Öğrenci Sorumluluk: Ölçek Geliştirme, Güvenirlik ve Geçerlik Çalışması

Student Responsibility: The Study of Scale Development, Reliability and Validity

  • Mehmet Kaya Sakarya University
  • Uğur Doğan Bolu Güzel Sanatlar Lisesi

Abstract

Araştırmanın amacı öğrenci sorumluluk ölçeğini geliştirmek ve ölçeğin geçerlik ve güvenirliğini incelemektir. Araştırma 516 öğrenci üzerinde yapılmıştır. Ölçeğin yapı geçerliği için kullanılan açımlayıcı faktör analizi çalışmasında ölçeğin toplam varyansının %52’sini açıklayan bir yapı elde edilmiştir. Açımlayıcı faktör analizi çalışmasına göre, toplam 13 madde 4 faktörde toplanmaktadır. Bulunan faktörler Derse Katılım, Okula Katılım, Ödev Bilinci ve Başarı Farkındalığı olarak isimlendirilmiştir. Öğrenci Sorumluluk Ölçeğinin’nin ölçüt geçerliğini test etmek için Özen ve Gülaçtı (2011) tarafından geliştirilen, İç-Denetimsel Sorumluluk, Dış-Denetimsel Sorumluluk ölçeği kullanılmıştır. Yapılan analiz sonucunda öğrenci sorumluluk ölçeği ile İç-Denetimsel Sorumluluk, Dış-Denetimsel Sorumluluk ölçeğinden alınan puanlarla arasında .52 (p< .001) düzeyinde ilişki olduğu bulunmuştur. Güvenirlik çalışmasında iç tutarlılık katsayısı, ölçeğin alt boyutlarının sırası ile, .82, .86, .87 ve .79 bulunmuştur. Ölçeğin 2 hafta ara ile yapılan test-tekrar test güvenirlik çalışmasında .78 (p< .001) korelasyon bulunmuştur. Bir diğer güvenirlik çalışması olan %27 alt-üst grup karşılaştırmasında bütün maddelerin anlamlı olarak farklılaştığı görülmüştür (p< .005). son olarak madde toplam analizinde, maddelerin .37 ile .72 toplam puanla ilişkisi olduğu görülmektedir (p< .001). Bu bulgulara dayanarak araştırmacılar tarafından geliştirilen Öğrenci Sorumluluk Ölçeği’nin eğitim ve psikoloji alanında kullanılabilecek, geçerli ve güvenilir bir ölçme aracı olduğu söylenebilir.


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Abstract
The aim of the research is to develop the student responsibility scale, and to examine the validity and reliability. Research was conducted on 516 students. Explanatory factor analyze of construct validity explained 52% of the total variance of the scale. The results of exploratory factor analysis demonstrated that 13 items loaded 4 factors. A factor in Lesson Attendance, School Attendance, Homework Awareness and Success Awareness has been
named. Internally and Externally Controlled Responsibility Scale developed by Özen and Gülaçtı (2011) was used for test the validity of the criteria of student responsibility scale. As a result of the analysis, .52 (p< .001) level of correlation was found between student responsibility scale and internally and externally controlled responsibility scale. In a reliability study, internal consistency coefficient for the scale was .82, .86, .87 and .79 for the subscales-ranged alpha values. After an interval of 2 weeks, a result of the test-retest correlation coefficient was found to be .78 (p< .001). In another reliability study, 27% of bottom-top group comparisons revealed significant differences in all item (p< .005). Finally, the item-total correlation analysis of the relationship was examined and found to vary between .37 and .72. Based on these findings, we can say that the Student Responsibility Scale can be used in the field of education and psychology by the researcher.
Keywords: Student responsibility, test development, validity, reliability, factor analysis

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Published
2014-01-14
How to Cite
KAYA, Mehmet; DOĞAN, Uğur. Öğrenci Sorumluluk: Ölçek Geliştirme, Güvenirlik ve Geçerlik Çalışması. Journal of European Education, [S.l.], v. 4, n. 1, p. 11-18, jan. 2014. ISSN 2146-2674. Available at: <https://eu-journal.org/index.php/JEE/article/view/198>. Date accessed: 20 apr. 2024.
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Vol 4 No 1 (2014)
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