THE VALIDITY AND RELIABILITY OF COGNITIVE FAILURES QUESTIONNAIRE IN UNIVERSITY STUDENTS

Yıl 2016, Cilt: 27 Sayı: 2, 55 - 60, 15.08.2016

Gamze Ekici , Songül Atasavun Uysal Onur Altuntaş

https://doi.org/10.21653/tfrd.272979

Cited By: 7

Öz

Purpose: The aim of this study was to culturally adapt, validate and investigate the Turkish
version of Cognitive Failures Questionnaire (CFQ) in university students.

Methods: Reliability was assessed using the Interclass Correlation Coefficient (ICC) and
confidence interval %94-96. In the study, three hundred and fortyfive students completed
both CFQ and Test Anxiety Inventory (TAI) who were in the examination term and average
age were 20.9±1.8 years.

Results: The present study, 265 (76.8%) of the participants were female 80 (23.2%) of were
male. Cronbach’s alpha coefficients and ICC’s at time 1 and time 2 were as follows: 0.90
(Confidence Interval (CI) 95%; 0.85—0.94); 0.93 (CI 95%; 0.89—0.96). The mean difference
was 0.25 with 95 % CI–2.30 to 3.11. Thirtysix of the students were retested within twice
over 2 weeks to assess test-retest reliability. The Pearson’s correlation coefficient (r=0.39;
p<0.001) revealed strong relation between CFQ and TAI total score. Turkish version of CFQ
was found reliability and validity and responsive instrument for evaluating cognitive failures
in university students.

Discussion: The people’s own perception of changes in their cognitive status is the most
important indication of the success of the interventions. Individual-reported outcomes (IROs)
specifically give the people’s perspective. While the Turkish version of CFQ is found a reliable
and a valid PRO, CFQ’s use is recommended in terms of field studies and researches related
with students. However, it should be studied with larger samples and different illnesses. 

Anahtar Kelimeler

Cognitive, reliability, validity, student

BİLİŞSEL DURUM ÖLÇEĞİ’NİN ÜNİVERSİTE ÖĞRENCİLERİNDE GEÇERLİLİĞİ VE GÜVENİRLİLİĞİ

Öz

Amaç: Bu çalışmanın amacı Bilişsel Durum Ölçeğini kültürel adapte etmek ve geçerliliğini üniversite öğrencilerinde incelemektir.

Yöntemler: Güvenirlilik, Interclass Korelasyon Katsayısı (ICC) ve %94-96 güven aralığı kullanılarak değerlendirilmiştir. Çalışmaya sınav döneminde ki, ortalama yaşları 20.9±1.8 yıl olan
hem Bilişsel Durum Ölçeğini hem de Sınav Kaygı Envanterini tamamlayan 345 öğrenci dahil
edilmiştir.

Sonuçlar: Katılımcıların 265’i (%76.8) kız, 80’i ise (23.2%) erkektir. Cronbach’s alpha kat-
sayıları ve ICC’s birinci ve ikinci ölçüm için 0.90 (Güven aralığı (CI) 95%; 0.85—0.94); 0.93
(CI 95%; 0.89—0.96) dır. Ortalama fark 0.25’dir (% 95 CI–2.30 - 3.11). Test-tekrar test gü-
venilirliğini ölçmek amacıyla 36 öğrenci 2 hafta içinde iki kez değerlendirilmiştir. Pearson’s
korelasyon katsayısına göre (r=0.39; p<0.001) Bilişsel Durum Ölçeği ve Sınav Kaygı Envanteri
toplam puanları arasında kuvvetli ilişki tespit edilmiştir. Bilişsel Durum Ölçeğinin Türkçe
versiyonu güvenilir, geçerli ve üniversite öğrencilerinde bilişsel durumu değerlendirmek için
duyarlı bir araç olarak bulunmuştur.

Tartışma: Müdahalenin başarı göstergesi için bireylerin bilişsel durumlarıyla ilgili kendi algılarındaki değişikliklerin ortaya koyulabilmesi çok önemlidir. Birey tarafından bildirilen sonuçlar özel olarak kişinin algısını gösterir. Bilişsel Durum Ölçeği geçerli ve güvenilir bir araç
olarak bulunmuştur ve ölçeğin kullanımı öğrencilerle ilişkili saha çalışmaları ve araştırmalar
açısından önerilir. Buna rağmen, daha büyük örneklemlerle ve farklı hastalıklarda çalışılmasına ihtiyaç vardır. 

Anahtar Kelimeler

Biliş, güvenilirlik, geçerlilik, öğrenci

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