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Journals / International Journal of Assessment Tools in Education / 2020 / Cilt: 7 - Sayı: 2

Adaptation of the STEM Value-Expectancy Assessment Scale to Turkish Culture

Yakup ÖZKAN
İlbilge DÖKME
Arif AÇIKSÖZ
Pages
177–190
Publication Date
2022-10-19
DOI
—
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AI Summary & Key Takeaways

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

When the validity and reliability results were evaluated together, it was concluded that the adaptation of the scale to Turkish culture was a measurement tool that has high validity and reliability that could be administered to prospective teachers.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aimed to obtain a measurement tool in Turkish culture to determine the motivation of university students (pre-service teachers) toward STEM based on the expectancy-value theory.
📊
Key Findings & Data:For this purpose, the validity and reliability studies of the Turkish version of the STEM Value-Expectancy Assessment Scale developed by Appianing and Van Eck (2018) were conducted.
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Conclusion & Impact:When the validity and reliability results were evaluated together, it was concluded that the adaptation of the scale to Turkish culture was a measurement tool that has high validity and reliability that could be administered to prospective teachers.
🔬Design:Research Article
📍Scope:2018 Verileri
⚙️Variables:STEM · STEM Education · Expectancy-Value Theory

Abstract

This study aimed to obtain a measurement tool in Turkish culture to determine the motivation of university students (pre-service teachers) toward STEM based on the expectancy-value theory. For this purpose, the validity and reliability studies of the Turkish version of the STEM Value-Expectancy Assessment Scale developed by Appianing and Van Eck (2018) were conducted. A confirmatory factor analysis (CFA) was undertaken to check the validity of the scale administered to 196 pre-service science teachers selected by purposeful sampling and Cronbach’s alpha internal consistency coefficients were examined for the reliability evaluation. One item that showed a tendency to be loaded on two factors in CFA was removed and the repeated CFA confirmed a good fit for the two-factor structure as in the original scale. In the reliability analysis, the internal consistency coefficients were calculated as .87 for the whole scale, .82 for the perceived value component, and .82 for the expectations of success in STEM careers component. When the validity and reliability results were evaluated together, it was concluded that the adaptation of the scale to Turkish culture was a measurement tool that has high validity and reliability that could be administered to prospective teachers.

Özet

This study aimed to obtain a measurement tool in Turkish culture to determine the motivation of university students (pre-service teachers) toward STEM based on the expectancy-value theory. For this purpose, the validity and reliability studies of the Turkish version of the STEM Value-Expectancy Assessment Scale developed by Appianing and Van Eck (2018) were conducted. A confirmatory factor analysis (CFA) was undertaken to check the validity of the scale administered to 196 pre-service science teachers selected by purposeful sampling and Cronbach’s alpha internal consistency coefficients were examined for the reliability evaluation. One item that showed a tendency to be loaded on two factors in CFA was removed and the repeated CFA confirmed a good fit for the two-factor structure as in the original scale. In the reliability analysis, the internal consistency coefficients were calculated as .87 for the whole scale, .82 for the perceived value component, and .82 for the expectations of success in STEM careers component. When the validity and reliability results were evaluated together, it was concluded that the adaptation of the scale to Turkish culture was a measurement tool that has high validity and reliability that could be administered to prospective teachers.

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Cite This Article

ÖZKAN, Y., DÖKME, İ., AÇIKSÖZ, A. (2022). Adaptation of the STEM Value-Expectancy Assessment Scale to Turkish Culture. International Journal of Assessment Tools in Education, Cilt: 7 - Sayı: 2, 177–190. https://ajindex.com/articles/540115

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