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Development of Perceived Self-Regulation Scale: Validity and Reliability Study

Year 2015, Volume: 5 Issue: 3, 67 - 74, 26.11.2015
https://doi.org/10.19126/suje.07146

Abstract

The aim of this research is to examine the validity and reliability of the Perceived Self-regulation Scale. The sample of this study consisted of 604 secondary school students. Results of confirmatory factor analysis demonstrated that the sixteen items loaded on two factors have emerged which account for the 54.3% of the total variance. Confirmatory factor analysis showed that the two-factor model fitted the data (x2= 147.60, sd= 95,p=0.00, RMSEA= .042, NFI= .98, CFI= .99, IFI= .99, RFI= .97, CFI= .99, GFI= .94, AGFI= .92, SRMR= .035). The internal consistencies were .90 for entire scale. According to these findings the Perceived Self-regulation Scale can be named as a valid and reliable instrument that could be used in the field of education.

References

  • Boekaerts, M., ve Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention Applied Psychology, 54(2), 99–231.
  • Büyüköztürk, S. (2007). Veri analizi el kitabı. Ankara: Pegem A Yayıncılık.
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structural analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1−55.
  • Iiskala, T., Vauras, M., ve Lehtinen, E. (2004). Socially shared metacognition in peer learning? Hellenic Journal of Psychology, 1 , 147–178.
  • Özdamar, K. (2004). Statistical data analysis with package.Eskişehir,Kaan Press.
  • Pintrich, P. R. (1995). Understanding self-regulated learning. In P. R. Pintrich (Ed.), Understanding Self-Regulated Learning (Vol. 63, pp. 3–12). San Francisco: Jossey-Bass.
  • Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95, 667–686, Psikologlar Derneği Yayınları.
  • Schunk, D.H., & Zimmerman, B.J. (Eds.). (1994). Self-regulation of learning and performance: Issues and educational applications. Hillsdale, NJ: Erlbaum.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. Boston: Allyn and Bacon.
  • Tezbaşaran. A. A. (1996). Likert tipi ölçek geliştirme kılavuzu. Ankara: Türk.
  • Vauras, M., Iiskala, T., Kajamies, A., Kinnunen, R., ve Lehtinen, E. (2003). Shared regulation and motivation of collaborating peers: A case analysis. Psychologia, An International Journal of Psychology in the Orient, 46 (1), 19–37.
  • Vygotsky, L. S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
  • Winne, P. H. (1997). Experimenting to bootstrap self-regulated learning. Journal of Educational Psychology, 89, 397–410.
  • Winne, P. H. (2001). Self-regulated learning viewed from models of information processing. In B. J. Zimmerman ve D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. 153–189). Mahwah, NJ: Lawrence Erlbaum Associates
  • Zohar, A. ve Ben David A. (2008) . Explicit teaching of meta-strategic knowledge in authentic classroom situations. Metacognition Learning, 3(1), 59–82.
  • Zohar, A. ve Dori, J,Y. (2012). Metacognition in Science Education: Trends in Current Research.Springer.

Algılanan Öz-Düzenleme Ölçeği: Bir Ölçek Geliştirme Çalışması

Year 2015, Volume: 5 Issue: 3, 67 - 74, 26.11.2015
https://doi.org/10.19126/suje.07146

Abstract

Bu araştırmanın amacı  Algılanan Öz-düzenleme Ölçeği’ni geliştirmek ve ölçeğin güvenirliğini incelemektir. Araştırma 604 ilköğretim öğrencisi üzerinde yürütülmüştür. Araştırmada geçerlik çalışmaları olarak yapı ve uyum geçerlikleri, güvenirlik çalışmaları olarak ise iç tutarlılık ve madde analizi yapılmıştır. Yapılan faktör analizi sonucunda toplam varyansın % 54.3’ünü açıklayan 16 madde elde edilmiştir. Ölçeğin iki faktörlü yapısının doğrulanması amacıyla yapılan doğrulayıcı faktör analizinde Ki-kare (x2= 147.60, sd= 95,p=0.00) değerinin anlamlı olduğu görülmüştür. Uyum indeksi değerleri ise RMSEA= .042, NFI= .98, CFI= .99, IFI= .99, RFI= .97, CFI= .99,  GFI= .94, AGFI= .92, SRMR= .035  olarak bulunmuştur. Cronbach alfa iç tutarlılık güvenirlik katsayıları ölçeğin bütünü için .90, açık olma alt ölçeği için .84, arayış alt ölçeği için .82 olarak bulunmuştur. Bu bulgulara dayanarak algılanan Öz-düzenleme Ölçegi’nin eğitim ve psikoloji alanında kullanılabilecek, geçerli ve güvenilir bir ölçme aracı olduğu söylenebilir.

References

  • Boekaerts, M., ve Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention Applied Psychology, 54(2), 99–231.
  • Büyüköztürk, S. (2007). Veri analizi el kitabı. Ankara: Pegem A Yayıncılık.
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structural analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1−55.
  • Iiskala, T., Vauras, M., ve Lehtinen, E. (2004). Socially shared metacognition in peer learning? Hellenic Journal of Psychology, 1 , 147–178.
  • Özdamar, K. (2004). Statistical data analysis with package.Eskişehir,Kaan Press.
  • Pintrich, P. R. (1995). Understanding self-regulated learning. In P. R. Pintrich (Ed.), Understanding Self-Regulated Learning (Vol. 63, pp. 3–12). San Francisco: Jossey-Bass.
  • Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95, 667–686, Psikologlar Derneği Yayınları.
  • Schunk, D.H., & Zimmerman, B.J. (Eds.). (1994). Self-regulation of learning and performance: Issues and educational applications. Hillsdale, NJ: Erlbaum.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. Boston: Allyn and Bacon.
  • Tezbaşaran. A. A. (1996). Likert tipi ölçek geliştirme kılavuzu. Ankara: Türk.
  • Vauras, M., Iiskala, T., Kajamies, A., Kinnunen, R., ve Lehtinen, E. (2003). Shared regulation and motivation of collaborating peers: A case analysis. Psychologia, An International Journal of Psychology in the Orient, 46 (1), 19–37.
  • Vygotsky, L. S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
  • Winne, P. H. (1997). Experimenting to bootstrap self-regulated learning. Journal of Educational Psychology, 89, 397–410.
  • Winne, P. H. (2001). Self-regulated learning viewed from models of information processing. In B. J. Zimmerman ve D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. 153–189). Mahwah, NJ: Lawrence Erlbaum Associates
  • Zohar, A. ve Ben David A. (2008) . Explicit teaching of meta-strategic knowledge in authentic classroom situations. Metacognition Learning, 3(1), 59–82.
  • Zohar, A. ve Dori, J,Y. (2012). Metacognition in Science Education: Trends in Current Research.Springer.
There are 16 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Serhat Arslan

Yücel Gelişli This is me

Publication Date November 26, 2015
Published in Issue Year 2015 Volume: 5 Issue: 3

Cite

APA Arslan, S., & Gelişli, Y. (2015). Algılanan Öz-Düzenleme Ölçeği: Bir Ölçek Geliştirme Çalışması. Sakarya University Journal of Education, 5(3), 67-74. https://doi.org/10.19126/suje.07146

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