümeyra Sevinç 0000-0001-8754-1464

Yayımlanma Tarihi 31 Ağustos 2018
Kabul Tarihi 26 Temmuz 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 8 Sayı: 15

Kaynak Göster

APA Anlı, G., Taş, İ., Güneş, Z., Yazgı, Z., vd. (2018). Akademik Kendini Engelleme Ölçeği’ni Türkçeye Uyarlama Çalışması. OPUS International Journal of Society Researches, 8(15), 1198-1217. https://doi.org/10.26466/opus.442691