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Öğrenmede Motive Edici Stratejiler Ölçeği (MSLQ) Motivasyon Alt Ölçeğinin Türk Dili’ne ve İlkokul 4. Sınıf Düzeyine Uyarlanması

Year 2019, Volume: 1 Issue: 2, 71 - 79, 31.12.2019

Abstract

Bu araştırmada Öğrenmede Motive Edici Stratejiler Ölçeği (MSLQ) Motivasyon Alt Ölçeğinin Türk Dili’ne, ilkokul 4. sınıf düzeyine ve sosyal bilgiler dersine uyarlanması amaçlanmıştır. Orijinal ölçek maddelerinin çevirisi tamamlandıktan sonra, iki yabancı dil uzmanı tarafından kontrol edilmiştir. Ölçek maddelerinin ilkokul dördüncü sınıf düzeyine uygun olup olmadığı amacıyla Sınıf Eğitimi ve Motivasyon konusunda uzman üç akademisyenden görüş alınmıştır. Çalışma grubunu İzmir ve Karaman illerinde öğrenim görmekte olan 258 ilkokul dördüncü sınıf öğrencisi oluşturmaktadır. Verilerin analizi amacıyla, güvenirlik noktasında Cronbach’s Alpha güvenirlik katsayısı, madde toplam puan korelasyon değerleri ve madde ayırt-edicilikleri tespit edilerek değerlendirilmiştir. Ölçeğin yapı geçerliğini ortaya koymak Doğrulayıcı Faktör Analizi (DFA) gerçekleştirilmiştir. Uyum indeksleri ve yol analizi DFA’da veri analiz yöntemleri olarak kullanılmıştır. Yapılan analizler sonucunda beş alt boyuttan oluşan, 25 maddelik ölçme aracı Türkçe’ye ve ilkokul dördüncü sınıf düzeyine uyarlanarak, ölçeğin yapısı doğrulanmıştır.

References

  • Aktan, S. ve Tezci, E. (2013). Matematik Motivasyon Ölçeği (MMÖ) Geçerlik Güvenirlik Çalışması. International Journal of Social Science, 6(4), 57-77.Altun, S. ve Erden, M. (2006), Öğrenmede Motive Edici Stratejiler Ölçeğinin Geçerlik ve Güvenirlik Çalışması. Yeditepe Üniversitesi Eğitim Fakültesi Dergisi, 2(1), 1-16.Balcı, A. (2004). Sosyal bilimlerde araştırma: yöntem, teknik ve ilkeler. Ankara: PegemA Yayıncılık.Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ, 1986.Bandura, A. (1994). Social cognitive theory and exercise of control over HIV infection. In Preventing AIDS (pp. 25-59). Springer, Boston, MA.Bandura, A. (1997). Self-efficacy: The exercise of control. New York: wH Freeman.Cook, D. A. ve Artino Jr, A. R. (2016). Motivation to learn: an overview of contemporary theories. Medical education, 50(10), 997-1014.Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik. Ankara: Pegem Akademi.Dörnyei, Z. (2000). Motivation in action: Towards a process‐oriented conceptualisation of student motivation. British Journal of Educational Psychology, 70(4), 519-538.Duncan, T. G. ve McKeachie, W. J. (2005). The making of the motivated strategies for learning questionnaire. Educational Psychologist, 40(2), 117-128.Jöroskog, K. G. ve Sörböm, D. (1993). Lisrel 8: Structural Equation Modeling with the SimplisCommand Language. Lincolnwood: Scientific Software International Inc.Karadeniz, S., Büyüköztürk, S., Akgün, O. E., Çakmak, E. K. ve Demirel, F. (2008). The Turkish Adaptation Study of Motivated Strategies for Learning Questionnaire (MSLQ) for 12-18 Year Old Children: Results of Confirmatory Factor Analysis. The Turkish Online Journal of Educational Technology, 7 (4), 108-117Martin, A. J. (2016). The Motivation and Engagement Workbook (16. baskı). Sydney, Avustralya: Lifelong Achievement Group (www.lifelongachievement.com).Murphy, P. K., ve Alexander, P. A. (2000). A motivated exploration of motivation terminology. Contemporary Educational Psychology, 25(1), 3-53.Pajares, F. (2008). Motivational role of self-efficacy beliefs in self-regulated learning. In Motivation and self-regulated learning: Theory, research, and applications. Eds by Schunk and Zimmerman. Lawrance Erlbaum Associates.Ping, R.A. (2009). How does one remedy a 'not Positive Definite' message? Erişim adresi (12 Mayıs 2018) http://home.att.net/~rpingjr/NotPD.docPintrich, P. R. (1988a). A process‐oriented view of student motivation and cognition. New Directions for Institutional Research, (57), 65-79.Pintrich, P. R. (1988b). Student learning and college teaching. New Directions for Teaching and Learning, (33), 71-86.Pintrich, P. R. (1989). The dynamic interplay of student motivation and cognition in the college classroom. Advances in Motivation and Achievement, 6, 117-160.Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. Handbook of self-regulation içinde(s. 451-502). Academic Press.Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667.Pintrich, P. R. ve DeGroot, E. (1990). Quantitative and qualitative perspectives on student motivational beliefs and self-regulated learning. In Annual Meeting of the American Educational Research Association, Boston, MA (Vol. 128).Pintrich, P. R. ve Schunk, D. H. (1996). Motivation in education: Theory, Research, and Practice, 153-197.Pintrich, P. R. ve Schunk, D. H. (2002). Motivation in Education. Englewood Cliffs, NJ: Prentice Hall.Pintrich, P.R., Smith, D.A.F., García, T. ve McKeachie, W.J. (1991). A manual for the use of the motivated strategies questionnaire (MSLQ). Ann Arbor, MI: University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning.Pintrich, P. R., Smith, D. A., Garcia, T. ve McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801-813.Schunk, D. H. (2000). Coming to terms with motivation constructs. Contemporary Educational Psychology, 25(1), 116-119.Schunk, D. (2011). Eğitimsel bir bakışla öğrenme teorileri. (Çev. Ed. Muzaffer Şahin) 2. Basım, Nobel. Slavin, R. E. (2015). Cooperative learning in elementary schools. Education 3-13, 43(1), 5-14.Stipek, D. J. (2002). Motivation to learn: Integrating theory and practice. Boston: Allyn and Bacon.Sümer, N. (2000). Yapısal eşitlik modelleri. Türk Psikoloji Yazıları, 3 (6), 49-74.Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. Handbook of self-regulation içinde (s. 13-39). Academic Press.Zimmerman, B. J., ve Cleary, T. J. (2006). Adolescents’ development of personal agency. Self-efficacy beliefs of adolescents, 307-337.

An Adaptation of Motivated Strategies for Learning Questionnaire to Turkish Language and 4th Grade Elementary Students

Year 2019, Volume: 1 Issue: 2, 71 - 79, 31.12.2019

Abstract

In this study, adaptation of the Motivated Strategies for Learning Questionnaire (MSLQ) to Turkish language, to the fourth-grade primary school and to the social studies lesson is aimed. Following the translation of the items of the original scale, the translation was checked by two language experts. In order to determine whether or not the items of the scale are appropriate for the fourth-grade level, the items were reviewed by three academicians who were expert in Class Education and Motivation fields. The study group consists of 258 fourth-grade primary school students in İzmir and Karaman provinces. For the reliability analysis of the data, Cronbach's Alpha reliability coefficient, item-total correlation values and item discrimination values were calculated and evaluated. Confirmatory Factor Analysis (CFA) was performed to determine the structural validity of the scale. Fit indexes and path analysis were used as the data analysis methods in CFA. According to the performed analyses, the 25-item scale consisted of five sub-dimensions, was adapted to Turkish and to the fourth-grade primary school, and the structure of the scale was confirmed.

References

  • Aktan, S. ve Tezci, E. (2013). Matematik Motivasyon Ölçeği (MMÖ) Geçerlik Güvenirlik Çalışması. International Journal of Social Science, 6(4), 57-77.Altun, S. ve Erden, M. (2006), Öğrenmede Motive Edici Stratejiler Ölçeğinin Geçerlik ve Güvenirlik Çalışması. Yeditepe Üniversitesi Eğitim Fakültesi Dergisi, 2(1), 1-16.Balcı, A. (2004). Sosyal bilimlerde araştırma: yöntem, teknik ve ilkeler. Ankara: PegemA Yayıncılık.Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ, 1986.Bandura, A. (1994). Social cognitive theory and exercise of control over HIV infection. In Preventing AIDS (pp. 25-59). Springer, Boston, MA.Bandura, A. (1997). Self-efficacy: The exercise of control. New York: wH Freeman.Cook, D. A. ve Artino Jr, A. R. (2016). Motivation to learn: an overview of contemporary theories. Medical education, 50(10), 997-1014.Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik. Ankara: Pegem Akademi.Dörnyei, Z. (2000). Motivation in action: Towards a process‐oriented conceptualisation of student motivation. British Journal of Educational Psychology, 70(4), 519-538.Duncan, T. G. ve McKeachie, W. J. (2005). The making of the motivated strategies for learning questionnaire. Educational Psychologist, 40(2), 117-128.Jöroskog, K. G. ve Sörböm, D. (1993). Lisrel 8: Structural Equation Modeling with the SimplisCommand Language. Lincolnwood: Scientific Software International Inc.Karadeniz, S., Büyüköztürk, S., Akgün, O. E., Çakmak, E. K. ve Demirel, F. (2008). The Turkish Adaptation Study of Motivated Strategies for Learning Questionnaire (MSLQ) for 12-18 Year Old Children: Results of Confirmatory Factor Analysis. The Turkish Online Journal of Educational Technology, 7 (4), 108-117Martin, A. J. (2016). The Motivation and Engagement Workbook (16. baskı). Sydney, Avustralya: Lifelong Achievement Group (www.lifelongachievement.com).Murphy, P. K., ve Alexander, P. A. (2000). A motivated exploration of motivation terminology. Contemporary Educational Psychology, 25(1), 3-53.Pajares, F. (2008). Motivational role of self-efficacy beliefs in self-regulated learning. In Motivation and self-regulated learning: Theory, research, and applications. Eds by Schunk and Zimmerman. Lawrance Erlbaum Associates.Ping, R.A. (2009). How does one remedy a 'not Positive Definite' message? Erişim adresi (12 Mayıs 2018) http://home.att.net/~rpingjr/NotPD.docPintrich, P. R. (1988a). A process‐oriented view of student motivation and cognition. New Directions for Institutional Research, (57), 65-79.Pintrich, P. R. (1988b). Student learning and college teaching. New Directions for Teaching and Learning, (33), 71-86.Pintrich, P. R. (1989). The dynamic interplay of student motivation and cognition in the college classroom. Advances in Motivation and Achievement, 6, 117-160.Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. Handbook of self-regulation içinde(s. 451-502). Academic Press.Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667.Pintrich, P. R. ve DeGroot, E. (1990). Quantitative and qualitative perspectives on student motivational beliefs and self-regulated learning. In Annual Meeting of the American Educational Research Association, Boston, MA (Vol. 128).Pintrich, P. R. ve Schunk, D. H. (1996). Motivation in education: Theory, Research, and Practice, 153-197.Pintrich, P. R. ve Schunk, D. H. (2002). Motivation in Education. Englewood Cliffs, NJ: Prentice Hall.Pintrich, P.R., Smith, D.A.F., García, T. ve McKeachie, W.J. (1991). A manual for the use of the motivated strategies questionnaire (MSLQ). Ann Arbor, MI: University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning.Pintrich, P. R., Smith, D. A., Garcia, T. ve McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801-813.Schunk, D. H. (2000). Coming to terms with motivation constructs. Contemporary Educational Psychology, 25(1), 116-119.Schunk, D. (2011). Eğitimsel bir bakışla öğrenme teorileri. (Çev. Ed. Muzaffer Şahin) 2. Basım, Nobel. Slavin, R. E. (2015). Cooperative learning in elementary schools. Education 3-13, 43(1), 5-14.Stipek, D. J. (2002). Motivation to learn: Integrating theory and practice. Boston: Allyn and Bacon.Sümer, N. (2000). Yapısal eşitlik modelleri. Türk Psikoloji Yazıları, 3 (6), 49-74.Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. Handbook of self-regulation içinde (s. 13-39). Academic Press.Zimmerman, B. J., ve Cleary, T. J. (2006). Adolescents’ development of personal agency. Self-efficacy beliefs of adolescents, 307-337.
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Details

Primary Language Turkish
Journal Section Articles
Authors

Deniz Gökçe Erbil 0000-0001-7893-7993

Ayfer Kocabaş 0000-0003-0946-2626

Publication Date December 31, 2019
Published in Issue Year 2019 Volume: 1 Issue: 2

Cite

APA Erbil, D. G., & Kocabaş, A. (2019). Öğrenmede Motive Edici Stratejiler Ölçeği (MSLQ) Motivasyon Alt Ölçeğinin Türk Dili’ne ve İlkokul 4. Sınıf Düzeyine Uyarlanması. Uluslararası Karamanoğlu Mehmetbey Eğitim Araştırmaları Dergisi, 1(2), 71-79.