SavedAdd your journal

Journals / Elektronik Sosyal Bilimler Dergisi / 2026 / Cilt: 25 Sayı: 3

AIR Self-Determination Scale Student Form: Turkish Adaptation, Validity and Reliability Study

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

Damla Cumalı(RECEP TAYYİP ERDOĞAN ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0002-6681-0124
Çığıl Aykut(GAZİ ÜNİVERSİTESİ, GAZİ EĞİTİM FAKÜLTESİ)0000-0002-0365-9930
Pages
456–470
Publication Date
2026-07-22
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Findings indicate the adapted Turkish version is a valid, reliable instrument appropriate for elementary educational settings.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this study is to adapt the AIR Self-Determination Scale-Student Form into Turkish and examine its validity and reliability among elementary students.
📊
Key Findings & Data:The research was conducted during the 2023-2024 academic year with 300 students in 3rd and 4th grades at public schools affiliated with the Rize Provincial Directorate of National Education.
💡
Conclusion & Impact:Findings indicate the adapted Turkish version is a valid, reliable instrument appropriate for elementary educational settings.
🔬Design:Araştırma Makalesi
📍Scope:2023-2024 Verileri
⚙️Variables:Öz-Belirleme · ölçek uyarlama · geçerlik

Abstract

The purpose of this study is to adapt the AIR Self-Determination Scale-Student Form into Turkish and examine its validity and reliability among elementary students. Self-determination involves active participation in goal setting, decision-making, and implementing choices in real-life contexts. The AIR Self Determination Scale is a multidimensional tool assessing these skills across four domains. The research was conducted during the 2023-2024 academic year with 300 students in 3rd and 4th grades at public schools affiliated with the Rize Provincial Directorate of National Education. Data were analyzed using Confirmatory Factor Analysis (CFA) and Cronbach’s Alpha. CFA results confirmed the four-factor structure for the Turkish sample with acceptable fit indices (χ²/df=1.90, RMSEA=.05, CFI=.90, TLI=.95, SRMR=.06). Reliability analysis showed Cronbach’s Alpha values ranging from .73 to .78 across subdomains. Findings indicate the adapted Turkish version is a valid, reliable instrument appropriate for elementary educational settings.

Özet

Bu araştırmanın amacı, AIR Öz-Belirleme Ölçeği-Öğrenci Formu’nu Türkçeye uyarlamak ve ilkokul öğrencileri arasında geçerlik ve güvenirliğini incelemektir. Öz belirleme, bireyin hedef belirleme, seçim yapma, karar alma ve bu kararları hayata geçirme süreçlerinde aktif rol üstlenmesini ifade etmektedir. AIR Öz-Belirleme Ölçeği, bu becerileri dört boyutta değerlendiren çok boyutlu bir ölçme aracıdır. Araştırma, 2023-2024 eğitim-öğretim yılında Rize İl Milli Eğitim Müdürlüğüne bağlı devlet okullarında öğrenim gören 3. ve 4. sınıf düzeyindeki toplam 300 öğrenci ile gerçekleştirilmiştir. Veriler Doğrulayıcı Faktör Analizi (DFA) ve Cronbach Alfa güvenirlik katsayısı kullanılarak analiz edilmiştir. DFA sonuçları, ölçeğin Türk örneklemi için dört faktörlü yapısını kabul edilebilir uyum indeksleriyle doğrulamıştır (χ²/df=1.90, RMSEA=.05, CFI=.90, TLI=.95, SRMR=.06). Güvenirlik analizleri, alt boyutlar için Cronbach Alfa değerlerinin .73 ile .78 arasında değiştiğini göstermiştir. Bulgular, ölçeğin Türkçe formunun ilkokul düzeyindeki eğitim ortamlarında kullanılmaya uygun, geçerli ve güvenilir bir ölçme aracı olduğunu göstermektedir.

🔖

Cite This Article

Cumalı, D., Aykut, Ç. (2026). AIR Self-Determination Scale Student Form: Turkish Adaptation, Validity and Reliability Study. Elektronik Sosyal Bilimler Dergisi, Cilt: 25 Sayı: 3, 456–470. https://doi.org/10.17755/esosder.1866744

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (42)

  1. Agran, M., Wehmeyer, M. L., Cavin, M., & Palmer, S. (2008). Promoting student active classroom participation skills through instruction to promote self-regulated learning and self-determination. Career Development for Exceptional Individuals, 31(2), 106–114. https://doi.org/10.1177/0885728808317656
  2. Arslan, D. T., & Özmete, E. (2015). Yetiştirme yurtlarında kalan ve ortaöğretime devam eden öğrencilerin self-determinasyon davranışları. Sosyal Politika Çalışmaları Dergisi, 15(35), 53–78. https://doi.org/10.21560/spcd.79398
  3. Büyüköztürk, Ş., Akgün, Ö. E., Demirel, F., Karadeniz, Ş., & Çakmak, E. K. (2015). Bilimsel araştırma yöntemleri. Pegem Akademi.
  4. Brooks, C. F., & Young, S. L. (2011). Are choice-making opportunities needed in the classroom? Using self-determination theory to consider student motivation and learner empowerment. International Journal of Teaching and Learning in Higher Education, 23(1), 48–59.
  5. Carpenter, S. (2018). Ten steps in scale development and reporting: A guide for researchers. Communication Methods and Measures, 12(1), 25–44. https://doi.org/10.1080/19312458.2017.1396583
  6. Carter, E. W., Lane, K. L., Pierson, M. R., & Glaeser, B. C. (2006). Self-determination skills and opportunities of transition-age youth with emotional disturbance and learning disabilities. Exceptional Children, 72(3), 333–346. https://doi.org/10.1177/001440290607200305
  7. Chambers, C. R., Wehmeyer, M. L., Saito, Y., Iida, K. M., Lee, Y., & Singh, V. (2007). Self-determination: What do we know? Where do we go? Exceptionality, 15(1), 3–15. https://doi.org/10.1080/09362830709336922
  8. Deci, E. L., & Moller, A. C. (2005). The concept of competence: A starting place for understanding intrinsic motivation and self-determined extrinsic motivation. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 579–597). Guilford Press.
  9. 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
  10. Deci, E. L., & Ryan, R. M. (2002). Self-determination research: Reflections and future directions. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 431–441). University of Rochester Press.
  11. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer. https://doi.org/10.1007/978-1-4899-2271-7
  12. Erwin, E. J., Brotherson, M. J., Palmer, S. B., Cook, C. C., & Weigel, C. J. (2009). How to promote self-determination for young children with disabilities: Evidence-based practices for families and educators. Young Exceptional Children, 12(2), 27–37. https://doi.org/10.1177/1096250608329611
  13. Fan, X., Thompson, B., & Wang, L. (1999). Effects of sample size, estimation methods, and model specification on structural equation modeling fit indexes. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 56–83. https://doi.org/10.1080/10705519909540119
  14. 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
  15. Grolnick, W. S., Deci, E. L., & Ryan, R. M. (1997). Internalization within the family: The self-determination theory perspective. In J. E. Grusec & L. Kuczynski (Eds.), Parenting and children’s internalization of values: A handbook of contemporary theory (pp. 135–161). Wiley.
  16. 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
  17. Kaya, A., & Yöntem, M. (2021). Adaptation of AIR Self-Determination Scale to Turkish (AIR SDS-TR). International Electronic Journal of Elementary Education, 14(1), 79–86. https://doi.org/10.26822/iejee.2021.230
  18. Kelly, J. R., & Shogren, K. A. (2014). The impact of teaching self-determination skills on the on-task and off-task behaviors of students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 22(1), 27–40. https://doi.org/10.1177/1063426612470510
  19. Kelloway, E. K. (2015). Using Mplus for structural equation modeling: A researcher’s guide (2nd ed.). SAGE Publications.
  20. Kline, T. J. (2005). Psychological testing: A practical approach to design and evaluation. Sage Publications.
  21. 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), 193–198. https://doi.org/10.7334/psicothema2017.159
  22. Schloss, P. J., Alper, S., & Jayne, D. (1993). Self-determination for persons with disabilities: Choice, risk, and dignity. Exceptional Children, 60(3), 215–225. https://doi.org/10.1177/001440299406000303
  23. Schumacker, R. E., & Lomax, R. G. (2016). A beginner's guide to structural equation modeling (4th ed.). Routledge.
  24. Shogren, K. A., Faggella-Luby, M. N., Bae, S. J., & Wehmeyer, M. L. (2004). The effect of choice-making as an intervention for problem behavior: A meta-analysis. Journal of Positive Behavior Interventions, 6(4), 228–237. https://doi.org/10.1177/10983007040060040301
  25. Shogren, K. A., Palmer, S. B., Wehmeyer, M. L., Williams-Diehm, K., & Little, T. D. (2008). The AIR Self-Determination Scale and transition planning. Career Development for Exceptional Individuals, 31(2), 94–103. https://doi.org/10.1177/0885728808317655
  26. 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
  27. Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson.
  28. Tasman, D. R., & Aydoğmuş, M. E. (2022). İlişki kalitesinde temel psikolojik ihtiyaçların önemi: Öz belirleme kuramı ve temel ilişki türleri temelinde bir derleme. Nesne Dergisi, 10(24), 294–315. https://doi.org/10.7816/nesne-10-24-06
  29. Taub, T., & Werner, S. (2024). 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, 71(4), 551–565. https://doi.org/10.1080/1034912X.2022.2078028
  30. Tavşancıl, E. (2006). Tutumların ölçülmesi ve SPSS ile veri analizi. Nobel Yayıncılık.
  31. Test, D. W., Fowler, C. H., Wood, W. M., Brewer, D. M., & Eddy, S. (2005). A conceptual framework of self-advocacy for students with disabilities. Remedial and Special Education, 26(1), 43–54. https://doi.org/10.1177/07419325050260010601
  32. Wehmeyer, M. L. (1995). The Arc’s Self-Determination Scale: Procedural guidelines. The Arc of the United States.
  33. Wehmeyer, M. L. (1998). Self-determination and individuals with significant disabilities: Examining meanings and misinterpretations. Journal of the Association for Persons with Severe Handicaps, 23(1), 5–16. https://doi.org/10.2511/rpsd.23.1.5
  34. Wehmeyer, M. L. (2007). Promoting self-determination in students with developmental disabilities. Guilford Press.
  35. Wehmeyer, M. L., & Field, S. L. (2007). Self-determination: Instructional and assessment strategies. Corwin Press.
  36. 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.
  37. Wehmeyer, M. L., & 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/10.1177/001440299706300205
  38. Wehmeyer, M. L., & Shogren, K. A. (2016). Self-determination and choice. In N. N. Singh (Ed.), Handbook of evidence-based practices in intellectual and developmental disabilities (pp. 561–584). Springer. https://doi.org/10.1007/978-3-319-26583-4_21
  39. Wehmeyer, M. L., Agran, M., & Hughes, C. (2003). Teaching self-determination to students with disabilities: Basic skills for successful transition. Paul H. Brookes Publishing.
  40. Wehmeyer, M. L., Palmer, S. B., Agran, M., Mithaug, D. E., & Martin, J. E. (2000). Promoting causal agency: The self-determined learning model of instruction. Exceptional Children, 66(4), 439–453. https://doi.org/10.1177/001440290006600401
  41. Wolman, J., Campeau, P., Dubois, P., Mithaug, D., & Stolarski, V. (1994). AIR self-determination scale and user guide. American Institutes for Research.
  42. 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