Öğretmen Adayları için Öğretmen Duygu Ölçeği-Matematik Türkçe Formu: Geçerlik ve Güvenilirlik Çalışması

Yıl 2020, Cilt: 20 Sayı: 2, 133 - 147, 30.12.2020

Güney Hacıömeroğlu

Öz

Bu araştırma Frenzel, Pekrun, Goetz, Daiels, Durksen, Becker-Kurz ve Klassen (2016) tarafından geliştirilen öğretmen duygu ölçeğinin matematik için Türkçeye uyarlama çalışmasının yapılmasını amaçlamaktadır. Geçerlik çalışmaları kapsamında açımlayıcı ve doğrulayıcı faktör analizi ile güvenirlik çalışması kapsamında test-tekrar test ve Cronbach alfa güvenirlik katsayıları hesabı yapılmıştır. Bu araştırmanın çalışma grubunu 378 kız ve 104 erkek olmak üzere toplam 482 öğretmen adayı oluşturmuştur. Uyarlama çalışması yapılan ölçek genel ve öğrenci-spesifik olmak üzere iki alt ölçekten oluşmaktadır. Güvenirlik çalışmaları kapsamında uygulanan test tekrar test çalışması sonucunda korelasyon katsayısı .89 olarak hesaplanmıştır. Uyarlanan ölçeğin genel boyutunda yer alan mutluluk, öfke ve kaygı alt boyutları için güvenirlik katsayıları .91, .89 ve .86 olarak hesaplanmıştır. Öğrenci-grup spesifik boyutunda yer alan mutluluk, öfke ve kaygı alt boyutları için güvenirlik katsayıları .92, .91 ve .89 olarak hesaplanmıştır. Uyarlama çalışması yapılan ölçek özgün haliyle aynı yapıyı korumuştur. Doğrulayıcı faktör analizinden elde edilen indeks değerleri açımlayıcı faktör analizinden ortaya çıkan yapının iyi düzeyde uygum gösterdiğini ortaya koymuştur. Uyarlanan ölçek 24 maddeden oluşmaktadır ve 5’li Likert tipindedir. Bu sonuçlar, Öğretmen Duygu Ölçeği-Matematik Türkçe formunun geçerli ve güvenilir olduğunu göstermektedir.

Anahtar Kelimeler

Duygu,, mutluluk,, öfke,, matematik,, öğretmen adayı.

The Validity and Reliability Study of the Turkish Adaptation of the Teachers Emotion Scale-Mathematics for Pre-service Teachers

Öz

Purpose of this study was to Turkish adaptation of the Teacher Emotions Scale-Mathematics developed Frenzel, Pekrun, Goetz, Daiels, Durksen, Becker-Kurz ve Klassen (2016). For the adaptation process, validity and reliability study was conducted. For the validity study, exploratory and confirmatory factor analysis were utilized. For the validity study, test-retest and Cronbach’s alpha coefficient were used as a part of this study. Sample consists of 482 pre-service teachers (378 female and 104 male). Adapted instrument consists of two parts: general and student specific. Results of the test-retest analysis revealed that correlation coefficient was calculated as .89, respectively. The general part of the scale includes enjoyment, anger, and anxiety as a sub-scale. The Cronbach’s alpha coefficients for these sub-scales were calculated as .91, .89 and 86. The student specific part of the scale includes enjoyment, anger, and anxiety as a sub-scale. The Cronbach’s alpha coefficients for these sub-scales were calculated as .92, .91 and 89. Adapted instrument holds the same structure as the original scale. Confirmatory factor analysis revealed that the model is a good fit. The adapted instrument includes 24 items on a 5-point Likert type scale. Teachers Emotions Scale-Mathematics is valid and reliable.

Anahtar Kelimeler

emotion,, enjoyment,, anger,

Kaynakça

• Alpaslan, M. M. & Ulubey, Ö. (2019). Matematik dersindeki başarı duygusu, öz-düzenleyici öğrenme stratejileri ve akademik başarı arasındaki ilişkinin incelenmesi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 21(2), 1-14. doi: 10.17556/erziefd.458020
• Anderson J.C. & Gerbing, D.W. (1984) The effect of sampling error on convergence, improper solutions and goodness-of-fit indices for maximum likelihood confirmatory factor analysis. Psychometrika, 49, 155-173.
• Brown, T. A. (2015). Confirmatory factor analysis for applied research. New York: The Guilford Press.
• Bullough, R. V., Jr., Bullough, D.A.M. & Mayes, P. B. (2006). Getting in touch: Dreaming, the emotions and the work of teaching. Teachers and teaching: Theory and practice, 12(2), 193-208. doi: 10.1080/13450600500467399
• Buric I., Sliskovic, A. & Macuka, I. (2018) A mixed-method approach to the assessment of teachers’ emotions: development and validation of the Teacher Emotion Questionnaire. Educational Psychology, 38(3), 325-349.
• Bursal, M. & Paznokas, L. (2006). Mathematics anxiety and preservice elementary teachers’ confidence to teach mathematics and science. School Science and Mathematics, 106, 173-180.
• Büssing, A.G., Schleper, M. & Menzel, S. (2019). Emotions and pre-service teachers’ motivation to teach the context of returning wolves. Environmental Education Research, 25(8), 1174-1189, doi: 10.1080/13504622.2018.1487034
• Büyüköztürk, Ş. (2002). Faktör analizi: Temel kavramlar ve ölçek geliştirmede kullanma. Kuram ve Uygulamada Eğitim Yönetimi, 32(32), 470-483.
• Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Yayıncılık.
• Can, Y., Emmioğlu Sarıkaya, E. & Bardakcı, S. (2020). Başarı duyguları anketinin Türk kültürüne uyarlanması. Kastamonu Eğitim Dergisi, 28(2), 675-693. doi:10.24106/kefdergi.697110.
• Carson, R. L. (2006). Exploring the episodic nature of teachers’ emotions as it relates to teacher burnout. PhD Dissertation, Purdue University, IN.
• Chang, M. L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21, 193-218.
• Cole, D. A. (1987). Utility of confirmatory factor analysis in test validation research. Journal of Consulting and Clinical Psychology, 55(4), 584-594.
• Cudeck, R., du Toit, S. & Sörbom, D. (2001). Structural equation models: Present and future. A Festschrift in honor of Karl Jöreskog. Chicago: Scientific Software International.
• Çalışkan, H. (2009). Sosyal bilgiler öğretiminde araştırmaya dayalı öğrenme yaklaşımının eleştirel düşünme becerisine etkisi. Kastamonu Eğitim Dergisi. 17(1), 57-70
• Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları. Ankara: Pegem Akademi Yayıncılık
• Darby, A. (2008). Teachers’ emotions in the reconstruction of professional self-understanding. Teaching and Teacher education, 24, 1160-1172.
• Ellsworth, P. C. & Tong, E.M.W. (2006). What does it mean to be angry at yourself? Categories, appraisals, and the problem of language. Emotion, 6, 573-586.
• Eroğlu, A. (2009). Faktör analizi. Ş. Kalaycı (Ed.), SPSS uygulamalı çok değişkenli ı̇statistik teknikleri (s.321-331) içinde. Ankara: Asil Yayın Dağıtım.
• Field, A. (2005). Discovering statistics using SPSS. Thousand Oaks, CA: Sage Publications, Inc.
• Fredrickson, B. L. & Cohn, M. A. (2008). Positive emotions. M. Lewis ve J. M. Haviland-Jones (Ed.), Handbook of emotions (s. 777-796) içinde. New York: The Guilford Press.
• Frenzel, A. C. (2014). Teacher emotions. R. Pekrun, ve L. Linnebrink-Garcia (Ed.), International handbook of emotions in education (s. 494-519) içinde. New York: Routledge.
• Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R. & Sutton, R. E. (2009). Emotional transmissin in the classroom: exploring the relationship between teacher and student enjoyment. Journal of Educational Psychology, 101(3), 705-716.
• Frenzel, A. C., Goetz, T., Stephens, E. J. & Jacob, B. (2011). Antecedents and effects of teachers’ emotional experiences: an integrated perspective and empirical test. P. A. Schutz, ve M. Zembylas (Ed.), Advances in teacher emotion research (s. 129-151) içinde. New York: Springer.
• Frenzel, A.C., Pekrun, R., Goetz, T., Daniels, L.M., Durksen, T.L., Becker-Kurz, B. & Robert M. Klassen, R.M. (2016). Measuring Teachers’ enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES). Contemporary Educational Psychology, 46, 148–163. doi: 10.1016/j.cedpsych.2016.05.003
• Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: the broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218-226.
• Goetz, T., Pekrun, R. & Hall, N., (2005). The structure of students’ emotions experienced during a mathematical achievement test. ZDM Mathematics Education, 37(3), 221-225.
• Haciomeroglu, G. (2014). Elementary pre-service teachers’ mathematics anxiety and mathematics teaching anxiety. International Journal for Mathematics Teaching and Learning, 10 March 2014.[http://www.cimt.plymouth.ac.uk/journal/default.htm]
• Hacıömeroğlu, G. & Bilgen, S. (2013). Başarı Duygusu İlkokul’un Türkçe’ye Uyarlama Çalışması. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 38, 85-96.
• Hagenauer, G. & Volet, S.E. (2014). ‘I don’t think I could, you know, just teach without any emotion’: Exploring the nature and origin of university teachers’ emotions. Research Papers in Education, 29(2), 240-262.
• Hair, J. F., Black, W. C., Tatham, R. L. & Anderson, R. E. (2010). Multivariate data analysis. Upper Saddle River, NJ: Prentice Hall.
• Hambleton, R., Merenda, P.F. & Spielberger, C.D. (2005). Adapting educational and psychological test for cross-cultural assessment. Mahwah, New Jersey: Lowrence Erlbaum.
• Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education, 14, 835-854.
• Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16, 811-826.
• Harper, N. W. & Daane, C. J. (1998). Causes and reduction of math anxiety in preservice elementary teachers. Action in Teacher Education, 19, 29-38.
• Hart, N. I. (1987). Student teachers’ anxieties: Four measured factors and their relationships to pupil disruption in class. Educational Research, 29, 12-18.
• Hascher, T. & Hagenauer, G. (2016). Openness to theory and its importance for pre-service teachers’ self-efficacy, emotions, and classroom behaviour in the teaching practicum. International Journal of Educational Research 77, 15-25. doi: 0.1016/j.ijer.2016.02.003
• Hedrih, V. (2020). Adapting psychological tests and measurement instruments for cross-cultural research. New York, NY: Routledge.
• Hooper, D., Coughlan, J. & Mullen, M. R. (2008). Structural Equation Modelling: Guidelines for Determining Model Fit. The Electronic Journal of Business Research Methods, 6, 53-60.
• Hu, L. T. & Bentler, P. M. (1999). Cut-off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55.
• Kayış, A. (2009). Güvenirlik analizi. Ş. Kalaycı (Ed.), SPSS uygulamalı çok değişkenli ı̇statistik teknikleri (s.403-419) içinde. Ankara: Asil Yayın Dağıtım.
• Klassen, R.M., Perry, N.E. & Frenzel, A.C. (2012). Teachers’ relatedness with students: An underemphasized component of teachers’ basic psychological needs. Journal of Educational Psychology, 104, 150–165. doi:10.1037/a0026253.
• Kelly, W. P. & Tomhave, W. K. (1985). A study of math anxiety/math avoidance in preservice elementary teachers. Arithmetic Teacher, 32, 51-53.
• Kline, R. B. (2016). Principles and practice of structural equation modeling. New York: The Guilford Press.
• Korthagen, F. & Wubbels, T. (2008). Learning from practice. F. Korthagen (Ed.), Linking practice and theory (s. 32-50) içinde. New York: Routledge.
• Kuppens, P., Van Mechelen, I. & Rijmen, F. (2008). Towards disentangling sources of individual differences in appraisal and anger. Journal of Personality, 76, 969-1000.
• Kuppens, P., Van Mechelen, I., Smits, D.J.M. & De Boeck, P. (2003). The appraisal basis of anger: Specificity, necessity, and sufficiency of components. Emotion, 3, 254-269.
• Kyriacou, C. & Stephens, P. (1999). Students teachers’ concerns during teaching practice. Evaluation and Research in Education, 13(1), 18-31.
• Lichtenfeld, S., Pekrun, R., Stupnisky, R.H., Reissi, K. & Murayama, K. (2012). Measuring students’ emotions in the early years: The Achiement emoutions questionnaire-elementary scool (AEQ-ES). Learning and Individual Differences, 22, 190-201.
• Payne, B. D. & Manning, B. H. (1990). The effect of self-instructions on preservice teacher’s anxiety about teaching. Contemporary Educational Psychology Review, 15, 261-267.
• 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.
• Peker, M. (2009). The effects of an instruction using problem solving strategies in Mathematics on the teaching anxiety level of the pre-service primary school teachers. The New Educational Review, 19(3-4), 95-114.
• Pekrun, R., Goetz, T. & Perry, R. (2002). Academic emotions in students’ selfregulated learning and achievement: A program of quantitative and qualitative research. Educational Psychologist, 37, 91-106.
• Poulou, M. (2007). Student-teachers’ concerns about teaching practice. European Journal of Teacher Education, 30(1), 91-110.
• Ria, L., Seve, C., Saury, J., Theureau, J. & Durand, M. (2003). Beginning teachers’ situated emotions: a study of first classroom experiences. Journal of Education for Teaching, 29(3), 219-233.
• Russo, J., Bobis, J., Sullivan, P., Downton, A., Livy, S., McCormic, M. & Hughes, S. (2020). Exploring the relationship between teacher enjoyment of mathematics, their attitudes towards student struggle and instructional time amongst early years primary teachers. Teaching and Teacher Education, 88. doi: 10.1016/j.tate.2019.102983
• Ryan, R. M. & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. Doi: 10.1037/0003-066X.55.1.68
• Saraçlı, S. (2011). Faktör analizinde yer alan döndürme metotlarının karşılaştırmalı incelenmesi üzerine bir uygulama. Düzce Üniversitesi Sağlık Bilimleri Enstitüsü Dergisi, 1(3), 22-26.
• Saunders, R. (2013). The Role of Teacher Emotions in Change: Experiences, Patterns and Implications for Professional Development. Journal of Educational Change, 14, 303-333. doi: 10.1007/s10833-012-9195-0
• Schumacker, R. E. & Lomax, R. G. (1996). A beginner's guide to structural equation modeling. Lawrence Erlbaum Associates, Inc.
• Schutz, P. A. (2014). Inquiry on teacher’s emotion. Educational Psychologist, 49(1), 1-12.
• Stipek, D. J., Givvin, K. B., Salmon, J. M. & MacGyvers, V. L. (2001). Teachers’ beliefs and practices related to mathematics instruction. Teaching and Teacher Education, 17(2), 213-226. doi: 10.1016/s0742-051x(00)00052-4.
• Sutton, R. E. (2007). Teachers’ anger, frustration, and self-regulation. P. A. Schutz ve R. Pekrun (Ed.), Emotion in education (s. 251-266) . San Diego: Academic Press.
• Sutton, R. E. & Wheatley, K. F. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15(4), 327-358. doi: 10.1023/A:1026131715856
• Sümer, N. (2000). Yapısal eşitlik modelleri: temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3(6), 49-74.
• Tabachnick, B. G. & Fidell, L. S. (2007). Using multivariate statistics. New York: Allyn ve Bacon/Pearson Education.
• Takunyacı, M. & Karadağ, B. (2020). Ergenlik Öncesi Öğrencilerin Matematiğe Yönelik Başarı Duyguları Ölçeğinin Türkçeye Uyarlanması. International Journal of Educational Studies in Mathematics, 6(4), 206-218.
• Tavşancıl, E. (2002). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Yayıncılık.
• Timostsuk, I. & Ugaste, A. (2012). The role of emotions in student teachers’ professional identity. European Journal of Teacher Education, 35(4), 421-433.
• Trigwell, K. (2012). Relations between teachers’ emotions in teaching and their approaches to teaching in higher education. Instructional Science, 40(3), 607-621. doi: 10.1007/s11251-011-9192-3.
• Türk Dil Kurumu. (2020). Türk Dil Kurumu Sözlüğü. Erişim adresi (08.06.2020): www.tdk.gov.tr
• Van Veen, K., & Sleegers, P. (2009). Teachers' emotions in a context of reforms: To a deeper understanding of teachers and reforms. P. Schutz, & M. Zembylas (Ed.), Advances in teacher emotion research: the ımpact on teachers' lives (s. 233-251). New York: Springer. doi: 10.1007/978-1-4419-0564-2
• Wood, E. F. (1988). Math anxiety and elementary teachers: What does research tell us? For the Learning of Mathematics, 8, 8-13.
• Woods, P. & Jeffrey, B. (1996). Teachable moments. Buckingham: Open University Press.
• Yurtseven, N. (2020). Teacher emotion questionnaire: A Turkish adaptation, validity, and reliability study. Pegem Eğitim ve Öğretim Dergisi, 10(1), 251-282. doi: 10.14527/pegegog.2020.009