Araştırma Makalesi
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Development of Reading Self-Efficacy Scale for Secondary School Students

Yıl 2022, , 173 - 190, 23.03.2022
https://doi.org/10.17240/aibuefd.2022..-878130

Öz

Various cognitive, metacognitive, and psychological factors affect the development of students' reading and reading comprehension skills. Researchers have been examining the effects of those factors for many years. One of the psychological factors associated with reading skills is self-efficacy. This study aimed to develop a multidimensional scale to measure the reading self-efficacy of secondary school students. The initial form of scale was applied to 325 participants, and reliability analysis and exploratory factor analysis were performed on the data obtained. Factor analysis results showed that the scale consisted of four factors explaining 53.29% of the total variance. Confirmatory factor analysis was performed on the data obtained from a new sample of 265 participants to verify the factorial structure obtained from the exploratory factor analysis. The confirmatory factor analysis yielded adequate fit indices. Regarding the reliability of the scale, the Cronbach Alpha internal consistency coefficient was .91, and the split-half reliability value was .74. In line with the findings, it was concluded that the Reading Self-Efficacy Scale was a valid and reliable measurement tool

Kaynakça

  • Ahmadi, M. R. (2017). The impact of motivation on reading comprehension. International Journal of Research in English Education, 2(1), 1-7.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
  • Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology, 4(3), 359-373.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.
  • Bandura, A. (1998). Self-efficacy. In H. Friedman (Ed.), Encyclopedia of mental health (pp. 71-81). San Diego: Academic.
  • Bandura, A. (1999). Social cognitive theory: An agentic perspective. Asian Journal of Social Psychology, 2(1), 21-41.
  • Bandura, A. (2006a). Going global with social cognitive theory: From prospect to paydirt. In S. I. Donaldson, D. E. Berger & K. Pezdek (Eds.), Applied psychology: New frontiers and rewarding careers (pp. 53-79). Mahwah: Lawrence Erlbaum.
  • Bandura, A. (2006b). Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs for adolescents (pp. 307-337). Greenwich: Information Age.
  • Boateng, G. O., Neilands, T. B., Frongillo, E. A., Melgar-Quiñonez, H. R., & Young, S. L. (2018). Best practices for developing and validating scales for health, social, and behavioral research: A primer. Frontiers in Public Health, 6(149), 1-17.
  • Büyüköztürk, Ş. (2002). Faktör analizi: Temel kavramlar ve ölçek geliştirmede kullanımı. Kuram ve Uygulamada Eğitim Yönetimi, 32, 470-483.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2014). Bilimsel araştırma yöntemleri (17. baskı). Ankara: PegemA.
  • Byrne, B. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming (2nd ed.). New Yok: Routledge.
  • Can, A. (2014). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. Ankara: PegemA.
  • Costello, A. B., & Osborne, J. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment, Research & Evaluation, 10, 1–9.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2014). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları (3. Baskı). Ankara: PegemA.
  • DePoy, E., & Gitlin, L. N. (2011). Introduction to research: Understanding and applying multiple strategies (4th ed.). St Louis: Elsevier.
  • Epçaçan, C. V., & Demirel, Ö. (2011). Okuduğunu anlama öz yeterlik algısı ölçeğinin geçerlik ve güvenirlik çalışması. Uluslararası Sosyal Araştırmalara Dergisi, 4/ 16, 120- 128
  • Erkorkmaz, Ü., Etikan, I., Demir, O., Özdamar, K., & Sanisoğlu, S. Y. (2013). Doğrulayıcı faktör analizi ve uyum indeksleri. Turkiye Klinikleri Journal of Medical Sciences, 33(1), 210-223.
  • Evci, N., & Aylar, F. (2017). Derleme: Ölçek geliştirme çalışmalarında doğrulayıcı faktör analizinin kullanımı. Sosyal Bilimler Dergisi, 4(10), 389-412.
  • George, D., & Mallery, P. (2016). IBM SPSS statistics 23 step by step: A simple guide and reference (14th ed.). New York: Routledge.
  • Gravetter, F. J., & Forzano, L. B. (2012). Research methods for the behavioral sciences (4th ed.). Belmont: Watsworth.
  • Guthrie, J. T., & Wigfield, A. (2005). Roles of motivation and engagement in reading comprehension assessment. In S., G. Paris & S., A. Stahl (Eds.), Children’s reading comprehension and assessment (pp. 187-214). Mahwah: Lawrence Erlbaum Associates.
  • Guthrie, J. T., Klauda, S. L., & Ho, A. N. (2013). Modeling the relationships among reading instruction, motivation, engagement, and achievement for adolescents. Reading Research Quarterly, 48, 9-26.
  • Guthrie, J. T., Wigfield, A., Metsala, J. L., & Cox, K. E. (1999). Motivational and cognitive predictors of text comprehension and reading amount. Scientific Studies of Reading, 3(3), 231-256.
  • İnanç, B. Y., & Yerlikaya, E. E. (2011). Kişilik kuramları (5. baskı). Ankara: PegemA.
  • Innali, H. Ö., & Aydın, İ. S. (2014). İlköğretim 8. sınıf öğrencilerinin okur öz yeterliklerinin çeşitli değişkenlere göre incvelenmesi. Electronic Turkish Studies, 9(9).
  • Jackson, D. L., Gillaspy Jr, J., A. & Purc-Stephenson, R. (2009). Reporting practices in confirmatory factor analysis: An overview and some recommendations. Psychological Methods, 14(1), 6-23.
  • Kintsch, W., & Kintsch, E. (2005). Roles of Motivation and engagement in reading comprehension assessment. In S. G. Paris & S. A. Stahl (Eds.), Children’s reading comprehension and assessment (pp. 187-214), Mahwah: Lawrence Erlbaum Associates.
  • Kintsch, W., & Rawson, K. (2005). Comprehension. In M. Snowling & C. Hulme (Eds.), The science of reading. A handbook (pp. 209-226). Oxford: Blackwell.
  • Klassen, R. M. (2010). The confidence to manage learning: The self-efficacy for selfregulated learning of early adolescents with learning disabilities. Learning Disabilities Quarterly, 33, 19-30.
  • Lee, Y. S. & Jonson-Reid, M. (2016). The role of self-efficacy in reading achievement of young children in urban schools. Child and Adolescent Social Work Journal, 33(1), 79-89.
  • Öztürk, B. K. (2015). Ortaokul öğrencilerinin okur öz yeterlikleri üzerine bir araştırma: Adana ili örneği. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(21), 908-936.
  • Pajares, F. (2002). Overview of social cognitive theory and of self-efficacy. Retreived June 20, 2019 from http://www.emory.edu/EDUCATION/mfp/eff.html
  • Pajares, F. (2006). Self-efficacy during childhood and adolesance. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 339-367). Greenwich, CT: Information Age.
  • Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. The Journal of Educational Research, 99(6), 323-338.
  • Schunk, D. H. (2011). Öğrenme teorileri: Eğitimsel bir bakış (M. Şahin, Çev. Ed.). Ankara: Nobel. Schunk, D. H., & Meece, J. L. (2006). Self-efficacy development in adolescenses. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 71-96). Greenwich: Information Age.
  • Schunk, D. H., & Pajares, F. (2002). The development of academic self-efficacy. In A. Wigfield & J. Eccles (Eds.), Development of achievement motivation (pp. 15–31). San Diego: Academic Press.
  • Schunk, D. H., & Rice, M. J. (1993). Strategy fading and progress feedback: Effects on self-efficacy and comprehension among students receiving remedial reading services. The Journal of Special Education, 27, 257-276.
  • Schunk, D. H., & Zimmerman, B. J. (1997). Developing self-efficacious readers and writers: The role of social and self-regulatory processes. In L. Baker, M. J. Dreher & J. T. Guthrie (Eds.), Reading engagement: Motivating readers through integrated instruction (pp. 34-50). Newark: International Reading Association.
  • Seçer, İ. (2013). SPSS ve LISREL ile pratik veri analizi: Analiz ve raporlaştırma. Ankara: Anı.
  • Seçer, İ. (2015). Psikolojik test geliştirme ve uyarlama süreci: SPSS ve LISREL uygulamaları. Ankara: Anı.
  • Shang, H. F. (2010). Reading strategy use, self-efficacy and EFL reading comprehension. Asian EFL Journal, 12(2), 18-42.
  • Shell, D. F., Colvin, C., & Bruning, R. H. (1995). Self Efiicacy, attribution and outcome expectancy mechanisms in reading and writing achievement: Grade-level and achievement-level differences. Journal of Education Psychology, 87(3), 386-398.
  • Solheim, O. J. (2011). The impact of reading self-efficacy and task value on reading comprehension scores in different item formats. Reading Psychology, 32(1), 1-27.
  • Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics. Boston: Allyn & Bacon.
  • Tarchi, C. (2017). Comprehending and recalling from text: The role of motivational and cognitive factors. Issues in Educational Research, 27(3), 600-619.
  • Taylor, S. (2018). Reading for Meaning: A guide to the research on best-practice teaching of comprehension in today’s world. Retrieved July 20, 2019, from https://www.oup.com.au/__data/assets/pdf_file/0020/127622/PRIM_RFC_Whitepaper_Brochure_digital-V2.0.pdf
  • Thyer, B. (2010). The handbook of social work research methods (2nd Ed.). Thousand Oaks: SAGE.
  • Trapman, M., Van Gelderen, A., Van Steensel, R., Van Schooten, E. & Hulstijn, J. (2014). Linguistic knowledge, fluency and meta‐cognitive knowledge as components of reading comprehension in adolescent low achievers: Differences between monolinguals and bilinguals. Journal of Research in Reading, 37(1), 3-21.
  • Ülper, H., Yaylı, D., & Karakaya, I. (2013). Okur özyeterlik ölçeğinin geliştirilmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 14(1), 85-100.
  • Williams, D. M. (2010). Outcome expectancy and self-efficacy: Theoretical implications of an unresolved contradiction. Personality and Social Psychology Review, 14(4), 417- 425.
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.
  • Zimmerman, B. J. (1995). Self-efficacy and educational development. In A. Bandura (Ed), Self-efficacy in changing societies (pp. 202-231). New York: Cambridge University Press.
  • Zimmerman, B. J. & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31(4), 845-862.

Ortaokul Öğrencileri İçin Okuma Öz-Yeterliği Ölçeği’nin Geliştirilmesi

Yıl 2022, , 173 - 190, 23.03.2022
https://doi.org/10.17240/aibuefd.2022..-878130

Öz

Öğrencilerinin okuma ve okuduğunu anlama becerilerinin gelişiminde çeşitli bilişsel, üstbilişsel ve psikolojik faktörlerin etkisi bulunmaktadır. Bu nedenle araştırmacılar uzun yıllardır bu faktörlerin okuma ve okuduğunu anlama sürecindeki etkisini incelemektedirler. Okuma becerileri ile ilişkilendirilen psikolojik faktörlerden biri öz-yeterliktir. Bu çalışmada, ortaokul öğrencilerinin okuma öz-yeterliklerini çok boyutlu olarak ölçmeyi hedefleyen bir ölçme aracının geliştirilmesi amaçlanmıştır. Bu amaçla hazırlanan taslak form 325 katılımcıya uygulanarak elde edilen veriler üzerinden güvenirlik analizleri ve açımlayıcı faktör analizi gerçekleştirilmiştir. Faktör analizi sonuçları, ölçeğin toplam varyansın %53,29’unu açıklayan dört faktörden oluşan bir yapıya sahip olduğunu göstermiştir. Açımlayıcı faktör analizi ile elde edilen yapıyı tekrar sınamak için 265 katılımcıdan oluşan yeni bir örneklemden elde edilen verilerle doğrulayıcı faktör analizi yapılmıştır. Doğrulayıcı faktör analizi sonucunda modelin veriye uyum sağladığı görülmüştür. Ölçeğin güvenirlik analizleri kapsamında hesaplanan cronbach alfa iç tutarlık katsayısı .91, iki yarı güvenirlik değeri .74 olarak belirlenmiştir. Elde edilen bulgular doğrultusunda Okuma Öz-Yeterliği Ölçeği’nin geçerli ve güvenilir bir ölçme aracı olduğu sonucuna ulaşılmıştır.

Kaynakça

  • Ahmadi, M. R. (2017). The impact of motivation on reading comprehension. International Journal of Research in English Education, 2(1), 1-7.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
  • Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology, 4(3), 359-373.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.
  • Bandura, A. (1998). Self-efficacy. In H. Friedman (Ed.), Encyclopedia of mental health (pp. 71-81). San Diego: Academic.
  • Bandura, A. (1999). Social cognitive theory: An agentic perspective. Asian Journal of Social Psychology, 2(1), 21-41.
  • Bandura, A. (2006a). Going global with social cognitive theory: From prospect to paydirt. In S. I. Donaldson, D. E. Berger & K. Pezdek (Eds.), Applied psychology: New frontiers and rewarding careers (pp. 53-79). Mahwah: Lawrence Erlbaum.
  • Bandura, A. (2006b). Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs for adolescents (pp. 307-337). Greenwich: Information Age.
  • Boateng, G. O., Neilands, T. B., Frongillo, E. A., Melgar-Quiñonez, H. R., & Young, S. L. (2018). Best practices for developing and validating scales for health, social, and behavioral research: A primer. Frontiers in Public Health, 6(149), 1-17.
  • Büyüköztürk, Ş. (2002). Faktör analizi: Temel kavramlar ve ölçek geliştirmede kullanımı. Kuram ve Uygulamada Eğitim Yönetimi, 32, 470-483.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2014). Bilimsel araştırma yöntemleri (17. baskı). Ankara: PegemA.
  • Byrne, B. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming (2nd ed.). New Yok: Routledge.
  • Can, A. (2014). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. Ankara: PegemA.
  • Costello, A. B., & Osborne, J. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment, Research & Evaluation, 10, 1–9.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2014). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları (3. Baskı). Ankara: PegemA.
  • DePoy, E., & Gitlin, L. N. (2011). Introduction to research: Understanding and applying multiple strategies (4th ed.). St Louis: Elsevier.
  • Epçaçan, C. V., & Demirel, Ö. (2011). Okuduğunu anlama öz yeterlik algısı ölçeğinin geçerlik ve güvenirlik çalışması. Uluslararası Sosyal Araştırmalara Dergisi, 4/ 16, 120- 128
  • Erkorkmaz, Ü., Etikan, I., Demir, O., Özdamar, K., & Sanisoğlu, S. Y. (2013). Doğrulayıcı faktör analizi ve uyum indeksleri. Turkiye Klinikleri Journal of Medical Sciences, 33(1), 210-223.
  • Evci, N., & Aylar, F. (2017). Derleme: Ölçek geliştirme çalışmalarında doğrulayıcı faktör analizinin kullanımı. Sosyal Bilimler Dergisi, 4(10), 389-412.
  • George, D., & Mallery, P. (2016). IBM SPSS statistics 23 step by step: A simple guide and reference (14th ed.). New York: Routledge.
  • Gravetter, F. J., & Forzano, L. B. (2012). Research methods for the behavioral sciences (4th ed.). Belmont: Watsworth.
  • Guthrie, J. T., & Wigfield, A. (2005). Roles of motivation and engagement in reading comprehension assessment. In S., G. Paris & S., A. Stahl (Eds.), Children’s reading comprehension and assessment (pp. 187-214). Mahwah: Lawrence Erlbaum Associates.
  • Guthrie, J. T., Klauda, S. L., & Ho, A. N. (2013). Modeling the relationships among reading instruction, motivation, engagement, and achievement for adolescents. Reading Research Quarterly, 48, 9-26.
  • Guthrie, J. T., Wigfield, A., Metsala, J. L., & Cox, K. E. (1999). Motivational and cognitive predictors of text comprehension and reading amount. Scientific Studies of Reading, 3(3), 231-256.
  • İnanç, B. Y., & Yerlikaya, E. E. (2011). Kişilik kuramları (5. baskı). Ankara: PegemA.
  • Innali, H. Ö., & Aydın, İ. S. (2014). İlköğretim 8. sınıf öğrencilerinin okur öz yeterliklerinin çeşitli değişkenlere göre incvelenmesi. Electronic Turkish Studies, 9(9).
  • Jackson, D. L., Gillaspy Jr, J., A. & Purc-Stephenson, R. (2009). Reporting practices in confirmatory factor analysis: An overview and some recommendations. Psychological Methods, 14(1), 6-23.
  • Kintsch, W., & Kintsch, E. (2005). Roles of Motivation and engagement in reading comprehension assessment. In S. G. Paris & S. A. Stahl (Eds.), Children’s reading comprehension and assessment (pp. 187-214), Mahwah: Lawrence Erlbaum Associates.
  • Kintsch, W., & Rawson, K. (2005). Comprehension. In M. Snowling & C. Hulme (Eds.), The science of reading. A handbook (pp. 209-226). Oxford: Blackwell.
  • Klassen, R. M. (2010). The confidence to manage learning: The self-efficacy for selfregulated learning of early adolescents with learning disabilities. Learning Disabilities Quarterly, 33, 19-30.
  • Lee, Y. S. & Jonson-Reid, M. (2016). The role of self-efficacy in reading achievement of young children in urban schools. Child and Adolescent Social Work Journal, 33(1), 79-89.
  • Öztürk, B. K. (2015). Ortaokul öğrencilerinin okur öz yeterlikleri üzerine bir araştırma: Adana ili örneği. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(21), 908-936.
  • Pajares, F. (2002). Overview of social cognitive theory and of self-efficacy. Retreived June 20, 2019 from http://www.emory.edu/EDUCATION/mfp/eff.html
  • Pajares, F. (2006). Self-efficacy during childhood and adolesance. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 339-367). Greenwich, CT: Information Age.
  • Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. The Journal of Educational Research, 99(6), 323-338.
  • Schunk, D. H. (2011). Öğrenme teorileri: Eğitimsel bir bakış (M. Şahin, Çev. Ed.). Ankara: Nobel. Schunk, D. H., & Meece, J. L. (2006). Self-efficacy development in adolescenses. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 71-96). Greenwich: Information Age.
  • Schunk, D. H., & Pajares, F. (2002). The development of academic self-efficacy. In A. Wigfield & J. Eccles (Eds.), Development of achievement motivation (pp. 15–31). San Diego: Academic Press.
  • Schunk, D. H., & Rice, M. J. (1993). Strategy fading and progress feedback: Effects on self-efficacy and comprehension among students receiving remedial reading services. The Journal of Special Education, 27, 257-276.
  • Schunk, D. H., & Zimmerman, B. J. (1997). Developing self-efficacious readers and writers: The role of social and self-regulatory processes. In L. Baker, M. J. Dreher & J. T. Guthrie (Eds.), Reading engagement: Motivating readers through integrated instruction (pp. 34-50). Newark: International Reading Association.
  • Seçer, İ. (2013). SPSS ve LISREL ile pratik veri analizi: Analiz ve raporlaştırma. Ankara: Anı.
  • Seçer, İ. (2015). Psikolojik test geliştirme ve uyarlama süreci: SPSS ve LISREL uygulamaları. Ankara: Anı.
  • Shang, H. F. (2010). Reading strategy use, self-efficacy and EFL reading comprehension. Asian EFL Journal, 12(2), 18-42.
  • Shell, D. F., Colvin, C., & Bruning, R. H. (1995). Self Efiicacy, attribution and outcome expectancy mechanisms in reading and writing achievement: Grade-level and achievement-level differences. Journal of Education Psychology, 87(3), 386-398.
  • Solheim, O. J. (2011). The impact of reading self-efficacy and task value on reading comprehension scores in different item formats. Reading Psychology, 32(1), 1-27.
  • Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics. Boston: Allyn & Bacon.
  • Tarchi, C. (2017). Comprehending and recalling from text: The role of motivational and cognitive factors. Issues in Educational Research, 27(3), 600-619.
  • Taylor, S. (2018). Reading for Meaning: A guide to the research on best-practice teaching of comprehension in today’s world. Retrieved July 20, 2019, from https://www.oup.com.au/__data/assets/pdf_file/0020/127622/PRIM_RFC_Whitepaper_Brochure_digital-V2.0.pdf
  • Thyer, B. (2010). The handbook of social work research methods (2nd Ed.). Thousand Oaks: SAGE.
  • Trapman, M., Van Gelderen, A., Van Steensel, R., Van Schooten, E. & Hulstijn, J. (2014). Linguistic knowledge, fluency and meta‐cognitive knowledge as components of reading comprehension in adolescent low achievers: Differences between monolinguals and bilinguals. Journal of Research in Reading, 37(1), 3-21.
  • Ülper, H., Yaylı, D., & Karakaya, I. (2013). Okur özyeterlik ölçeğinin geliştirilmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 14(1), 85-100.
  • Williams, D. M. (2010). Outcome expectancy and self-efficacy: Theoretical implications of an unresolved contradiction. Personality and Social Psychology Review, 14(4), 417- 425.
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.
  • Zimmerman, B. J. (1995). Self-efficacy and educational development. In A. Bandura (Ed), Self-efficacy in changing societies (pp. 202-231). New York: Cambridge University Press.
  • Zimmerman, B. J. & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31(4), 845-862.
Toplam 54 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Pakize Urfalı Dadandı 0000-0002-8364-9408

Suat Ungan

Yayımlanma Tarihi 23 Mart 2022
Gönderilme Tarihi 10 Şubat 2021
Yayımlandığı Sayı Yıl 2022

Kaynak Göster

APA Urfalı Dadandı, P., & Ungan, S. (2022). Ortaokul Öğrencileri İçin Okuma Öz-Yeterliği Ölçeği’nin Geliştirilmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 22(1), 173-190. https://doi.org/10.17240/aibuefd.2022..-878130