SavedAdd your journal

Journals / Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi / 2026 / Cilt: 56 Sayı: 1

Development of Self-Regulation Scale for Adolescents

Ergenler için Öz Düzenleme Ölçeğinin Geliştirilmesi

Furkan Kaşıkcı(ATATÜRK ÜNİVERSİTESİ, KAZIM KARABEKİR EĞİTİM FAKÜLTESİ)0000-0002-1042-1920
Selahiddin Öğülmüş(ANKARA UNIVERSITY)0000-0002-8737-5141
Pages
56–92
Publication Date
2023-03-30
🏛️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)

In the EFA analysis, the scale has a total of 11 items and a one-dimensional structure; It was concluded that it explained 51% of the variance in self-regulation.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aims to develop the Self-Regulation Scale for Adolescents.
📊
Key Findings & Data:In the EFA analysis, the scale has a total of 11 items and a one-dimensional structure; It was concluded that it explained 51% of the variance in self-regulation.
💡
Conclusion & Impact:Cronbach Alpha coefficient was .90; McDonald Omega Confidence (ω) coefficient and CR value was .89 As a result, it was concluded that the Self-Regulation Scale for Adolescents had acceptable and satisfactory psychometric properties in measuring the self-regulation skills of high school students.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Ergen · öz düzenleme · ölçek

Abstract

This study aims to develop the Self-Regulation Scale for Adolescents. EFA and CFA were conducted to test the scale's construct validity during the development process. In the EFA analysis, the scale has a total of 11 items and a one-dimensional structure; It was concluded that it explained 51% of the variance in self-regulation. As a result of the CFA analysis, it was concluded that the scale had a good fit (χ2 / Sd = 4.55; CFI = .93; TLI = .91; SRMR = .041; RMSEA = .089). To test the item discrimination of the scale, ICC was calculated for each item and it was concluded that the items had good discrimination. The gender measurement invariance of the scale was made and it was concluded that the scale measures the same construct in both men and women. Cronbach Alpha, McDonald Omega Reliability, and Combined Reliability (CR) values were calculated to test the measurement reliability. Cronbach Alpha coefficient was .90; McDonald Omega Confidence (ω) coefficient and CR value was .89 As a result, it was concluded that the Self-Regulation Scale for Adolescents had acceptable and satisfactory psychometric properties in measuring the self-regulation skills of high school students.

Özet

Bu çalışmanın amacı Ergenler için Öz Düzenleme Becerileri Ölçeğinin geliştirimesidir. Ölçeğin geliştirme sürecinde yapı geçerliliğini test etmek amacıyla AFA ve DFA yapılmıştır. AFA analizinde ölçeğin toplam 11 madde ve tek boyutlu bir yapıya sahip olduğu; öz düzenlemedeki varyansın %51’ini açıkladığı sonucuna ulaşıldı. DFA analizi sonucunda ise ölçeğin iyi düzeyde uyum verdiği sonucuna ulaşıldı (χ2 / Sd = 4.55; CFI = .93; TLI = .91; SRMR = .041; RMSEA = .089). Ölçeğin madde ayırtediciliğini test etmek amacıyla her bir madde için ICC hesaplanmış ve maddelerin iyi düzeyde ayırtediciliğe sahip olduğu sonucuna ulaşılmıştır. Ölçeğin cinsiyete ilişkin ölçüm değişmezliği yapılmış ve ölçeğin hem erkek hem de kadınlarda aynı yapıyı ölçtüğü sonucuna ulaşılmıştır. Ölçüm güvenirliğini test etmek amacıyla Cronbach Alfa, McDonald Omega Güvenirlik ve Birleşik Güvenirlik (CR) değerleri hesaplanmıştır. Cronbach Alpha iç tutarlılık katsayısının .90; McDonald Omega Güvenirlik katsayısı .89 ve CR değeri .89 olarak bulunmuştur. Sonuç olarak Ergenler için Öz Düzenleme Ölçeğinin lise öğrencilerinin öz düzenleme becerilerini ölçmede kabul edilebilir tatmin edici psikometrik özelliklere sahip olduğu sonucuna ulaşılmıştır.

🔖

Cite This Article

Kaşıkcı, F., Öğülmüş, S. (2023). Development of Self-Regulation Scale for Adolescents. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, Cilt: 56 Sayı: 1, 56–92. https://doi.org/10.30964/auebfd.1190039

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (35)

  1. Baker, F. B., & Kim, S. H. (2017). The basics of item response theory using R (pp. 17-34). Springer.
  2. Barkley, R. A. (2016). Attention-deficit/hyperactivity disorder and self-regulation: Taking an evolutionary perspective on executive functioning. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of self-regulation: Research, theory, and applications (p. 301–323). The Guilford Press.
  3. Baumeister, R.F. & Vohs, K.D. (2007), Self‐regulation, ego depletion, and motivation. Social and Personality Psychology Compass, 1(1), 115-128. https://doi.org/10.1111/j.1751-9004.2007.00001.x
  4. Béland, S., Cousineau, D., & Loye, N. (2017). Utiliser le coefficient omega de McDonald à la place de l’alpha de Cronbach McGill Journal of Education/Revue des sciences de l'éducation de McGill, 52(3), 791-804. https://doi.org/10.7202/1050915ar
  5. Berkman, E. T., Graham, A. M., & Fisher, P. A. (2012). Training self-control: A domain-general translational neuroscience approach. Child Development Perspectives, 6(4), 374–384. https://doi.org/10.1111/j.1750-8606.2012.00248.x
  6. Bialosiewicz, S., Murphy, K., & Berry, T. (2013, October). An introduction to measurement invariance testing: Resource packet for participants [Demonstration session]. American Evaluation Association, Washington. http://comm.eval.org/HigherLogic/System/DownloadDocumentFile.ashx?DocumentFileKey=63758fed-a490-43f2-8862-2de0217a08b8
  7. Bronson, M. B. (2019). Self-regulation in early childhood: Nature and nurture. Guilford Press.
  8. Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı. Pegem Akademi Yayınları.
  9. Chalmers, R. P. (2012). mirt: A multidimensional item response theory package for the R environment. Journal of Statistical Software, 48, 1-29. https://doi.org/10.18637/jss.v048.i06
  10. Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indices for testing measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 9(2), 233-255. https://doi.org/10.1207/S15328007SEM0902_5
  11. Cicchetti, D., & Tucker, D. (1994). Development and self-regulatory structures of the mind. Development and Psychopathology, 6(4), 533–549. https://doi.org/10.1017/S0954579400004673
  12. Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and applications. Journal of Applied Psychology, 78(1), 98–104. https://doi.org/10.1037/0021-9010.78.1.98
  13. Çokluk, Ö. S., Şekercioğlu, G. ve Büyüköztürk, S. (2012). Sosyal bilimler için çok değişkenli istatistik: Spss ve Lisrel uygulamaları. Ankara: Pegem Akademi Yayıncılık.
  14. DeVellis, R. F., & Thorpe, C. T. (2021). Scale development: Theory and applications. Sage publications.
  15. Field, A. (2013). Discovering statistics using IBM SPSS statistics. Sage.
  16. Gestsdottir, S., & Lerner, R. M. (2008). Positive development in adolescence: The development and role of intentional self-regulation. Human Development, 51(3), 202-224. https://doi.org/10.1159/000135757
  17. Graziano, P. A., Reavis, R. D., Keane, S. P., & Calkins, S. D. (2007). The role of emotion regulation in children's early academic success. Journal of School Psychology, 45(1), 3–19. https://doi.org/10.1016/j.jsp.2006.09.002
  18. Gürbüz, S. (2019). Mediation, moderation, and moderated mediation analyses in social sciences. Seckin/Hukuk.
  19. Kline, R. B. (2015). Principles and practice of structural equation modeling. Guilford Press.
  20. Kopp, C. B. (2002). Commentary: The codevelopments of attention and emotion regulation. Infancy, 3(2), 199–208. https://doi.org/10.1207/S15327078IN0302_5
  21. Macklem, G. L. (2008). Practitioner's guide to emotion regulation in school-aged children. Springer Science. Marcoulides, G. A., & Schumacker, R. E. (2001). New developments and techniques in structural equation modeling. Psychology Press.
  22. McClelland, M. M., Ponitz, C. C., Messersmith, E. E., & Tominey, S. (2010). Self-regulation: Integration of cognition and emotion. In W. F. Overton & R. M. Lerner (Eds.), The handbook of life-span development, Vol. 1. Cognition, biology, and methods (p. 509–553). John Wiley & Sons. https://doi.org/10.1002/9780470880166.hlsd001015
  23. McDonald, R. P. (1999). Test theory: A unified treatment. Erlbaum.
  24. Muraven, M., & Baumeister, R. F. (2000). Self-regulation and depletion of limited resources: Does self-control resemble a muscle? Psychological Bulletin, 126(2), 247–259. https://doi.org/10.1037/0033-2909.126.2.247
  25. Naragon-Gainey, K., McMahon, T. P., & Chacko, T. P. (2017). The structure of common emotion regulation strategies: A meta-analytic examination. Psychological Bulletin, 143(4), 384–427. https://doi.org/10.1037/bul0000093
  26. Nunnally, J. C. (1978). An overview of psychological measurement. Clinical Diagnosis of Mental Disorders, 97-146. https://doi.org/10.1007/978-1-4684-2490-4_4
  27. Pallant, J. (2005). SPSS survival manual: A step by step guide to data analysis using SPSS for windows. Australian Copyright
  28. Raffaelli, M., Crockett, L. J., & Shen, Y. L. (2005). Developmental stability and change in self-regulation from childhood to adolescence. The Journal of Genetic Psychology, 166(1), 54-76. https://doi.org/10.3200/gntp.166.1.54-76
  29. Raykov, T., & Marcoulides, G. A. (2006). On multilevel model reliability estimation from the perspective of structural equation modeling. Structural Equation Modeling, 13(1), 130-141. https://doi.org/10.1207/s15328007sem1301_7
  30. Shields, A., & Cicchetti, D. (1997). Emotion regulation among school-age children: The development and validation of a new criterion Q-sort scale. Developmental Psychology, 33(6), 906–916. https://doi.org/10.1037/0012-1649.33.6.906
  31. Steinberg, L. (2015). Age of opportunity: Lessons from the new science of adolescence: Houghton Mifflin Harcourt.
  32. Tabachnick, B. G., & Fidell, L. S. (2015). Using multivariate statistics. (6.b.). New Jersey: Pearson.
  33. Thompson, R. A. (2009). Doing what doesn’t come naturally. Zero to Three Journal, 30(2), 33-39.
  34. Torres M (2011). Understanding self-regulation, links to school readiness, and implications for intervening with high-risk children. (Publication No. 3483744) [Doctoral dissertation, The Pennsylvania State University]. ProQuest Dissertations & Theses Global.
  35. Wills, T. A., Walker, C., Mendoza, D., & Ainette, M. G. (2006). Behavioral and emotional self-control: Relations to substance use in samples of middle and high school students. Psychology of Addictive Behaviors, 20(3), 265–278. https://doi.org/10.1037/0893-164X.20.3.265