BibTex RIS Cite

-

Year 2013, Volume: 28 Issue: 28-2, 58 - 70, 01.06.2013

Abstract

The aim of this study is to examine the reliability and validity of the Turkish version of motivation on profession and field choice scale (Mayr 1998). Construct validity of the scale was analyzed using exploratory and confirmatory factor analysis. Exploratory factor analysis was carried out using the data obtained from 216 pre-service teachers attending to Hacettepe University, Faculty of Education. The findings reveal that the scale has four-factor construction in parallel to its original and that its Cronbach alpha reliability coefficients of subscales vary between 0,85 and 0,73. The factor structure of the scale found was tested with a confirmatory factor analysis based on the data obtained from another sample including 371 pre-service teachers. The findings of the analysis confirmed the four-factor structure of the scale. Therefore, the Turkish version of the scale that has four dimensions of intrinsic and extrinsic field choice, and intrinsic and extrinsic profession choice is valid and reliable.

References

  • Acat, M. B., ve Yenilmez, K. (2004). Eğitim fakültesi öğrencilerinin öğretmenlik mesleğine ilişkin motivasyon düzeyleri. Manas Üniversitesi Sosyal Bilimler Dergisi, 12, 125-139.
  • Akbayır, K. (2003). Öğretmenlik mesleğine yönelmede ailenin ve branş seçiminde cinsiyetin rolü. http://www.fedu.metu.edu.tr/ufbme-5/b_kitabi/PDF.
  • Allard, A., Bransgrove, E., Cooper, M., Duncan, J., & MacMillan, M. (1995). 'Teaching is still a good job for a woman': The influence of gender on career and life choices. South Pacific Journal of Teacher Education, 23(2), 185-19
  • Alberts, C., Mbalo, N. F., ve Ackermann, C. J. (2003). Adolescents’ perception of relevance of domains of identity formation: A South African cross-cultural study. Journal of Youth and Adolescence, 32, 169-184.
  • Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended twostep approach. Psychological Bulletin, 103, 411–423.
  • Baumert, J., & Kunter, M. (2006). Stichwort: Professionelle Kompetenz von Lehrkräften. Zeitschrift für Erziehungswissenschaft, 9(4) ,469-520.
  • Bentler, P. M., & Chou, C. P. (1987). Practical issues in structural modeling. Sociological Methods Research 16(1), 78-1
  • Bollen, K. A. (1989). Structural equations with latent variables. New York: Wiley.
  • Boz, Y., ve Boz, N. (2008). Kimya ve matematik öğretmen adaylarının öğretmen olma nedenleri, Kastamonu Eğitim Dergisi, 16(1), 137-144.
  • Brookhart, S. M., & Freeman, D. J. (1992). Characteristics of entering teacher candidates. Review of Educational Research 62(1), 37-60.
  • Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen ve J. S. Long (Eds.), Testing structural equation models, (pp. 136−162). Newbury Park, CA: Sage.
  • Cliff, N. (1988). The eigenvalues-greater-than-one rule and the reliability of components. Psychology Bulletin, 103, 276-27
  • Comrey, A. L. (1988). M ethodological contributions to clinical research. Factor-analytic methods of scale development in personality and clinical psychology. Journal of Consulting and Clinical Psychology, 56(5), 75476
  • Dann, H. D., & Lechner, T. (2001). Berufswahlmotive Nürnberger Lehramtsstudierender. Mitteilungen der Erziehungswissenschaftlichen Fakultät. Universität Erlangen-Nürnberg, 1-3.
  • Eccles, J. S. (2005). Subjective task value and the eccles et al. model of achievement-related choices. In Elliot, A. J. ve Dweck, C. S. (Eds.) Handbook of Competence and Motivation, (pp. 105-121). New York: Guilford Press.
  • Ekiz, D. (2006). Sınıf öğretmenliği mesleğine yönelen adayların profillerinin ve geleceğe yönelik beklentilerinin incelenmesi. Fırat Üniversitesi Sosyal Bilimler Dergisi, 16(1), 131-147.
  • Floyd, F. J., & Widaman, K. F. (1995). Factor analysis in the development and refinement of clinical assessment instruments. Psychological Assessment, 7(3), 286-199.
  • Gürbüz, H. ve Sülün, A. (2004). Türkiye’de biyoloji öğretmenleri ve biyoloji öğretmen adaylarının nitelikleri. Milli Eğitim Dergisi, 161.
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1−55.
  • Jepsen, C. (2005). Teacher characteristics and student achievement: evidence from teacher surveys. Journal of Urban Economics, 57, 302–319.
  • Kline, R. B. (2005). Principles and Practice of Structural Equation Modeling. (2nd. Ed.). NY: The Guildford Press, p: 1-38
  • Kyriacou, C., Hultgren, A & Stephen, P. (1999). Student teachers’ motivation to become a secondary school teacher in England and Norway. Teacher Development, 3(3), 373-381.
  • Kukla-Acevedo, S. (2009). Do teacher characteristics matter? New results on the effects of teacher preparation on student achievement. Economics of Education Review, 28, 49-57.
  • Kunter, M., & Pohlmann, B. (2009). Lehrer. In E. Wild ve J. Möller (Hrsg.), Pädagogische Psychologie (pp. 261280). Berlin: Springer-Verlag.
  • Lewalter, D., & Krapp, A. (2004). Interesse und berufliche Sozialisation im Rahmen der Ausbildung. Empirische Pädagogik, 18, 432-459.
  • Long, J. F., & Hoy, A. W. (2006). Interested instructors: A composite portrait of individual differences and effectiveness. Teaching and Teacher Education, 22, 303-314.
  • Martin, R., & Steffgen, G. (2002). Zum Einfluss der Berufswahlmotive auf die Berufszufriedenheit von Grundschullehrern. Psychologie in Erziehung und Unterricht, 49(4), 241-249.
  • Mayr, J. (1998). Motive für die Studien- und Berufswahl. Fragebögen zur Erkundung des Lehrens und Lernens an der Pädagogischen Akademie. Eine Materialsammlung. Pädagogische Akademie der Diözese Linz.
  • Myers, D. G. (2004). Motivation and work. Psychology. New York, NY: Worth Publishers.
  • Oesterreich, D. (1987). Die Berufswahlentscheidung von jungen Lehrern. Berlin: Max-Planck-Institut für Bildungsforschung.
  • ÖSYM, (2012). Number of undergraduate students according to classification of fields of education and training. Retrieved from http://osym.gov.tr/dosya/1-60399/h/13ogretimalanlisansogrencisay.pdf
  • Özbek, R., Kahyaoğlu, K., ve Özgen, N. (2007). Öğretmen adaylarının öğretmenlik mesleğine yönelik görüşlerinin değerlendirilmesi, Afyon Kocatepe Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Dergisi, 9(2), 221-232. Özsoy, G., Özsoy, S., Özkara, Y., ve Memiş, A. D. (2010). Öğretmen adaylarının öğretmenlik mesleğini tercih etmelerinde etkili olan faktörler. İlköğretim Online, 9(3), 910-921.
  • Papanastasiou, C., & Papanastasiou, E. (1997). Factors that influence students to become teachers. Educational Research and Evaluation 3(4), pp. 305-316.
  • Pohlmann, B., & Möller, J. (2010). Fragebogen zur Erfassung der Motivation für die Wahl des Lehramtsstudiums (FEMOLA). Zeitschrift für Pädagogische Psychologie, 24(1), 73-84.
  • Richardson, P. W., & Watt, H. M. G. (2006). Who chooses teaching and why? Profiling characteristics and motivations across three Australian Universities, Asia-Pacific Journal of Teacher Education, 34(1), 27–56.
  • Schermelleh-Engel, K., Moosbrugger, H., ve Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of –fit measures. Methods of Psychological Research Online, 8(2), 237
  • Schiefele, U. (2009). Motivation, In E. Wild ve J. Möller (Hgs.) Pädagogische Psychologie (pp. 152-175). Heidelberg: Springer Medizin Verlag.
  • Serow, R. C., Eaker, D. J., & Forrest, K. D. (1994). "I want to see some kind of growth out of them": What the service ethic means to teacher-education students. American Educational Research Journal, 31 (1), 27-48.
  • Sinclair, C., Dowson, M., & McInerney, D. M. (2006). Motivations to teach: Psychometric perspectives across the first semester of teacher education. Teachers College Record, 108, 1132-1154.
  • Spittle, Jackson, ve Casey, (2009). Applying self-determination theory to understand the motivation for becoming a physical education teacher. Teaching and Teacher Education, 25, 190-197.
  • Streiner, D. L. (1994). Figuring out factors: The use and misuse of factor analysis. Canadian Journal of Psychiatry, 39, 135-140.
  • Tabachnick, B. G., & Fidell, L.S. (2007). Using multivariate statistics (5th ed.). New York: Allyn and Bacon.
  • Tello, F. P. H., Moscoso, S. C., Garcia, I. B., & Abad, E. V. (2010). Polychoric versus Pearson correlations in exploratory and confirmatory factor analysis of ordinal variables. Quality Qantity, 44, 153-166.
  • Ubuz, B. ve Sarı, S. (2008). Sınıf öğretmeni adaylarının öğretmenlik mesleğini seçme nedenleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 24, 113-119.
  • Ulich, K. (2004). Ich will Lehrer/in werden. Eine Untersuchung zu den Berufsmotiven von Studierenden. Weinheim: Beltz.
  • Urhahne, D. (2006). Ich will Biologielehrer werden!, Zeitschrift für Didaktik der Naturwissenschaften; Jg. 12, 1111
  • Watt, H. M. G., & Richardson, P.W. (2007). Motivational factors influencing teaching as a career choice: Development and validation of the FIT-choice scale. The Journal of Experimental Education, 75(3), 167-202.
  • Whatley, A. (1998): Gifted women and teaching: A compatible choice?, Roeper Review, 21:2, 117-124.
  • Yazıcı, H. (2009). Öğretmenlik mesleği, motivasyon kaynakları ve temel tutumlar, Kastamonu Eğitim Dergisi, 17(1), 33Yong, B.C.S. (1994). Factors that determine the attractiveness of the teaching profession in Brunei Darussalamas perceived by teacher trainees. Journal of Education for Teaching 20 (1), 113–26.
  • Young, B.J. (1995). Career plans and work perception of pre-service teachers. Teaching and Teacher Education, 11, 281-29
  • Zwick, W. R., & Velicer, W. F. (1986). A comparison of five rules for determining the number of components to retain. Psychological Bulletin, 99, 432-442.

Meslek ve Alan Seçiminde Motivasyon Ölçeğinin Türkçe Formunun Geçerlik ve Güvenirlik Çalışması

Year 2013, Volume: 28 Issue: 28-2, 58 - 70, 01.06.2013

Abstract

Bu çalışmanın amacı, Meslek ve Alan Seçiminde Motivasyon Ölçeği’nin (MASMÖ, Mayr 1998) Türkçe formunun geçerlik ve güvenirliğini araştırmaktır. Ölçeğin yapı geçerliliği açımlayıcı ve doğrulayıcı faktör analizi ile incelenmiştir. Polikorik korelasyonlar matrisi ile açımlayıcı faktör analizi Hacettepe Üniversitesi Eğitim Fakültesinde öğrenim gören 216 öğretmen adayından elde edilen veri ile gerçekleştirilmiştir. Analiz sonucunda ölçeğin orijinal ölçekle uyumlu olarak 4 faktörlü bir yapıda olduğu ve alt boyutlarda Cronbach alfa güvenirlik katsayısının 0,85 ile 0,73 arasında değiştiği tespit edilmiştir. Ortaya çıkan faktör yapısı 371 kişilik yine öğretmen adayı olan farklı bir grupla doğrulayıcı faktör analizi yardımı ile test edilmiş ve ölçeğin Türkçe formunun 4 faktörden oluşan yapısı bu analiz ile doğrulanmıştır. Buna göre İçsel Alan Seçimi, Dışsal Alan Seçimi, İçsel Meslek Seçimi ve Dışsal Meslek Seçimi boyutlarından oluşan motivasyon ölçeğinin Türkçe versiyonunun geçerli ve güvenilir olduğu belirlenmiştir.

References

  • Acat, M. B., ve Yenilmez, K. (2004). Eğitim fakültesi öğrencilerinin öğretmenlik mesleğine ilişkin motivasyon düzeyleri. Manas Üniversitesi Sosyal Bilimler Dergisi, 12, 125-139.
  • Akbayır, K. (2003). Öğretmenlik mesleğine yönelmede ailenin ve branş seçiminde cinsiyetin rolü. http://www.fedu.metu.edu.tr/ufbme-5/b_kitabi/PDF.
  • Allard, A., Bransgrove, E., Cooper, M., Duncan, J., & MacMillan, M. (1995). 'Teaching is still a good job for a woman': The influence of gender on career and life choices. South Pacific Journal of Teacher Education, 23(2), 185-19
  • Alberts, C., Mbalo, N. F., ve Ackermann, C. J. (2003). Adolescents’ perception of relevance of domains of identity formation: A South African cross-cultural study. Journal of Youth and Adolescence, 32, 169-184.
  • Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended twostep approach. Psychological Bulletin, 103, 411–423.
  • Baumert, J., & Kunter, M. (2006). Stichwort: Professionelle Kompetenz von Lehrkräften. Zeitschrift für Erziehungswissenschaft, 9(4) ,469-520.
  • Bentler, P. M., & Chou, C. P. (1987). Practical issues in structural modeling. Sociological Methods Research 16(1), 78-1
  • Bollen, K. A. (1989). Structural equations with latent variables. New York: Wiley.
  • Boz, Y., ve Boz, N. (2008). Kimya ve matematik öğretmen adaylarının öğretmen olma nedenleri, Kastamonu Eğitim Dergisi, 16(1), 137-144.
  • Brookhart, S. M., & Freeman, D. J. (1992). Characteristics of entering teacher candidates. Review of Educational Research 62(1), 37-60.
  • Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen ve J. S. Long (Eds.), Testing structural equation models, (pp. 136−162). Newbury Park, CA: Sage.
  • Cliff, N. (1988). The eigenvalues-greater-than-one rule and the reliability of components. Psychology Bulletin, 103, 276-27
  • Comrey, A. L. (1988). M ethodological contributions to clinical research. Factor-analytic methods of scale development in personality and clinical psychology. Journal of Consulting and Clinical Psychology, 56(5), 75476
  • Dann, H. D., & Lechner, T. (2001). Berufswahlmotive Nürnberger Lehramtsstudierender. Mitteilungen der Erziehungswissenschaftlichen Fakultät. Universität Erlangen-Nürnberg, 1-3.
  • Eccles, J. S. (2005). Subjective task value and the eccles et al. model of achievement-related choices. In Elliot, A. J. ve Dweck, C. S. (Eds.) Handbook of Competence and Motivation, (pp. 105-121). New York: Guilford Press.
  • Ekiz, D. (2006). Sınıf öğretmenliği mesleğine yönelen adayların profillerinin ve geleceğe yönelik beklentilerinin incelenmesi. Fırat Üniversitesi Sosyal Bilimler Dergisi, 16(1), 131-147.
  • Floyd, F. J., & Widaman, K. F. (1995). Factor analysis in the development and refinement of clinical assessment instruments. Psychological Assessment, 7(3), 286-199.
  • Gürbüz, H. ve Sülün, A. (2004). Türkiye’de biyoloji öğretmenleri ve biyoloji öğretmen adaylarının nitelikleri. Milli Eğitim Dergisi, 161.
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1−55.
  • Jepsen, C. (2005). Teacher characteristics and student achievement: evidence from teacher surveys. Journal of Urban Economics, 57, 302–319.
  • Kline, R. B. (2005). Principles and Practice of Structural Equation Modeling. (2nd. Ed.). NY: The Guildford Press, p: 1-38
  • Kyriacou, C., Hultgren, A & Stephen, P. (1999). Student teachers’ motivation to become a secondary school teacher in England and Norway. Teacher Development, 3(3), 373-381.
  • Kukla-Acevedo, S. (2009). Do teacher characteristics matter? New results on the effects of teacher preparation on student achievement. Economics of Education Review, 28, 49-57.
  • Kunter, M., & Pohlmann, B. (2009). Lehrer. In E. Wild ve J. Möller (Hrsg.), Pädagogische Psychologie (pp. 261280). Berlin: Springer-Verlag.
  • Lewalter, D., & Krapp, A. (2004). Interesse und berufliche Sozialisation im Rahmen der Ausbildung. Empirische Pädagogik, 18, 432-459.
  • Long, J. F., & Hoy, A. W. (2006). Interested instructors: A composite portrait of individual differences and effectiveness. Teaching and Teacher Education, 22, 303-314.
  • Martin, R., & Steffgen, G. (2002). Zum Einfluss der Berufswahlmotive auf die Berufszufriedenheit von Grundschullehrern. Psychologie in Erziehung und Unterricht, 49(4), 241-249.
  • Mayr, J. (1998). Motive für die Studien- und Berufswahl. Fragebögen zur Erkundung des Lehrens und Lernens an der Pädagogischen Akademie. Eine Materialsammlung. Pädagogische Akademie der Diözese Linz.
  • Myers, D. G. (2004). Motivation and work. Psychology. New York, NY: Worth Publishers.
  • Oesterreich, D. (1987). Die Berufswahlentscheidung von jungen Lehrern. Berlin: Max-Planck-Institut für Bildungsforschung.
  • ÖSYM, (2012). Number of undergraduate students according to classification of fields of education and training. Retrieved from http://osym.gov.tr/dosya/1-60399/h/13ogretimalanlisansogrencisay.pdf
  • Özbek, R., Kahyaoğlu, K., ve Özgen, N. (2007). Öğretmen adaylarının öğretmenlik mesleğine yönelik görüşlerinin değerlendirilmesi, Afyon Kocatepe Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Dergisi, 9(2), 221-232. Özsoy, G., Özsoy, S., Özkara, Y., ve Memiş, A. D. (2010). Öğretmen adaylarının öğretmenlik mesleğini tercih etmelerinde etkili olan faktörler. İlköğretim Online, 9(3), 910-921.
  • Papanastasiou, C., & Papanastasiou, E. (1997). Factors that influence students to become teachers. Educational Research and Evaluation 3(4), pp. 305-316.
  • Pohlmann, B., & Möller, J. (2010). Fragebogen zur Erfassung der Motivation für die Wahl des Lehramtsstudiums (FEMOLA). Zeitschrift für Pädagogische Psychologie, 24(1), 73-84.
  • Richardson, P. W., & Watt, H. M. G. (2006). Who chooses teaching and why? Profiling characteristics and motivations across three Australian Universities, Asia-Pacific Journal of Teacher Education, 34(1), 27–56.
  • Schermelleh-Engel, K., Moosbrugger, H., ve Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of –fit measures. Methods of Psychological Research Online, 8(2), 237
  • Schiefele, U. (2009). Motivation, In E. Wild ve J. Möller (Hgs.) Pädagogische Psychologie (pp. 152-175). Heidelberg: Springer Medizin Verlag.
  • Serow, R. C., Eaker, D. J., & Forrest, K. D. (1994). "I want to see some kind of growth out of them": What the service ethic means to teacher-education students. American Educational Research Journal, 31 (1), 27-48.
  • Sinclair, C., Dowson, M., & McInerney, D. M. (2006). Motivations to teach: Psychometric perspectives across the first semester of teacher education. Teachers College Record, 108, 1132-1154.
  • Spittle, Jackson, ve Casey, (2009). Applying self-determination theory to understand the motivation for becoming a physical education teacher. Teaching and Teacher Education, 25, 190-197.
  • Streiner, D. L. (1994). Figuring out factors: The use and misuse of factor analysis. Canadian Journal of Psychiatry, 39, 135-140.
  • Tabachnick, B. G., & Fidell, L.S. (2007). Using multivariate statistics (5th ed.). New York: Allyn and Bacon.
  • Tello, F. P. H., Moscoso, S. C., Garcia, I. B., & Abad, E. V. (2010). Polychoric versus Pearson correlations in exploratory and confirmatory factor analysis of ordinal variables. Quality Qantity, 44, 153-166.
  • Ubuz, B. ve Sarı, S. (2008). Sınıf öğretmeni adaylarının öğretmenlik mesleğini seçme nedenleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 24, 113-119.
  • Ulich, K. (2004). Ich will Lehrer/in werden. Eine Untersuchung zu den Berufsmotiven von Studierenden. Weinheim: Beltz.
  • Urhahne, D. (2006). Ich will Biologielehrer werden!, Zeitschrift für Didaktik der Naturwissenschaften; Jg. 12, 1111
  • Watt, H. M. G., & Richardson, P.W. (2007). Motivational factors influencing teaching as a career choice: Development and validation of the FIT-choice scale. The Journal of Experimental Education, 75(3), 167-202.
  • Whatley, A. (1998): Gifted women and teaching: A compatible choice?, Roeper Review, 21:2, 117-124.
  • Yazıcı, H. (2009). Öğretmenlik mesleği, motivasyon kaynakları ve temel tutumlar, Kastamonu Eğitim Dergisi, 17(1), 33Yong, B.C.S. (1994). Factors that determine the attractiveness of the teaching profession in Brunei Darussalamas perceived by teacher trainees. Journal of Education for Teaching 20 (1), 113–26.
  • Young, B.J. (1995). Career plans and work perception of pre-service teachers. Teaching and Teacher Education, 11, 281-29
  • Zwick, W. R., & Velicer, W. F. (1986). A comparison of five rules for determining the number of components to retain. Psychological Bulletin, 99, 432-442.
There are 51 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Esin Atav This is me

Bahattin Deniz Altunoğlu

Publication Date June 1, 2013
Published in Issue Year 2013 Volume: 28 Issue: 28-2

Cite

APA Atav, E., & Altunoğlu, B. D. (2013). Meslek ve Alan Seçiminde Motivasyon Ölçeğinin Türkçe Formunun Geçerlik ve Güvenirlik Çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(28-2), 58-70.