Bu çalışma literatürde yer alan ahlaki olgunluk ölçeklerinin geliştirilmesinin üzerinden çok zaman geçmiş olması ve mevcut ölçeklerin madde sayılarının fazla olması ayrıca istatistik alanında yaşanan yeni gelişmelerin de olduğu düşünülerek güncel bir ahlaki olgunluk ölçeğinin geliştirilmesi amacıyla yapılmıştır. Çalışmada karma yöntem desenlerinden keşfedici sıralı desen kullanılmıştır. Ölçek için gerekli veriler 2015-2016 eğitim öğretim yılında Yakutiye ilçesinde (Erzurum Merkez) farklı liselerde öğrenim görmekte olan lise öğrencilerinden oluşan çalışma grubundan elde edilmiştir. Çalışma grubu 378 (199 Kız %52.6, 179 Erkek %47.4) öğrenciden oluşmaktadır. Çalışmanın sonucunda 17 madde ve tek boyuttan oluşan, toplam varyansın % 43,35’ini açıklayan bir ölçek geliştirilmiştir. Ölçeğin güvenirliğine ilişkin yapılan analizlerde ise Cronbach Alfa .916, iki yarı güvenirliği ise .891 olarak bulunmuştur. Açımlayıcı faktör analizi sonucunda elde edilen yapı, doğrulayıcı faktör analizi ile test edilmiş ve bu yapının doğrulandığı görülmüştür. Ortaya çıkan modelin uyum indeksleri x2/sd=2.78, RMSEA=.069, RMR=.051 SRMR=.045, GFI=.91, AGFI=.88, CFI=.97, NNFI=.97, IFI=.97 şeklindedir. Bu bulgular elde edilen ölçeğin geçerli ve güvenilir olduğunu göstermektedir.

Determining the level of moral maturity that has an effect on the individual's behavior is important for understanding the individual and his behaviors. For this reason, many studies have been conducted to determine the various aspects of the moral status of individuals. In these studies, questionnaires consisting of a single question mostly based on taking opinions or moral judgment, moral development, determination of values etc. measurement tools were used. A small scale development study has also been carried out in the name of moral maturity. The first of these is the moral maturity scale developed by Dilmaç (1999). Developed for primary school students, the scale was designed as a one-dimensional Likert type and consists of 37 positive and 29 negative statements in total (Dilmaç, 1999). Another scale included in the literature with the name of moral maturity scale was developed by Şengün and Kaya (2007). The scale, which is also designed as a Likert type, is intended for high school students. It consists of 66 items and one dimension in total. The variance explained by society was calculated as 20.74% (Şengün & Kaya, 2007). In this study, a new scale was developed due to the fact that a long time has passed since the developed scales and also the number of items in both scales was high. However, considering the new developments in the field of statistics (for example, confirmatory factor analysis (CFA) of both scales was not done), it was considered appropriate to develop an up-to-date moral maturity scale. In the process of developing the scale, both of these scales (Dilmaç, 1999; Şengün & Kaya, 2007) were used. The study has been constructed according to the exploratory sequential pattern, one of the mixed method designs. This pattern, which uses a qualitative phase based on discovery first, and then a quantitative phase that includes testing the findings obtained from the qualitative phase, is used especially in the development of measurement tools (Creswell, Fetters & Ivankova, 2004). The validity and reliability studies of the moral maturity scale were carried out with the participation of high school students attending different high schools in Yakutiye district (Erzurum Center) in the academic year of 2015-2016. While forming the study group, the appropriate sampling method was preferred. The appropriate sampling method is for the researcher to form the study group, starting with the most accessible people until he reaches the number he needs (Büyüköztürk et al., 2013). The form, which was arranged as 68 items in order to be able to choose an item, was applied with the participation of 123 high school students. The 37-item form for factor analysis was applied to a group of 378 students (199 Girls 52.6%, 179 Boys 47.4%). As a result of the exploratory factor analysis, a single factor scale consisting of 17 items was reached. The total variance explained by the scale was 43.35% and the eigenvalue of the single factor was found to be 7.369. Büyüköztürk (2011) states that 30% is sufficient for single factor scales, while Kline (2011) states that it should be at least 40%. It is seen that item factor load values change between .739 and .550. Tabachnik and Fidell (2007) stated that .32 would be sufficient for these values. During the analysis, this value was taken as .40. Findings regarding the confirmatory factor analysis X2 / df = 2.78, RMSEA = .069, RMR = .051 SRMR = .045, PNFI = .84, GFI = .91, AGFI = .88, CFI = .97, NFI = .96, NNFI = 97, IFI = .97 and PGFI = .70. In the analyzes regarding the reliability of the scale, the CronbachAlfa was found to be .916, and the split half reliability was found as .891. If the reliability coefficient of the scale is .70 and above, it is stated that the scale is reliable (Cronbach, 1951; Pallant, 2005; Tezbaşaran, 1997). The scale consists of 17 items in 5-point Likert form (Strongly Disagree ”(1),“ Disagree ”(2),“ Partially Agree ”(3),“ Agree ”(4) and“ Strongly Agree (5)) . There is no reverse item in the scale. The highest score that can be obtained from the scale is 85. It can be interpreted that the higher the score obtained from the scale, the higher the moral maturity level of the participant. The total variance explained by the scale is 43.35%. When the development process, validity and reliability findings of the scale are examined, it can be said that it is a valid and reliable scale. Although the study group formed during the scale development process was selected from different high school types, it was conducted in a provincial center (Erzurum) and the criterion-related validity was not made as the limitations of the study. In addition, studies on the validity and reliability of the scale for age groups other than high school students can be conducted.