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Akademik Öz Disiplin Ölçeği’nin Türkçeye Uyarlanması

Yıl 2023, Cilt: 12 Sayı: 4, 942 - 953, 26.12.2023

Özge Erduran Tekin , Fatih Şal

https://doi.org/10.30703/cije.1262071
Cited By: 1

Öz

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.

Anahtar Kelimeler

Akademik öz disiplin üniversite öğrencileri planlı çalışma dikkat akademik başarı

Kaynakça

  • Akın, A., Yıldız, B., & Akın, Ü. (2014). Akademik Potansiyele Yönelik İnanç ve Duygular Ölçeğinin Türkçe versiyonunun geçerlik ve güvenirliği. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 3(2), 49-62. https://doi.org/10.14686/BUEFAD.201428171
  • Bandura, A. (1997). Self-efficacy: The executive of control. Freeman.
  • 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.
  • Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. Sage Focus Editions, 154, 136-136.
  • Büyüköztürk, Ş. (2004). Veri analizi el kitabı. Pegem A Yayıncılık.
  • Byrne, B. (1989). A Primer of LISREL, Basic Assumptions and Programming for Confirmatory Factor Analysis Models. Springer-Verlag Publishing. http://dx.doi.org/10.1007/978-1-4613-8885-2
  • Çapık, C. (2014). Geçerlik ve güvenirlik çalışmalarında doğrulayıcı faktör analizinin kullanımı. Anadolu Hemşirelik ve Sağlık Bilimleri Dergisi, 17(3), 196-205.
  • Çıtlık Sarıtaş, S., Büyükbayram, Z. & Anuş Topdemir, E. (2020). Hemşirelik öğrencilerinin öz-etkililik-yeterlik düzeyleri ile akademik başarıları arasındaki ilişkinin incelenmesi. İnönü Üniversitesi Sağlık Hizmetleri Meslek Yüksekokulu Dergisi, 8(3), 839-849. https://doi.org/10.33715/inonusaglik.754113
  • Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2014). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları (3. Baskı). Pegem Akademi.
  • Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1), 37-46.
  • Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th ed.). Pearson.
  • Dadandı, İ. (2018). Genel yetenek, akademik benlik kavramı, akademik öz-yeterlik, benlik saygısı, öğrenci bağlılığı ve akademik başarı arasındaki ilişkiler (Tez No. 494313) [Doktora Tezi, Karadeniz Teknik Üniversitesi]. Ulusal Tez Merkezi.https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
  • 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.
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  • 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.
  • Landis, J, R., & Koch, G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159-174.
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Adaptation of the Academic Self-Discipline Scale to Turkish

Yıl 2023, Cilt: 12 Sayı: 4, 942 - 953, 26.12.2023

Özge Erduran Tekin , Fatih Şal

https://doi.org/10.30703/cije.1262071
Cited By: 1

Öz

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.

Anahtar Kelimeler

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

Kaynakça

  • Akın, A., Yıldız, B., & Akın, Ü. (2014). Akademik Potansiyele Yönelik İnanç ve Duygular Ölçeğinin Türkçe versiyonunun geçerlik ve güvenirliği. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 3(2), 49-62. https://doi.org/10.14686/BUEFAD.201428171
  • Bandura, A. (1997). Self-efficacy: The executive of control. Freeman.
  • 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.
  • Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. Sage Focus Editions, 154, 136-136.
  • Büyüköztürk, Ş. (2004). Veri analizi el kitabı. Pegem A Yayıncılık.
  • Byrne, B. (1989). A Primer of LISREL, Basic Assumptions and Programming for Confirmatory Factor Analysis Models. Springer-Verlag Publishing. http://dx.doi.org/10.1007/978-1-4613-8885-2
  • Çapık, C. (2014). Geçerlik ve güvenirlik çalışmalarında doğrulayıcı faktör analizinin kullanımı. Anadolu Hemşirelik ve Sağlık Bilimleri Dergisi, 17(3), 196-205.
  • Çıtlık Sarıtaş, S., Büyükbayram, Z. & Anuş Topdemir, E. (2020). Hemşirelik öğrencilerinin öz-etkililik-yeterlik düzeyleri ile akademik başarıları arasındaki ilişkinin incelenmesi. İnönü Üniversitesi Sağlık Hizmetleri Meslek Yüksekokulu Dergisi, 8(3), 839-849. https://doi.org/10.33715/inonusaglik.754113
  • Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2014). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları (3. Baskı). Pegem Akademi.
  • Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1), 37-46.
  • Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th ed.). Pearson.
  • Dadandı, İ. (2018). Genel yetenek, akademik benlik kavramı, akademik öz-yeterlik, benlik saygısı, öğrenci bağlılığı ve akademik başarı arasındaki ilişkiler (Tez No. 494313) [Doktora Tezi, Karadeniz Teknik Üniversitesi]. Ulusal Tez Merkezi.https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
  • 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.
  • Landis, J, R., & Koch, G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159-174.
  • Lievens, F., Ones, D. S., & Dilchert, S. (2009). Personality scale validities increase through medical school. Journal of Applied Psychology, 94, 1514–1535. http://dx.doi.org/10. 1037/a0016137.
  • Malouf, E. T., Schaefer, K. E., Witt, E. A., Moore, K., E., Stuewig, J., & Tangney, J., P. (2014). The brief self-control scale predicts jail inmates’ recidivism, substance dependence, and postrelease adjustment. Personality and Social Psychology Bulletin, 40(3), 334-347. https://doi.org/10.1177/0146167213511666
  • McDonald, R. P., & Marsh, H. W. (1990). Choosing a multivariate model: Noncentrality and goodness of fit. Psychological Bulletin, 107(2), 247–255. https://doi.org/10.1037/0033-2909.107.2.247
  • Mischel, W. (1974). Processes in delay of gratification. Advances in experimental social psychology, 7, 249-292. Academic Press. https://doi.org/10.1016/S0065-2601(08)60039-8
  • Mischel, W., Shoda, Y., & Peake, P. K. (1988). The nature of adolescent competencies predicted by preschool delay of gratification. Journal of personality and social psychology, 54(4), 687. https://doi.org/10.1037/0022-3514.54.4.687
  • Mowrer, O. H., & Ullman, A. D. (1945). Time as a determinant in integrative learning. Psychological Review, 52(2), 61–90. https://doi.org/10.1037/h0057071
  • Pustika, R. (2020). Future English teachers’ perspective towards the implementation of e-learning in Covid-19 pandemic era. Journal of English Language Teaching and Linguistics, 5(3), 383-391.
  • Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students' academic performance. A systematic review and meta-analysis. Psychological Bulletin, 138, 353–387. http://dx.doi.org/10.1037/a0026838
  • Robinson, J. P., Shaver, P. R., & Wrighsman, S. L. (1991). Criteria for scale selection and evaluation. J. P. Robinson, P. R. Shaver, & L. S. Wrightsman (Eds.). Measures of personality and social psychological attitudes içinde (pp. 1-16). Academic Press. https://doi.org/10.1016/B978-0-12-590241-0.50005-8
  • Sal, F. (2022). Development of an Academic Self-discipline Questionnaire for University Students. Pedagogical Perspective, 1(2), 76-88. ttp://dx.doi.org/10.29329/pedper.2022.493.1
  • Seçer, İ. (2015). Psikolojik test geliştirme ve uyarlama SPSS ve LISREL uygulamaları. Anı Yayıncılık. Shoda, Y., Mischel, W., & Peake, P. K. (1990). Predicting adolescent cognitive and self-regulatory competencies from preschool delay of gratification: Identifying diagnostic conditions. Developmental Psychology, 26(6), 978–986. https://doi.org/10.1037/0012-1649.26.6.978
  • Sim, J., & Wright, C. C. (2005) The Kappa statistic in reliability studies: Use, interpretation, and sample size requirements. Physical Theraphy, 85(3), 258-268.
  • Sitzmann, T., & Ely, K. (2011). A meta-analysis of self-regulated learning in work-related training and educational attainment: What we know and where we need to go. Psychological Bulletin, 137, 421–442. http://dx.doi.org/10.1037/a0022777.
  • Stevens, J. P. (2009). Applied multivariate statistics for social sciences (5th ed.). Routledge Taylor & Francis Group.
  • Tanaka, J. S., & Huba, G. J. (1985). A fit index for covariance structure models under arbitrary GLS estimation. British Journal of Mathematical and Statistical Psychology, 38(2), 197–201.
  • Tangney, J. P., Boone, A. L., & Baumeister, R. F. (2018). High self-control predicts good adjustment, less pathology, better grades, and interpersonal success. In Self-regulation and selfcontrol (pp. 173-212). Routledge. http://dx.doi.org/10.4324/9781315175775
  • Taylor, A. F., Kuo, F. E., & Sullivan, W. C. (2002). Views of nature and self-discipline: Evidence from inner-city children. Journal of Environmental Psychology, 22(1-2), 49–63. http://dx.doi.org/10.1006/jevp.2001.0241
  • Trautwein, U., Lüdtke, O., Roberts, B. W., Schnyder, I., & Niggli, A. (2009). Different forces, same consequences: Conscientiousness and competence beliefs are independent predictors of academic effort and achievement. Journal of Personality and Social Psychology, 97, 1115–1128. http://dx.doi.org/10.1037/a0017048.
  • Wills, T. A., Walker, C., Mendoza, D., & Ainette, M. G. (2006). Behavioral and emotional selfcontrol: Relations to substance use in samples of middle and high school students. Psychology of Addictive Behaviors, 20(3), 265–278. http://dx.doi.org/10.1037/0893-164X.20.3.265
  • Yılmaz, M., Gürçay, D. & Ekici, G. (2007) Akademik öz yeterlik ölçeğinin Türkçe’ye uyarlanması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education), 33, 253-259.
  • Yılmaz, V., & Varol, S. (2015). Hazır yazılımlar ile yapısal eşitlik modellemesi: AMOS, EQS, LISREL. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 44, 28-44.
  • Zhao, R., & Kuo, Y., L. (2015). The role of self-discipline in predicting achievement for 10th graders. International Journal of Intelligent Technologies and Applied Statistics, 8(1), 61-70. http://dx.doi.org/10.6148/IJITAS.2015.0801.05
Toplam 60 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Kültürlerarası Ölçek Uyarlama
Bölüm Araştırma Makalesi
Yazarlar

Özge Erduran Tekin 0000-0002-4052-1914

Fatih Şal 0000-0001-6132-7582

Yayımlanma Tarihi 26 Aralık 2023
Yayımlandığı Sayı Yıl 2023Cilt: 12 Sayı: 4

Kaynak Göster

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

Cited By

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e-ISSN: 2147-1606

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