Year 2016,
Volume: 9 Issue: 1, 1 - 16, 11.01.2016
Abstract
The study aimed to examine the psychometric properties of the School Attitudes Assessment Survey-Revised (SAAS-R) for Turkish high school sample. A total of 751 high school students (417 female, 334 male) participated in this study. The ages of the students ranged from 14 to 19. Result of Exploratory and Confirmatory factor analyses verified a five factor structure, with a high inter-factor correlation. The results also showed that all subscales of SAAS-R were correlated with academic achievement in the expected direction. The results of criterion related validity also showed that the SAAS-R had criterion related validity. In addition, the results confirmed that the SAAS-R has high internal reliability. The findings of this study indicate that the SAAS-R is a valid and reliability results for high school students in Turkey.
References
- Adıgüzel, A., & Karadaş, H. (2013). Ortaöğretim öğrencilerinin okula ilişkin tutumlarının devamsızlık ve okul başarıları arasındaki ilişki, YYÜ Eğitim Fakültesi Dergisi, 10 (1),49-66.
- Alıcı, D. (2013). Okula yönelik tutum ölçeği’nin geliştirilmesi: Güvenirlik ve geçerlik çalışması. Eğitim ve Bilim, 38(168), 319-331.
- Başlantı, U., & McCoach, D. B. (2006). Factors related to the underachievement of university students in Turkey. Roeper Review, 28(4), 210-215.
- Bölükbaşı, B. (2005). The impact of family environment, self-concept, and school attitude on 9th grade students' academic achievement. Yayınlanmamış Yüksek Lisans Tezi. Boğaziçi Üniversitesi: İstanbul.
- Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Newbury Park, CA: Sage.
- Cheng, S. T., & Chan, A. C. (2003). The development of a brief measure of school attitude. Educational and Psychological Measurement, 63(6), 1060-1070.
- Delisle, J., & Berger, S. L. (1990). Underachieving gifted students. ERIC Clearinghouse. Retrieved from http://www.kidsource.com/ kidsource/content/underachieving_gifted.html
- Fayers, P.M., & Machin, D. (1998). Quality of live assessment in clinical trials, methods and practice (Ed. Staquet, M, Hays, R. D. and Fayers, P.M.), New York, Oxford University Press.
- Ford, D. Y. (1992). Determinants of underachievement as perceived by gifted, above average and average Black students. Roeper Review, 14, 130-136.
- 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.
- Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York: Guilford.
- Marks, G. N. (1998). Attitudes to school life: their influences and their effects on achievement and leaving school" (1998). LSAY Research Reports. Longitudinal surveys of Australian youth research report; n.5.Retrieved from http://research.acer.edu.au/lsay_research/62
- McCoach, D. B. & Siegle, D. (2001-April). Why try? Factors that differentiate underachieving gifted students from high achieving gifted students. Paper presented at the Annual Meeting of the American Educational Research Association. Seattle, WA, USA.
- McCoach, D. B. (2002). A validation study of the school attitude assessment survey. Measurement and Evaluation in Counseling and Development, 35(2), 66-77.
- McCoach, D.B.,& Siegel, D. (2003). The school attitude assessment survey-revised: A new instrument to identify academically able students who underachieve. Educational and Psychological Measurement, 63(3), 414-429.
- Peterson, J. S. (2000). A follow-up study of one group of achievers and underachievers four years after high school graduation. Roeper Review, 22, 217-224.
- Pişkin, B. (2005). Öğrencilerin okula yönelik tutumlarını etkileyen etmenler, Yayınlanmamış Yüksek Lisans Tezi, Kocaeli Üniversitesi.
- Reis, S. M. & McCoach, D. B. (2000). The underachievement of gifted students: What do we know and where do we go? Gifted Child Quarterly, 44, 152-170.
- Slavin, R. (2013). Eğitim Psikolojisi: Kuram ve Uygulama (Çev Ed.: Yüksel, G), Ankara: Nobel Akademi Yayıncılık.
- Suldo, S. M., Shaffer, E. J., & Shaunessy, E. (2008). An independent investigation of the validity of the school attitude assessment survey revised. Journal of Psychoeducational Assessment. 26(1), 69-82.
- Taheri, Z. (2011). An investigation of effective factors on students’ motivational beliefs: The case of Iranian students. Europe’s Journal of Psychology, 7(1), 62-80.
Year 2016,
Volume: 9 Issue: 1, 1 - 16, 11.01.2016
Abstract
Bu çalışmanın amacı Okul Tutum Değerlendirme Ölçeği’nin (OTDÖ) psikometrik özelliklerini araştırmaktır. Çalışmaya Isparta İl Merkezinde lisede öğrenim gören toplam 751 (417 kız, 334 erkek) öğrenci katılmıştır. Öğrencilerin yaşları 14 ile 19 arasında değişmektedir. Açımlayıcı ve doğrulayıcı faktör analizi sonuçları ölçeğin beş faktörlü yapısını desteklemektedir. Analiz sonuçlarına göre beş faktör öğrencilerin akademik başarıları ile beklenen yönde korelâsyonlar vermektedir. Ölçüte dayalı geçerliği sınamak için yapılan analizlerin sonuçları, ölçeğin ölçüte dayalı geçerliğe sahip olduğunu göstermektedir. OTDÖ’nin iç tutarlılık güvenirliği .75 ile 91 arasında bulunmuştur. Bu sonuçlar OTDÖ’nin ülkemizdeki lise öğrencileri için geçerli ve güvenilir sonuçlar verdiğini göstermektedir.
References
- Adıgüzel, A., & Karadaş, H. (2013). Ortaöğretim öğrencilerinin okula ilişkin tutumlarının devamsızlık ve okul başarıları arasındaki ilişki, YYÜ Eğitim Fakültesi Dergisi, 10 (1),49-66.
- Alıcı, D. (2013). Okula yönelik tutum ölçeği’nin geliştirilmesi: Güvenirlik ve geçerlik çalışması. Eğitim ve Bilim, 38(168), 319-331.
- Başlantı, U., & McCoach, D. B. (2006). Factors related to the underachievement of university students in Turkey. Roeper Review, 28(4), 210-215.
- Bölükbaşı, B. (2005). The impact of family environment, self-concept, and school attitude on 9th grade students' academic achievement. Yayınlanmamış Yüksek Lisans Tezi. Boğaziçi Üniversitesi: İstanbul.
- Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Newbury Park, CA: Sage.
- Cheng, S. T., & Chan, A. C. (2003). The development of a brief measure of school attitude. Educational and Psychological Measurement, 63(6), 1060-1070.
- Delisle, J., & Berger, S. L. (1990). Underachieving gifted students. ERIC Clearinghouse. Retrieved from http://www.kidsource.com/ kidsource/content/underachieving_gifted.html
- Fayers, P.M., & Machin, D. (1998). Quality of live assessment in clinical trials, methods and practice (Ed. Staquet, M, Hays, R. D. and Fayers, P.M.), New York, Oxford University Press.
- Ford, D. Y. (1992). Determinants of underachievement as perceived by gifted, above average and average Black students. Roeper Review, 14, 130-136.
- 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.
- Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York: Guilford.
- Marks, G. N. (1998). Attitudes to school life: their influences and their effects on achievement and leaving school" (1998). LSAY Research Reports. Longitudinal surveys of Australian youth research report; n.5.Retrieved from http://research.acer.edu.au/lsay_research/62
- McCoach, D. B. & Siegle, D. (2001-April). Why try? Factors that differentiate underachieving gifted students from high achieving gifted students. Paper presented at the Annual Meeting of the American Educational Research Association. Seattle, WA, USA.
- McCoach, D. B. (2002). A validation study of the school attitude assessment survey. Measurement and Evaluation in Counseling and Development, 35(2), 66-77.
- McCoach, D.B.,& Siegel, D. (2003). The school attitude assessment survey-revised: A new instrument to identify academically able students who underachieve. Educational and Psychological Measurement, 63(3), 414-429.
- Peterson, J. S. (2000). A follow-up study of one group of achievers and underachievers four years after high school graduation. Roeper Review, 22, 217-224.
- Pişkin, B. (2005). Öğrencilerin okula yönelik tutumlarını etkileyen etmenler, Yayınlanmamış Yüksek Lisans Tezi, Kocaeli Üniversitesi.
- Reis, S. M. & McCoach, D. B. (2000). The underachievement of gifted students: What do we know and where do we go? Gifted Child Quarterly, 44, 152-170.
- Slavin, R. (2013). Eğitim Psikolojisi: Kuram ve Uygulama (Çev Ed.: Yüksel, G), Ankara: Nobel Akademi Yayıncılık.
- Suldo, S. M., Shaffer, E. J., & Shaunessy, E. (2008). An independent investigation of the validity of the school attitude assessment survey revised. Journal of Psychoeducational Assessment. 26(1), 69-82.
- Taheri, Z. (2011). An investigation of effective factors on students’ motivational beliefs: The case of Iranian students. Europe’s Journal of Psychology, 7(1), 62-80.
There are 21 citations in total.
Details
| Primary Language | Turkish |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | January 11, 2016 |
| Published in Issue | Year 2016 Volume: 9 Issue: 1 |
Address: Uşak University Graduate Education Institute
Telephone: 0276 221 21 60 Fax: 0276 221 21 61
E-mail: sosyaldergi@usak.edu.tr