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Journals / Novitas-Royal / 2015 / Cilt: 9 - Sayı: 1

VALIDATING MYSELF-AS-A-LEARNER SCALE (MALS) IN THE TURKISH CONTEXT

İsmail Hakkı ERTEN
Pages
46–59
DOI
—
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AI Summary & Key Takeaways

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

The study concludes that MALS can be an effective tool in endeavours to explore academic self-concept in relation to various related constructs

📌 3 Key Takeaways

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Objective & Hypothesis:This study aims to explore the construct structure of the Turkish version of the Myself-As-A-Learner Scale (MALS), which was designed to measure academic self-concept.
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Key Findings & Data:A translated version of MALS was administered to 483 participants (mean age = 14.31, SD = 2.08) in six different cities across Turkey.
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Conclusion & Impact:The study concludes that MALS can be an effective tool in endeavours to explore academic self-concept in relation to various related constructs
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

This study aims to explore the construct structure of the Turkish version of the Myself-As-A-Learner Scale (MALS), which was designed to measure academic self-concept. A translated version of MALS was administered to 483 participants (mean age = 14.31, SD = 2.08) in six different cities across Turkey. An exploratory factor analysis revealed a five-factor structure, explaining 50.99% of the total variation in MALS scores. A confirmatory factor analysis indicated acceptable levels of goodness of fit for the five-factor model. The instrument appeared to distinguish contrasting groups of students according to their English, Turkish, and Maths scores, with more successful students reporting higher MALS scores. The MALS scores also attained significant moderate correlations with achievement in those courses. Further, the instrument yielded a high internal consistency (? = .82). The study concludes that MALS can be an effective tool in endeavours to explore academic self-concept in relation to various related constructs

Özet

Bu çalışma, akademik benlik algısını ölçmek için geliştirilmiş olan Öğrenci Olarak Ben Ölçeği'nin (Myself-As-A-Learner Scale, MALS) Türkçe çevirisinin yapı geçerliliğini araştırmayı hedeflemektedir. MALS'ın Türkçe versiyonu Türkiye'nin çeşitli şehirlerinde 483 katılımcıya (ortalama yaş = 14.31, SS = 2.08) uygulanmıştır. Açımlayıcı faktör analizi, MALS skorlarındaki toplam varyansın %50.99'unu açıklayan beş faktörlü bir yapı ortaya çıkarmıştır. Doğrulayıcı faktör analizi de bu beş faktörlü yapı için kabul edilebilir uyum iyiliği değerleri vermektedir. Ölçeğin İngilizce, Türkçe ve matematik derslerinden alınan notlara göre zıt grupları ayırt edebildiği; bu derslerden daha yüksek not alan öğrencilerin daha yüksek MALS puanına sahip olduğu gözlenmiştir. MALS puanlarının ayrıca bu derslerdeki başarı puanları ile orta seviyede bir korelasyona sahip olduğu tespit edilmiştir. Ayrıca MALS yüksek bir alfa iç geçerlilik katsayısını vermektedir (? = .82). Bu çalışma, MALS'ın akademik benlik algısı araştırmalarında etkili bir ölçek olarak kullanılabileceği sonucuna varmaktadır

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Cite This Article

ERTEN, İ. H. (2015). VALIDATING MYSELF-AS-A-LEARNER SCALE (MALS) IN THE TURKISH CONTEXT. Novitas-Royal, Cilt: 9 - Sayı: 1, 46–59. https://ajindex.com/articles/290918

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