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Journals / Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi / 2013 / Cilt: 14 - Sayı: 2

Öğretmen adayları öğrenme Öz-yeterliği ölçeği: Geçerlik ve güvenirlik çalışması

Self- efficacy for learning form (SELF) for pre-service teachers: The study of reliability and validity

Ahmet YAMAÇ
Gürbüz OCAK
Pages
91–105
Publication Date
2022-10-11
DOI
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AI Summary & Key Takeaways

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

According to t-test results, differencesbetween each item s means of upper 27 % and lower 27 % points were significant.Findings provided some evidence for the validity and reliability of the SELF scores .

📌 3 Key Takeaways

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Objective & Hypothesis:This study investigated the validity and reliability of the Turkish version of the Self-efficacy for Learning Form (SELF).
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Key Findings & Data:In order to examine the validity and reliabilityproperties of the scale, exploratory factor analysis, confirmatory factor analysis,cronbach s alpha correlation coefficients, corrected item-total correlations and t-testsbetween items means of upper 27% -lover 27% points were used.
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Conclusion & Impact:According to t-test results, differencesbetween each item s means of upper 27 % and lower 27 % points were significant.Findings provided some evidence for the validity and reliability of the SELF scores .
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

This study investigated the validity and reliability of the Turkish version of the Self-efficacy for Learning Form (SELF). In order to examine the validity and reliabilityproperties of the scale, exploratory factor analysis, confirmatory factor analysis,cronbach s alpha correlation coefficients, corrected item-total correlations and t-testsbetween items means of upper 27% -lover 27% points were used. The sample of the studyconsisted of 409 prospective teachers. The results of exploratory and confirmatory factoranalyses demonstrated that this scale yielded a unitary factor structure as original formand the model was well fit. The internal consistency of the entire inventory was .85. Theitem-total correlations ranged from .30 to .63. According to t-test results, differencesbetween each item s means of upper 27 % and lower 27 % points were significant.Findings provided some evidence for the validity and reliability of the SELF scores .

Özet

Bu araştırmada Ö ğrenme Öz-yeterliği Ö lçeği nin Türkçe geçerlik ve güvenirlikçalışmaları yapılmıştır. Ölçeğin geçerlik ve güvenirliğini incelemek için açımlayıcı faktöranalizi, doğrulayıcı faktör analizi, cronbach alfa katsayısı, madde -toplam korelasyonu ve%27lik alt ve üst grupların madde puanlarındaki farklara ilişkin t -testi kullanılmıştır.Çalışmanın örneklemini 409 öğretmen adayı oluşturmaktadır. Açımlayıc ı ve doğrulayıcıfaktör analizi sonuçlarına göre, ölçeğin tek faktörlü bir yapıya sahip olduğu ve modelin iyiuyum gösterdiği ortaya konmuştur. Ölçeğin tek faktörlü yapısı için iç tutarlık katsayısı .85olarak bulunmuş ve madde -toplam korelasyonu .30 ile .63 arasında değişmektedir. T-testisonuçlarına göre ise, alt-üst % 27lik gruplar arasındaki madde ortalamalarına ilişkin tdeğerleri anlamlıdır. Bütün bu bulgular, Öğrenme Öz-yeterliği Ölçeği nin (SELF)geçerlik ve güvenirliğine ilişkin bir takım kanıtlar ortaya koymaktadır.

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Cite This Article

YAMAÇ, A., OCAK, G. (2022). Öğretmen adayları öğrenme Öz-yeterliği ölçeği: Geçerlik ve güvenirlik çalışması. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, Cilt: 14 - Sayı: 2, 91–105. https://ajindex.com/articles/431015

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References (3)

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