AIR Öz Belirleme Ölçeği-Öğretmen Formu: Türkçeye Uyarlama, Geçerlik ve Güvenirlik Çalışması

Yıl 2025, Cilt: 5 Sayı: 2, 1 - 11, 25.12.2025

Damla Cumalı , Çığıl Aykut

Öz

Bu araştırmada, AIR Öz Belirleme Ölçeği–Öğretmen Formunun Türkçeye uyarlanması ve Türk eğitim sistemi bağlamında geçerlilik ve güvenirlik analizlerinin yapılması amaçlanmıştır. Çalışma, 2023–2024 eğitim-öğretim yılı bahar döneminde Rize ilinde 3. ve 4. sınıf düzeylerinde görev yapan sınıf öğretmenleri ile yürütülmüştür. Uyarlama sürecinde çeviri, uzman görüşü alınması, dilsel ve kültürel uyarlamalar ile gerekli düzenlemeler yapılmıştır. Veriler 300 öğretmenden toplanmış ve Doğrulayıcı Faktör Analizi (DFA) ile Cronbach Alfa güvenirlik katsayıları kullanılarak analiz edilmiştir. DFA sonuçları, ölçeğin beş faktörlü yapısını doğrulamış ve elde edilen uyum indeksleri (χ²/sd = 1.90, RMSEA = .055, CFI = .94, TLI = .95, SRMR = .04) modelin kabul edilebilir ve mükemmel uyum sınırları içerisinde olduğunu göstermiştir. Güvenirlik analizleri ise ölçeğin alt boyutlarının yüksek iç tutarlılığa sahip olduğunu ortaya koymuş, Cronbach Alfa katsayıları .86 ile .93 arasında bulunmuştur. Bulgular, Türkçe formun öğrencilerin öz belirleme düzeylerini değerlendirmede güvenilir ve geçerli bir araç olduğunu göstermektedir. Bu bağlamda ölçek, sınıf öğretmenlerine öğrencilerin öz belirleme düzeylerini sistematik biçimde izleme ve öğretim süreçlerini düzenleme olanağı sağlamaktadır. Ayrıca, ölçeğin kapsayıcı eğitim uygulamalarının güçlendirilmesine, öğrenci merkezli öğretim yaklaşımlarının desteklenmesine ve öğretmenlerin kanıta dayalı kararlar almasına katkı sağlayacağı düşünülmektedir. Dolayısıyla, Türkçeye uyarlanan AIR Öz Belirleme Ölçeği–Öğretmen Formu hem araştırmacılar hem de uygulayıcılar için öğrencilerin öz belirleme becerilerini bütüncül biçimde değerlendirmeye yönelik önemli bir araç niteliği taşımaktadır.

Anahtar Kelimeler

Öz belirleme , ölçek uyarlama , geçerlik , güvenirlik , sınıf öğretmeni

Adaptation of AIR Self-Determination Scale- Educator Version to Turkish

Öz

The present study aimed to adapt the AIR Self-Determination Scale–Educator Form into Turkish and to examine its validity and reliability within the context of the Turkish education system. The research was conducted during the spring semester of the 2023–2024 academic year with primary school teachers working at the 3rd and 4th grade levels in Rize. The adaptation process included translation, expert evaluations, linguistic and cultural modifications, and necessary revisions. Data were collected from 300 teachers and analyzed using Confirmatory Factor Analysis (CFA) and Cronbach’s alpha reliability coefficients. The CFA results confirmed the five-factor structure of the scale, with fit indices (χ²/df = 1.90, RMSEA = .055, CFI = .94, TLI = .95, SRMR = .04) indicating acceptable to excellent model fit. Reliability analyses further demonstrated high internal consistency across subscales, with Cronbach’s alpha values ranging from .86 to .93. These findings suggest that the Turkish version of the scale is a valid and reliable instrument for assessing students’ self-determination levels. Accordingly, the scale provides classroom teachers with a systematic means of monitoring students’ self-determination and adjusting instructional processes. Moreover, it holds potential to strengthen inclusive education practices, support student-centered pedagogical approaches, and inform evidence-based decision-making by teachers. Overall, the Turkish adaptation of the AIR Self-Determination Scale–Educator Form offers a valuable tool for both researchers and practitioners in comprehensively evaluating students’ self-determination skills.

Anahtar Kelimeler

Self- determination , scale adaptation , validity , reliability , primary school teacher

Kaynakça

• Agran, M., Blanchard, C., Wehmeyer, M., & Hughes, C. (2002). Increasing the problem-solving skills of students with developmental disabilities participating in general education. Remedial and Special Education, 23(5), 279–288. https://doi.org/10.1177/07419325020230050301
• Algozzine, B., Browder, D., Karvonen, M., Test, D. W., & Wood, W. M. (2001). Effects of interventions to promote self-determination for individuals with disabilities. Review of Educational Research, 71(2), 219-277. https://doi.org/10.3102/00346543071002219
• Büyüköztürk, Ş., Akgün, Ö. E., Demirel, F., Karadeniz, Ş., & Çakmak, E. K. (2015). Bilimsel araştırma yöntemleri. Pegem Akademi. https://doi.org/10.14527/9789944919289
• Deci, E. L., & Ryan, R. M. (1985). Conceptualizations of intrinsic motivation and self-determination. İçinde Intrinsic motivation and self-determination in human behavior (ss. 11–40). Springer US. https://doi.org/10.1007/978-1-4899-2271-7_2
• Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
• Eccles, J. S. (1999). The development of children ages 6 to 14. The Future of Children, 9(2), 30–44. https://doi.org/10.2307/1602703
• Field, S., & Hoffman, A. (1994). Development of a model for self-determination. Career Development for Exceptional Individuals, 17(2), 159–169. https://doi.org/10.1177/088572889401700205
• Field, S., Martin, J., Miller, R., Ward, M., & Wehmeyer, M. (1998). A practical guide for teaching self determination. Council for Exceptional Children.
• Garrels, V., & Granlund, M. (2018). Measuring self-determination in Norwegian students: Adaptation and validation of the AIR Self-Determination Scale. European Journal of Special Needs Education, 33(4), 466-480. https://doi.org/10.1080/08856257.2017.1342420
• Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
• Karoly, P. (1993). Mechanisms of self-regulation: A view. Annual Review of Psychology, 44(1), 23–52. https://doi.org/10.1146/annurev.ps.44.020193.000323
• Kline, T. J. (2005). Psychological testing: A practical approach to design and evaluation. Sage.
• Lackaye, T. D., & Margalit, M. (2006). Comparisons of achievement, effort, and self-perceptions among students with learning disabilities and their peers from different achievement groups. Journal of Learning Disabilities, 39(5), 432–446. https://doi.org/10.1177/00222194060390050501
• Milli Eğitim Bakanlığı. (2018). 2023 eğitim vizyonu.
• Mithaug, D. E. (1993). Self-regulation theory: How optimal adjustment maximizes gain. Praeger.
• Mumbardó, C., Guàrdia Olmos, J., & Giné Giné, C. (2018). Assessing self-determination in youth with and without disabilities: The Spanish version of the AIR self-determination scale. Psicothema, 30(2), 173–178. https://doi.org/10.7334/psicothema2017.349
• Nota, L., Ferrari, L., Soresi, S., & Wehmeyer, M. (2007). Self-determination, social abilities and the quality of life of people with intellectual disability. Journal of Intellectual Disability Research, 51(11), 850–865. https://doi.org/10.1111/j.1365-2788.2006.00939.x
• Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99(1), 83–98. https://doi.org/10.1037/0022-0663.99.1.83
• Shogren, K. A., Wehmeyer, M. L., & Palmer, S. B. (2017). Causal agency theory. İçinde Development of self determination through the life-course (ss. 55–67). Springer Netherlands.
• Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Rifenbark, G. G., & Little, T. D. (2015). Relationships between self-determination and postschool outcomes for youth with disabilities. The Journal of Special Education, 48(4), 256–267. https://doi.org/10.1177/0022466913489733
• Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Soukup, J. H., Little, T. D., Garner, N., & Lawrence, M. (2008). Understanding the construct of self-determination: Examining the relationship between the Arc's Self Determination Scale and the American Institutes for Research Self-Determination Scale. Assessment for Effective Intervention, 33(2), 94–107. https://doi.org/10.1177/1534508407311395
• Taub, T., & Werner, S. (2025). Adapting the AIR Self-Determination and Promotion of Autonomous Decision Making Scales: An exploratory study among young adults with disabilities. International Journal of Disability, Development and Education, 72(6), 1106–1120. https://doi.org/10.1080/1034912X.2024.2382364
• Tavşancıl, E. (2006). Tutumların ölçülmesi ve SPSS ile veri analizi. Nobel.
• Wehmeyer, M. L. (1992). Self-determination and the education of students with mental retardation. Education and Training in Mental Retardation, 27(4), 302–314.
• Wehmeyer, M. L. (1996). Self-determination as an educational outcome: Why is it important to children, youth and adults with disabilities. İçinde D. J. Sands & M. L. Wehmeyer (Ed.), Self-determination across the life span: Independence and choice for people with disabilities (ss. 15–34). Paul H. Brookes Publishing.
• Wehmeyer, M. L. (2005). Self-determination and individuals with severe disabilities: Re-examining meanings and misinterpretations. Research and Practice for Persons with Severe Disabilities, 30(3), 113–120. https://doi.org/10.2511/rpsd.30.3.113
• Wehmeyer, M. L., & Palmer, S. B. (2003). Adult outcomes for students with cognitive disabilities three-years after high school: The impact of self-determination. Education and Training in Developmental Disabilities, 38(2), 131–144.
• Wehmeyer, M. L., & Schalock, R. L. (2001). Self-determination and quality of life: Implications for special education services and supports. International Journal of Rehabilitation Research, 24(4), 273–281.
• Wehmeyer, M. L., Palmer, S. B., Shogren, K., Williams-Diehm, K., & Soukup, J. H. (2013). Establishing a causal relationship between intervention to promote self-determination and enhanced student self-determination. The Journal of Special Education, 46(4), 195–210.
• Wehmeyer, M., & Schwartz, M. (1997). Self-determination and positive adult outcomes: A follow-up study of youth with mental retardation or learning disabilities. Exceptional Children, 63(2), 245–255. https://doi.org/10.1177/001440299706300207
• Wolman, J., Campeau, P., DuBois, P., Mithaug, D., & Stolarski, V. (1994). AIR self-determination scale: Professional manual. American Institutes for Research.
• Wong, P. K. S., Wong, D. F. K., Zhuang, X. Y., & Liu, Y. (2017). Psychometric properties of the AIR Self Determination Scale: The Chinese version (AIR SDS-C) for Chinese people with intellectual disabilities. Journal of Intellectual Disability Research, 61(3), 233–244. https://doi.org/10.1111/jir.12343
• Zhang, D., Wehmeyer, M. L., & Chen, L. J. (2005). Parent and teacher engagement in fostering the self determination of students with disabilities: A comparison between the United States and the Republic of China. Remedial and Special Education, 26(1), 55–64. https://doi.org/10.1177/07419325050260010701
• Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. https://doi.org/10.3102/0002831207312909
• Zimmerman, B. J., & Schunk, D. H. (2011). Self-regulated learning and performance: An introduction and an overview. İçinde B. J. Zimmerman & D. H. Schunk (Ed.), Handbook of self-regulation of learning and performance (ss. 15–26). Routledge.