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Akademik Öz Disiplin Ölçeği’nin Türkçeye Uyarlanması

Year 2023, Volume: 12 Issue: 4, 942 - 953, 26.12.2023

Özge Erduran Tekin Fatih Şal

https://doi.org/10.30703/cije.1262071

Abstract

Bu çalışma Akademik Öz Disiplin Ölçeği’nin Türk kültüründeki geçerlik ve güvenirliğini üniversite öğrencileri örnekleminde incelemeyi amaçlamaktadır. Araştırmanın çalışma grubunu ölçeğin dilsel eş geçerliğini, eşdeğer ölçek geçerliğini, yapı geçerliğini ve test tekrar test güvenirliğini inceleyebilmek amacıyla yaş aralıkları 18 ile 24 arasında değişen toplam 579 (289 kadın ve 290 erkek) üniversite öğrencisi oluşturmaktadır. Yapı geçerliği için yapılan doğrulayıcı faktör analizine göre ölçeğin orijinal halindeki gibi, planlı çalışma ve dikkat olmak üzere iki alt boyuttan oluşan yapısının doğrulandığı ve model uyum iyiliği indekslerinin kabul edilebilir uyuma işaret ettiği görülmektedir. Akademik Öz Disiplin Ölçeği’nin eşdeğer ölçek geçerliği Akademik Potansiyele Yönelik İnanç ve Duygular Ölçeği ile Akademik Öz Yeterlik Ölçeği’nden alınan puanların ilişkisine bakılarak ölçülmüş ve elde edilen puanlar arasında pozitif yönde yüksek ve anlamlı ilişkilerin var olduğu görülmüştür. Yapılan güvenirlik analizleri sonucunda Akademik Öz Disiplin Ölçeği’nin Cronbach alfa katsayısı .86 ve test-tekrar test güvenirliği analiz sonucunun .84 olduğu görülmüştür. T testi sonuçlarına bakıldığında ölçeğin ön ve son test puan ortalamaları arasında anlamlı miktarda bir farklılık olmadığı görülmüştür. Tüm bunlardan yola çıkarak Akademik Öz Disiplin Ölçeği’nin geçerli ve güvenilir bir ölçme aracı olduğu ve üniversite öğrencilerinin akademik öz disiplinlerini ölçmeye uygun olduğu söylenebilir.

Keywords

Akademik öz disiplin üniversite öğrencileri planlı çalışma dikkat akademik başarı

References

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Adaptation of the Academic Self-Discipline Scale to Turkish

Year 2023, Volume: 12 Issue: 4, 942 - 953, 26.12.2023

Özge Erduran Tekin Fatih Şal

https://doi.org/10.30703/cije.1262071

Abstract

This study examines the validity and reliability of the Academic Self-Discipline Scale of university students in Turkish culture. A total of 579 (289 female and 290 male) university students, aged between 18 and 24, participated in the study to examine linguistic equivalence, equivalent scale validity, construct validity, and test-retest reliability. The confirmatory factor analysis results showed that the scale had two sub-dimensions, “Study in plan” and “Attention” as it was found in the original scale form. Predictive validity results showed a high positive correlation among the academic self-discipline scores, the academic potential satisfaction, and perceived academic potential sub-dimension scores of the Beliefs and Emotions towards Academic Potential Scale. In addition, Academic Self-discipline and the Academic Self-Efficacy Scale scores were highly positively correlated. As a result of the reliability analysis, Cronbach's alpha coefficient value of the scale (the Academic Self-Discipline Scale) was found to be .86 and the test-retest reliability score was .84. Finally, paired t-test analysis results revealed no significant difference between the pre-test and post-test mean scores of the scale. Overall, these results suggest that the Academic Self-Discipline Scale is a reliable and valid measurement tool that can be used to determine university students’ academic self-discipline.

Keywords

Academic self-discipline university students study in the plan attention scale adaptation

References

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  • Baumeister, R. F., Sparks, E. A., Stillman, T. F., & Vohs, K. D. (2008). Free will in consumer behavior: Self-control, ego depletion, and choice. Journal of Consumer Psychology, 18(1), 4-13. https://doi.org/10.1016/j.jcps.2007.10.002
  • Bıkmaz Bilgen, Ö. & Doğan, N. (2017). Puanlayıcılar arası güvenirlik belirleme tekniklerinin karşılaştırılması. Journal of Measurement and Evaluation in Education and Psychology, 8(1), 63-78. https://doi.org/10.21031/epod.294847
  • Bollen, K. A. (1989). A new incremental fit index for general structural equation models. Sociological methods & research, 17(3), 303-316.
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  • Büyüköztürk, Ş. (2004). Veri analizi el kitabı. Pegem A Yayıncılık.
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  • Çapık, C. (2014). Geçerlik ve güvenirlik çalışmalarında doğrulayıcı faktör analizinin kullanımı. Anadolu Hemşirelik ve Sağlık Bilimleri Dergisi, 17(3), 196-205.
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  • Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2014). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları (3. Baskı). Pegem Akademi.
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  • Diamantopoulos, A., Siguaw, J. A., & Cadogan, J. W. (2000). Export performance: The impact of cross-country export market orientation. J. P. Workman Jr., & W. D. Perreault Jr. (Eds.), Marketing theory and application. Proceedings of the American Marketing Association Winter Conference içinde (pp. 177-178). American Marketing Association.
  • Duckworth, A. L., & Carlson, S. M. (2013). Self-regulation and school success. In B.W. Sokol, F.M.E Grouzet, & U. Muller (Eds.) ̈ Self-regulation and autonomy: Social and developmental dimensions of human conduct (pp. 208-230). Cambridge University Press.
  • Duckworth, A., & Gross, J. J. (2014). Self-control and grit: Related but separable determinants of success. Current Directions in Psychological Science, 23(5), 319-325. http://dx.doi.org/10.1177/0963721414541462
  • Duckworth, A. L., & Seligman, M. E. (2005). Self-discipline outdoes IQ in predicting the academic performance of adolescents. Psychological science, 16(12), 939-944. http://dx.doi.org/10.1111/j.14679280.2005.01641
  • Duckworth, A. L., & Seligman, M. E. P. (2006). Self-discipline gives girls the edge: Gender in self-discipline, grades, and achievement test scores. Journal of Educational Psychology, 98(1), 198– 208. http://dx.doi.org/10.1037/0022-0663.98.1.198
  • Duckworth, A. L., Taxer, J. L., Eskreis-Winkler, L., Galla, B. M., & Gross, J. J. (2019). Self-control and academic achievement. Annual Review of Psychology, 70(1), 373-399. http://dx.doi.org/10.1146/annurev- psych- 010418- 103230
  • Dündar, S., Ekşi, H. & Yıldız, A. (2008). Aksiyonda Değereler Ölçeği dilsel eşdeğerlik geçerlik ve güvenirlik çalışması. Değerler Eğitimi Dergisi, 6(15), 89-114.
  • Erzurumlu Ceylan, E. & Erdem, A. (2022). İlkokul öğrencilerinin öz disiplin, bireysel sorumluluk düzeyleri ve akademik başarılarının Gerçeklik Terapisi kapsamında öğretmen görüşleri çerçevesinde incelenmesi. Uluslararası Türk Eğitim Bilimleri Dergisi, 2022(19), 454-474.
  • Erzen, E. (2016). Three-Dimensional Attachment Style Scale. Inonu University Journal of the Faculty of Education, 17(3), 01- 21.
  • Fleiss, J. L. (1971). Measuring nominal scale agreement among many raters. Psychological Bulletin, 76(5), 378-382.
  • Funder, D. C., Block, J. H., & Block, J. (1983). Delay of gratification: Some longitudinal personality correlates. Journal of Personality and Social Psychology, 44(6), 1198–1213. http://dx.doi.org/10.1037/00223514.44.6.1198
  • Gong, Y., Rai, D., Beck, J. E., & Heffernan, N. T. (2009). Does self-discipline impact students’ knowledge and learning? International Working Group on Educational Data Mining. Paper presented at the International Conference on Educational Data Mining (EDM) (2nd, Cordoba, Spain, Jul 1-3, 2009). Retrieved from https://eric.ed.gov/?id=ED539087
  • Hagger, M., S., & Hamilton, K. (2019). Grit and self‐discipline as predictors of effort and academic attainment. British Journal of Educational Psychology, 89(2), 324-342.
  • Hogan, R., & Weiss, D. S. (1974). Personality correlates of superior academic achievement. Journal of Counseling Psychology, 21(2), 144–149.
  • Hu, L.-t., & Bentler, P. M. (1998). Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psychological Methods, 3(4), 424–453. https://doi.org/10.1037/1082-989X.3.4.424
  • Huck, S.W. (2001). Reading Statistics and Research. Longman.
  • Job, V., Dweck, C. S., & Walton, G. M. (2010). Ego depletion—Is it all in your head? Implicit theories about willpower affect self-regulation. Psychological Science, 21(11), 1686–1693. https://doi.org/10.1177/0956797610384745
  • John, O. P., & Srivastava, S. (1999). The Big Five trait taxonomy: History, measurement, and theoretical perspectives. Handbook of personality: Theory and research, 2(1999), 102–138.
  • Jonsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Rewiew, 2(2007), 130-144.
  • Jöreskog, K. G., & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the simplis command language. Scientific Software International, Inc.
  • Jung, K.-R., Zhou, A. Q., & Lee, R. M. (2017). Self-efficacy, self-discipline, and academic performance: Testing a context-specific mediation model. Learning and Individual Differences, 60, 33–39. https://doi.org/10.1016/j.lindif.2017.10.004
  • Kline, R. B. (2011). Principles and practice of structural equation modeling. The Guildford Press.
  • Kutlu, Ö., Doğan, D. C. & Karakaya, İ. (2009). Öğrenci başarısının belirlenmesi: performansa ve portfolyaya dayalı durum belirleme. Pegem Akademi.
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Details

Primary Language Turkish
Subjects Cross-Cultural Scale Adaptation
Journal Section Research Article
Authors

Özge Erduran Tekin 0000-0002-4052-1914

Fatih Şal 0000-0001-6132-7582

Publication Date December 26, 2023
Published in Issue Year 2023Volume: 12 Issue: 4

Cite

APA Erduran Tekin, Ö., & Şal, F. (2023). Akademik Öz Disiplin Ölçeği’nin Türkçeye Uyarlanması. Cumhuriyet Uluslararası Eğitim Dergisi, 12(4), 942-953. https://doi.org/10.30703/cije.1262071
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