Author :
Abstract
Öz-yeterlik, bir kişinin görevleri yerine getirebileceğine veya meşgul olabileceğine dair kendisine olan inancı olarak tanımlanır. Bu nedenle öz-yeterlik, geleceğe yönelik bakış açıları/amaçlarında önemli bir rol oynamaktadır. Sosyal bilimler insan davranışlarını içerdiğinden, araştırmacılar veri toplamak ve ilgi alanını temsil eden öğeler aracılığıyla açıkça anlaşılabilecek insan psikolojik özelliklerini anlamak için anketleri yoğun olarak kullanırlar. Bu nedenle, eğitim amaçlı etkili önlemler kullanmak ve oluşturmak elzem hale geliyor. Öz yeterliliği yüksek olan öğrenciler kendi öğrenmelerinin sorumluluğunu alabilir, uzun ve kısa vadeli amaçlarını düzenleyebilir, öğrenme stratejileri geliştirebilirler. Ancak, öğrencilerin çabalarını uygun şekillerde yapılandırma konusunda fazla deneyimleri olmadığından, öğretmenler bu becerileri geliştirmede öğrenciler için önemli bir rol oynamaktadır. En etkili öğretmenler, etkileşimde bulundukları her öğrenci için kendi kendine öğrenme düzenlemelerinin olumlu bakış açılarını modelleyenlerdir. Bu, öz saygı ve öz değer duygusu vererek sınıf tartışmaları yoluyla yapılabilir. Öz yeterliliği artırmaya yönelik faaliyetler sadece sıralananlarla sınırlı değildir. Örneğin, işbirlikli bir yazma etkinliği sadece öğrenmeyi geliştirmekle kalmaz, aynı zamanda öğrencilerin öz yeterliliğini de arttırır. Öz-yeterlik ölçütleri öğretmenler ve öğrenciler için farklı amaçlarla kullanılabilir. Ancak mevcut öz-yeterlik ölçekleri kendi kültürel değerlerine dayanmaktadır. Bu nedenle bu çalışmanın amacı yeni bir öz-yeterlik ölçeği (SES) oluşturmaktır. Öz Yeterlik Ölçeği (SES) 27 madde ile hazırlanmıştır. Hazırlanan SES, likert tipi maddelerden oluşmaktadır. Araştırmanın örneklemini öğretmenlik bölümünde okuyan 154 üniversite öğrencisi oluşturmaktadır. Açımlayıcı faktör analizi için ortogonal döndürmeli (varimax) ana eksen faktoringi kullanılır. İlk analiz üç faktörü ortaya çıkardı. Ancak iki faktörün güvenilirliği düşük olduğu için ihmal edilmiştir. Aynı prosedürle yapılan faktör analizi yeniden yapılmış ve bir faktörle SES'ten 14 madde bırakılarak ortaya çıkmıştır. Cronbach's alpha =.930 Sonlandırılmış SES, altı (6) dolgu ve dokuz (9) ters kodlu maddeden oluşan 20 maddeden oluşmaktadır. Oluşturulan SES'in benzer değerlere sahip kültürlerde kullanılmak üzere ileriki çalışmalarda kullanılabileceğine karar verilmiştir.
Keywords
Abstract
Self-efficacy is defined as someone’s belief in her/himself on being capable of doing or engaging tasks. Thus, self-efficacy plays an important role in future-oriented perspectives/aims. Since social sciences include human behaviors, researchers heavily use questionnaires to collect data and understand human psychological attributes which might be understood clearly through items representing the domain of interest. So, using and creating effective measures for educational purposes becomes essential. Students, who have high self-efficacy, may take responsibilities of their own learning, can regulate their long and short term aims, and develop learning strategies. However, teachers play an important role for students in developing those skills since students do not have much experience in structuring their efforts in proper ways. Most effective teachers are the ones who model positive perspectives of self-learning regulations for each student they interact with. This may be done through class discussions, giving the feeling of self-respect and self-worth. Activities to increase self-efficacy are not only limited to those listed. For example, a cooperative writing activity not only enhances learning but also increases self-efficacy of the students. Self-efficacy measures might be used for teachers and students for different purposes. However present self-efficacy scales rely on their respective cultural values. Therefore, the purpose of this study is to develop a new self-efficacy scale (SES). Self-Efficacy Scale (SES) is prepared with 27 items. Prepared SES consists of items with Likert type. Sample of the study consist of 154 college students who study at teaching department. Principal axis factoring with orthogonal rotation (varimax) is used for exploratory factor analysis. Initial analysis revealed three factors. However, reliability of two factors turned out to be low so they are omitted. Factor analysis with same procedure is reconducted and emerged with one factor leaving SES with 14 items along with Cronbach’s alpha =.930 Finalized SES consists of 20 items with six (6) filler and nine (9) reverse coded items. It is decided that created SES might be used for future studies to be used in cultures which have similar values.
Keywords
- Anthoine, E., Moret, L., Regnault, A., Sébille, V., & Hardouin, J.-B. (2014). Sample size used to validate a scale: a review of publications on newly-developed patient reported outcomes measures. Health and Quality of Life Outcomes, 12 (2), 1-10. DOI: http://doi.org/10.1186/s12955-014-0176-2
- Bandura, A. (2006). Self-efficacy beliefs of adolescents. In Pajares, F. & Urdan, T. (Eds.), Guide for constructing self-efficacy scales (pp. 307-337). Greenwich, CT: IAP.
- Berg, D.A.G & Smith, L.F. (2016). Asia-Pacific Perspectives on Teacher Self-Efficacy. In Garvis, S. & Pendergast, D. (Eds.), Preservice teacher self-efficacy beliefs: An opportunity to generate “good research” in the asia-pacific region (pp. 1-17). Rotterdam: Sense Publishers
- Brinkman, W-P. (2009). Handbook of mobile technology research methods. In Love, S. (Eds.), Design of a questionnaire instrument (pp. 31-57). Netherlands: Nova Publisher
- Clark, L.A. & Watson, D. (1995). Constructing validity: Basic issues in objective scale develop- ment. Psychological Assessment, 7 (3), 309-319.
- Crouch, C. H., & Mazur, E. (2001). Peer Instruction: Ten years of experience and results. Ameri- can Journal of Physics, 69 (9), 970–977. DOI:10.1119/1.1374249
- Enochs, L.G. & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: a preservice elementary scale. Proceedings of 63rd annual meeting of the national association for research in science teaching (pp. 1-30). Atlanta, GA: The Center for Science Education. Retrieved from the ERIC database. (ED319601)
- Field, A. (2013). Discovering statistics using ibm spss statistics (4th Edition). London: SAGE
- Hakkinen, P., Jarvela, S., Makitalo-Siegl, K., Ahonen, A., Naykki, P. & Valtonen, T. (2017). Pre- paring teacher-students for twenty-first-century learning practices (PREP21): A framework for enhancing collaborative problem-solving and strategic learning skills. Teachers and Teaching, 23 (1), 25-41, DOI: 10.1080/13540602.2016.1203772
- Hesse F., Care E., Buder J., Sassenberg K. & Griffin P. (2015) Assessment and Teaching of 21st Century Skills: Methods and Approach. In: Griffin, P. & Care, E. (Eds.), A Framework for Teachable Collaborative Problem Solving Skills (pp. 37-56). Dordrecht: Springer
- Hinkin, T. R. (1998). A brief tutorial on the development of measures for use in survey ques- tionnaires. Organizational Research Methods, 2 (1), 104-121 DOI:10.1177/109442819800100106
- Hinkin, T. R., Tracey, J. B., & Enz, C. A. (1997). Scale construction: Developing reliable and valid measurement instruments. Journal of Hospitality & Tourism Research, 21 (1), 100-120. DOI:10.1177/109634809702100108
- Johanson, G.A., & Brooks, G.P. (2010). Initial scale development: Sample size for pilot studies. Educational and Psychological Measurement, 70 (3), 394-400. DOI: 10.1177/0013164409355692
- Karwowski, M. & Kaufman, J.C. (Eds.) (2017). The Creative Self. San Diego, CA: Academic Press.
- Kato, P.M. (2013). How do you measure self-efficacy? The answer may surprise you. Retrieved from https://pamkato.com/2013/03/14/how-do-you-measure-self-efficacy-the-answer-maysurprise-you/
- Lovelace, M. & Brickman, P. (2013). Best practices for measuring students’ attitudes toward learning science. CBE-Life Sciences Education, 12 (4), 606-617. DOI: 10.1187/cbe.12-11-0197
- Muris, P. (2001). A brief questionnaire for measuring self-efficacy in youths. Journal of Psycho- pathology and Behavioral Assessment, 23 (3), 145-149. DOI: https://doi.org/10.1023/A:1010961119608
- Muris, P. (2002). Relationships between self-efficacy and symptoms of anxiety disorders and depression in a normal adolescent sample. Personality and Individual Differences, 32, 337
- Nguyen, H., Johnson, A., Collins, C. & Parker, S.K. (2017). Confidence matters: Self-efficacy moderates the credit that supervisors give to adaptive and proactive role behaviors. British Journal of Management, 28, 315-330. DOI: 10.1111/1467-8551.12149
- Nissen, J.M. & Shemwell, J.T. (2016). Gender, experience and self-efficacy in introductory phys- ics. Physical Review Physics Education Research, 12 (2), 1-16. DOI: 10.1103/PhysRevPhysEducRes.12.020105
- Robnett, R.D., Chemers, M.M. & Zurbriggen, E.L. (2015). Longitudinal associations among un- dergraduates’ research experience, self-efficacy and identity. Journal of Research in Science Teaching, 52 (6), 847-867. DOI: 10.1002/tea.21221
- Schwarzer, R., & Jerusalem, M. (1995). Generalized Self-Efficacy scale. In Weinman, J., Wright, S. & Johnston, M. Measures in health psychology: A user’s portfolio. Causal and control beliefs (pp. 35-37). Windsor, UK: NFER-NELSON.
- Snieehotta, F.F., Schwarzer, R., Scholz, U. & Schuz, B. (2005). Action planning and coping plan- ning for long-term lifestyle change: Theory and assessment. European Journal of Social Psychology, 35, 565-576. Doi: 10.1002/ejsp.258
- Troia, G.A., Harbaugh, A.G., Shankland, R.K., Wolbers, K.A. & Lawrence, A.M. (2013). Rela- tionship between writing motivation, writing activity, and performance: Effects of grade, sex and ability. Reading and Writing, 26 (1), 17-44. https://doi.org/10.1007/s11145012-9379-2
- Wong., M. & Lian, S. (2003). Development of a self-effıcacy scale for assessıng secondary school stu- dents’scıence self-effıcacy beliefs. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.472.8479
- Zimmerman, B.J., Bonner, S. & Kovach, R. (1996). Developing self-regulated learners: Beyond achievement to self-efficacy. Washington, DC: American psychological association.
