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Adaptation of Motivation for Learning in Higher Education Scale (EMAPRE-U) to Turkish / Yükseköğretimde Öğrenme Motivasyonu Ölçeği'nin (YÖMÖ-Ü) Türkçeye Uyarlanması

Yükseköğretimde Öğrenme Motivasyonu Ölçeği'nin (YÖMÖ-Ü) Türkçeye Uyarlanması / Adaptation of Motivation for Learning in Higher Education Scale (EMAPRE-U) to Turkish

Özge Erduran Tekin(MİLLİ SAVUNMA ÜNİVERSİTESİ, HAVA HARP OKULU, EĞİTİM BİLİMLERİ BÖLÜMÜ)0000-0002-4052-1914
Pages
34–51
Publication Date
2023-06-30
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AI Summary & Key Takeaways

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

According to these results, it can be said that the Learning Motivation Scale in Higher Education is valid and reliable.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aims to adapt the scale to Turkish in the sample of university students by examining the validity and reliability of the Learning Motivation Scale in Higher Education in Turkish culture.
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Key Findings & Data:The study group of the research consisted of a total of 1325 (554 female and 770 male) people aged between 19 and 35 in order to examine the linguistic co-validity, equivalent scale validity, test-retest reliability, and to conduct exploratory and confirmatory factor analysis.
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Conclusion & Impact:According to these results, it can be said that the Learning Motivation Scale in Higher Education is valid and reliable.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Öğrenme motivasyonu · Üniversite öğrencileri · Başarı hedefleri teorisi

Abstract

This study aims to adapt the scale to Turkish in the sample of university students by examining the validity and reliability of the Learning Motivation Scale in Higher Education in Turkish culture. The study group of the research consisted of a total of 1325 (554 female and 770 male) people aged between 19 and 35 in order to examine the linguistic co-validity, equivalent scale validity, test-retest reliability, and to conduct exploratory and confirmatory factor analysis. Learning Motivation Scale in Higher Education and Academic Self-Efficacy Scale were used for data collection in the research. The data were analyzed with exploratory and confirmatory factor analysis, correlation analysis and t test for independent groups. As a result of the exploratory factor analysis, it was determined that the scale consisted of a three-factor structure. Confirmatory factor analysis showed that the determined structure was confirmed. It was seen that the learning, approach and avoidance goals sub-dimensions of the scale were associated with academic self-efficacy scores and the scale had equivalent scale validity. As a result of the reliability analysis, the Cronbach's alpha coefficient of the sub-dimensions varied between .82 and .87 in the study group in which exploratory factor analysis was performed, and between .79 and .82 in the group in which confirmatory factor analysis was performed. As a result of the test-retest analysis, it was observed that there were positive and high-level relationships between the pre- and post-test mean scores of the sub-dimensions of the scale. In addition, as a result of the analyzes carried out to support the criterion validity, the scores obtained from the sub-dimensions of the scale did not show a significant difference according to gender. According to these results, it can be said that the Learning Motivation Scale in Higher Education is valid and reliable.

Özet

Bu çalışma Yükseköğretimde Öğrenme Motivasyonu Ölçeği’nin Türk kültüründeki geçerlik ve güvenirliğini inceleyerek, üniversite öğrencileri örnekleminde ölçeği Türkçe’ye uyarlamayı amaçlamaktadır. Araştırmanın çalışma grubunu ölçeğin dilsel eş geçerliğini, eşdeğer ölçek geçerliğini, test tekrar test güvenirliğini inceleyebilmek, açımlayıcı ve doğrulayıcı faktör analizi yapabilmek amacıyla yaş aralıkları 19 ile 35 arasında değişen toplam 1325 (554 kadın ve 770 erkek) kişi oluşturmaktadır. Araştırmada veri toplama için Yükseköğretimde Öğrenme Motivasyonu Ölçeği ve Akademik Özyeterlik Ölçeği’nden yararlanılmıştır. Veriler açımlayıcı ve doğrulayıcı faktör analizi, korelasyon analizi ve bağımsız gruplar için t testi ile incelenmiştir. Yürütülen açımlayıcı faktör analizi sonucunda ölçeğin üç faktörlü yapıdan meydana geldiği belirlenmiştir. Doğrulayıcı faktör analizi ise belirlenen yapının doğrulandığını göstermiştir. Ölçeğin öğrenme, yaklaşma ve kaçınma hedefleri alt boyularının akademik özyeterlik puanları ile ilişkili olduğu ve ölçeğin eşdeğer ölçek geçerliğine sahip olduğu görülmüştür. Yapılan güvenirlik analizleri sonucunda alt boyutların Cronbach alfa katsayısı açımlayıcı faktör analizi yapılan çalışma grubunda .82 ile .87 arasında, doğrulayıcı faktör analizinin yapılan grupta .79 ile .82 arasında değişmektedir. Test tekrar test analizini sonucunda ölçeğin alt boyutları ön ve son test puan ortalamaları arasında pozitif ve yüksek düzeyde ilişkiler olduğu görülmüştür. T testi sonuçlarına bakıldığında ölçeğin ön ve son test puan ortalamaları arasında anlamlı miktarda bir farklılık olmadığı görülmüştür. Ayrıca ölçüt geçerliğine destek olması amacıyla yapılan analizler sonucunda ölçeğin alt boyutlarından alınan puanlar cinsiyete göre anlamlı bir farklılık göstermemiştir. Elde edilen bu sonuçlara göre Yükseköğretimde Öğrenme Motivasyonu Ölçeği’nin geçerli ve güvenilir olduğu söylenebilir.

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Cite This Article

Tekin, Ö. E. (2023). Adaptation of Motivation for Learning in Higher Education Scale (EMAPRE-U) to Turkish / Yükseköğretimde Öğrenme Motivasyonu Ölçeği'nin (YÖMÖ-Ü) Türkçeye Uyarlanması. e-Uluslararası Eğitim Araştırmaları Dergisi, Cilt: 14 Sayı: 3, 34–51. https://doi.org/10.19160/e-ijer.1252283

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