Araştırma Makalesi
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Normatif ve Görünürlük Boyutlarıyla Yenilenen Başarı Hedef Yönelim Ölçeğinin Kimya Dersi İçin Türkçe'ye Uyarlanması / The adaptation of the Renewed Achievement Goal Orientation Scale with Normative and Appearance Dimensions into Turkish for Use in a Chemistry Course

Yıl 2024, Cilt: 15 Sayı: 1, 47 - 66, 30.06.2024

Burak Feyzioğlu , Murat Akyıldız , Barış Demirdağ

https://doi.org/10.19160/e-ijer.1465371

Öz

Son yıllarda başarı hedef teorisinin performans boyutunun tanımlamasında sosyal karşılaştırmaların da dikkate alınmasıyla bu boyutun tanımlanmasına ve ölçülmesine ilişkin belirsizlikler ortadan kalkmıştır. Ancak Türkiye’de kullanılan ölçme araçları, başarı hedef teorisindeki bu boyutları ayırt edemediği için bu konuda yapılan çalışmalar kuramsal sürecin gerisinde kalmıştır. Bu çalışmanın amacı Lüftenegger, Bardach, Bergsmann, Schober ve Spiel (2019) tarafından geliştirilen performans hedef yönelimini hem normatif hem de görünürlük açısından ele alan Başarı Hedef Yönelim Ölçeğini lise öğrencilerinin kimya dersindeki başarı hedef yönelimlerini ölçmek için uyarlamak ve psikometrik özelliklerini incelemektir. Çalışma grubu, farklı devlet okullarında kimya dersine devam eden 1487 lise öğrencisinden oluşmaktadır. Ölçeklerde yer alan alt ölçeklerin yapı geçerliliği doğrulayıcı faktör analizi ile test edilmiştir. Güvenilirlik çalışmaları için iç tutarlılık katsayısı Cronbach's alpha (α) değerlerinin yanı sıra McDonald's ω (omega) katsayıları hesaplanmıştır. Ayrıca ölçeklerde yer alan her bir madde için madde-toplam korelasyonları hesaplanmıştır. Doğrulayıcı faktör analizi sonuçları incelendiğinde, uyum indekslerinin Başarı Hedefi Yönelim Ölçeği için uyum iyiliği kriterlerini karşıladığı kabul edilmiştir. Ölçekteki maddelerin faktör yükleri istatistiksel olarak anlamlıdır. Ölçeğin faktör yapısı cinsiyet, lise türü ve yaşanılan il değişkenlerine göre değişiklik göstermemektedir. Bu sonuçlar, ölçeğin Türkçe formunun kimya dersi için geçerlilik ve güvenilirlik açısından yeterli psikometrik özelliklere sahip olduğunu göstermiştir.

Anahtar Kelimeler

Kimya dersi Başarı hedef yönelimi Normatif performans hedefi Görünülük performans hedefi Ölçek uyarlama

Etik Beyan

Bu çalışma AYDIN ADNAN MENDERES ÜNİVERSİTESİ REKTÖRLÜĞÜ Eğitim Araştırmaları Etik Kurulu tarafından onaylanmıştır (23.12.2022 / E-84982664-050.01.04-289133).

Destekleyen Kurum

Aydın Adnan Menderes Üniversitesi, Bilimsel Araştırma Proje Birimince projelendirilerek desteklenmiştir.

Proje Numarası

EĞF-23002

Kaynakça

  • Alivernini, F., Manganelli, S., & Lucidi, F. (2018). Personal and classroom achievement goals: Their structures and relationships. Journal of Psychoeducational Assessment, 36(4), 354–365. doi:10.1177/0734282916679758
  • Akbulut, C. K., & Uzuntiryaki-Kondakçi, E. (2019). Turkish adaptation of the 3 x 2 goal orientation scale. Bartın University Journal of Faculty of Education, 8(3), 839-866. https://dergipark.org.tr/en/pub/buefad/article/517750
  • Akın, A. (2012). Kendini sabotaj ölçeği: Geçerlik ve güvenirlik çalışması. Eğitim ve Bilim, 37(164). http://egitimvebilim.ted.org.tr/index.php/EB/article/view/717
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  • Bardach, L., Oczlon, S., Pietschnig, J., & Lüftenegger, M. (2020). Has achievement goal theory been right? A meta-analysis of the relation between goal structures and personal achievement goals. Journal of Educational Psychology, 112(6), 1197. https://psycnet.apa.org/record/2019-60501-001
  • Bardach, L., Yanagida, T., Klassen, R. M., & Lüftenegger, M. (2022). Normative and appearance performance-approach goal structures: Two-level factor structure and external linkages. The Journal of Experimental Education, 90(1), 130-145. https://www.tandfonline.com/doi/full/10.1080/00220973.2020.1729081
  • Bishop, P. A., & Herron, R. L. (2015). Use and misuse of the Likert item responses and other ordinal measures. International Journal of Exercise Science, 8(3), 297–302. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4833473/
  • Browne, M.W. & Cudeck, R. (1992) Alternative ways of assessing model fit. Sociological Methods and Research, 21, 230-258. https://doi.org/10.1177/0049124192021002005
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  • Cho, E., Lee, M., & Toste, J. R. (2018). Does perceived competence serve as a protective mechanism against performance goals for struggling readers? Path analysis of contextual antecedents and reading outcomes. Learning and Individual Differences, 65, 135–147. doi:10.1016/j.lindif.2018.05.017
  • Distefano, C., & Morgan, G. B. (2014). A comparison of diagonal weighted least squares robust estimation techniques for ordinal data. Structural Equation Modeling: A Multidisciplinary Journal, 21(3), 425-438. https://doi.org/10.1080/10705511.2014.915373
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  • Elmas, C., & Altunoglu, B. D. (2023). The cognitive-affective distinction in achievement goal: The development and validation of the achievement questionnaire for biology learning. Science Education International, 34(3), 177-189. https://doi.org/10.33828/sei.v34.i3.2
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The adaptation of the Renewed Achievement Goal Orientation Scale with Normative and Appearance Dimensions into Turkish for Use in a Chemistry Course / Normatif ve Görünürlük Boyutlarıyla Yenilenen Başarı Hedef Yönelim Ölçeğinin Kimya Dersi İçin Türkçe'ye Uyarlanması

Yıl 2024, Cilt: 15 Sayı: 1, 47 - 66, 30.06.2024

Burak Feyzioğlu , Murat Akyıldız , Barış Demirdağ

https://doi.org/10.19160/e-ijer.1465371

Öz

In recent years, the ambiguities regarding the definition and measurement of this dimension have been eliminated as a result of the incorporation of the achievement goal theory in social comparisons in the definition of the performance dimension. However, since the measurement tools used in our country are unable to distinguish these dimensions in goal theory, studies on this subject have fallen behind the theoretical process. The objective of this study is to adapt the Achievement Goal Orientation Scale, developed by Lüftenegger, Bardach, Bergsmann, Schober, and Spiel (2019), which considers performance goal orientation in terms of both normative and appearance, to measure high school students' achievement goal orientations in chemistry class and to examine its psychometric properties. The study group consists of 1487 high school students attending chemistry courses in different public schools. The construct validity of the subscales in the scales was tested with confirmatory factor analysis. For reliability studies, internal consistency coefficient Cronbach's alpha (α) values as well as McDonald's ω (omega) coefficients were calculated. Additionally, item-total correlations were calculated for each item in the scales. Upon examination of the confirmatory factor analysis results, it was determined that the fit indices met the goodness of fit criteria for the Achievement Goal Scale. The factor loadings of the items in the scale are statistically significant. Furthermore, the factor structure of the scale does not vary according to gender, high school type and city of residence. These results demonstrate that the Turkish form of scale has sufficient psychometric properties in terms of validity and reliability for a chemistry course.

Anahtar Kelimeler

Chemistry course Achievement goal orientation Normative performance orientation Appearance performance orientation Scale adaptation

Proje Numarası

EĞF-23002

Kaynakça

  • Alivernini, F., Manganelli, S., & Lucidi, F. (2018). Personal and classroom achievement goals: Their structures and relationships. Journal of Psychoeducational Assessment, 36(4), 354–365. doi:10.1177/0734282916679758
  • Akbulut, C. K., & Uzuntiryaki-Kondakçi, E. (2019). Turkish adaptation of the 3 x 2 goal orientation scale. Bartın University Journal of Faculty of Education, 8(3), 839-866. https://dergipark.org.tr/en/pub/buefad/article/517750
  • Akın, A. (2012). Kendini sabotaj ölçeği: Geçerlik ve güvenirlik çalışması. Eğitim ve Bilim, 37(164). http://egitimvebilim.ted.org.tr/index.php/EB/article/view/717
  • Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260. https://psycnet.apa.org/record/1989-03213-001
  • Bardach, L., Oczlon, S., Pietschnig, J., & Lüftenegger, M. (2020). Has achievement goal theory been right? A meta-analysis of the relation between goal structures and personal achievement goals. Journal of Educational Psychology, 112(6), 1197. https://psycnet.apa.org/record/2019-60501-001
  • Bardach, L., Yanagida, T., Klassen, R. M., & Lüftenegger, M. (2022). Normative and appearance performance-approach goal structures: Two-level factor structure and external linkages. The Journal of Experimental Education, 90(1), 130-145. https://www.tandfonline.com/doi/full/10.1080/00220973.2020.1729081
  • Bishop, P. A., & Herron, R. L. (2015). Use and misuse of the Likert item responses and other ordinal measures. International Journal of Exercise Science, 8(3), 297–302. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4833473/
  • Browne, M.W. & Cudeck, R. (1992) Alternative ways of assessing model fit. Sociological Methods and Research, 21, 230-258. https://doi.org/10.1177/0049124192021002005
  • Büyüköztürk, S., Akgün, Ö. E., Özkahveci, Ö., & Demirel, F. (2004). The validity and reliability study of the Turkish version of the motivated strategies for learning questionnaire. Educational Sciences: Theory & Practice, 4(2). https://www.asosindex.com.tr/index.jsp?modul=makale-detay&alan=benzer&secenek=magazine&Id=wJGg44oBQzmg-9NMX_se
  • Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 14(3), 464-504. https://doi.org/10.1080/10705510701301834
  • Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 9(2), 233-255. https://doi.org/10.1207/S15328007SEM0902_5
  • Cho, E., Lee, M., & Toste, J. R. (2018). Does perceived competence serve as a protective mechanism against performance goals for struggling readers? Path analysis of contextual antecedents and reading outcomes. Learning and Individual Differences, 65, 135–147. doi:10.1016/j.lindif.2018.05.017
  • Distefano, C., & Morgan, G. B. (2014). A comparison of diagonal weighted least squares robust estimation techniques for ordinal data. Structural Equation Modeling: A Multidisciplinary Journal, 21(3), 425-438. https://doi.org/10.1080/10705511.2014.915373
  • Edwards, O. V. (2014). Differentiating performance approach goals and their unique effects. Universal Journal of Educational Research, 2(2), 134-145. https://doi.org/10.13189/ujer.2014.020205
  • Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of personality and social psychology, 72(1), 218.
  • Elliot, A. J., & McGregor, H. A. (2001). A 2×2 achievement goal framework. Journal Of Personality and Social Psychology, 80(3), 501. https://doi.org/10.1037/0022-3514.80.3.501
  • Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: critique, illustration, and application. Journal of Educational Psychology, 100(3), 613. https://doi.org/10.1037/0022-0663.100.3.613
  • Elliot, A. J., Murayama, K., & Pekrun, R. (2011). A 3× 2 achievement goal model. Journal of Educational Psychology, 103(3), 632. https://doi.org/10.1037/a0023952
  • Elmas, C., & Altunoglu, B. D. (2023). The cognitive-affective distinction in achievement goal: The development and validation of the achievement questionnaire for biology learning. Science Education International, 34(3), 177-189. https://doi.org/10.33828/sei.v34.i3.2
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  • Midgley, C., Kaplan, A., & Middleton, M. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of educational psychology, 93(1), 77. https://doi.org/10.1037/0022-0663.93.1.77
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  • Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E., & Urdan, T. (2000). Manual for the patterns of adaptive learning scales. Ann Arbor: University of Michigan, 734-763.
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  • Nye, C. D., & Drasgow, F. (2011). Assessing goodness of fit: Simple rules of thumb simply do not work. Organizational Research Methods, 14(3), 548-570. https://doi.org/10.1177/1094428110368562
  • 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. https://doi.org/10.1037/0022-0663.95.4.667
  • Pintrich, P. R., Conley, A. M., & Kempler, T. M. (2003). Current issues in achievement goal theory and research. International Journal of Educational Research, 39(4-5), 319-337. https://doi.org/10.1016/j.ijer.2004.06.002
  • Pintrich, P. R., Smith, D., Garcia, T., & McKeachie, W. J. (1991). The motivated strategies for learning questionnaire (MSLQ). Ann Arbor, MI: NCRIPTAL, The University of Michigan.
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  • Zenorini, R. d. P. C., & dos Santos, A. A. A. (2010). Escala de metas de realização como medida da motivação para aprendizagem [Achievement goals scale as a measure of motivation for learning]. Revista Interamericana de Psicología, 44(2), 291–298.
Toplam 71 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Kültürlerarası Ölçek Uyarlama, Kimya Eğitimi
Bölüm Sayı Makaleleri
Yazarlar

Burak Feyzioğlu 0000-0002-0128-3343

Murat Akyıldız 0000-0001-5069-0132

Barış Demirdağ 0000-0003-1474-4951

Proje Numarası EĞF-23002
Yayımlanma Tarihi 30 Haziran 2024
Gönderilme Tarihi 4 Nisan 2024
Kabul Tarihi 11 Haziran 2024
Yayımlandığı Sayı Yıl 2024Cilt: 15 Sayı: 1

Kaynak Göster

APA Feyzioğlu, B., Akyıldız, M., & Demirdağ, B. (2024). Normatif ve Görünürlük Boyutlarıyla Yenilenen Başarı Hedef Yönelim Ölçeğinin Kimya Dersi İçin Türkçe’ye Uyarlanması / The adaptation of the Renewed Achievement Goal Orientation Scale with Normative and Appearance Dimensions into Turkish for Use in a Chemistry Course. E-Uluslararası Eğitim Araştırmaları Dergisi, 15(1), 47-66. https://doi.org/10.19160/e-ijer.1465371
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