D. Bahar ŞAHİN SARKIN, Gökçe GÜVERCİN SEÇKİN

Öz-belirlenimli Öğrenme (Hetagoji) Becerileri Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması

Bu araştırmada, üniversite öğrencilerinin öz-belirlenimli öğrenme becerilerini geçerli ve güvenilir olarak ölçmeye yönelik bir ölçme aracı geliştirmek amaçlanmıştır. Araştırma 574 üniversite öğrencisinin katılımıyla gerçekleştirilmiştir. Uzman görüşleri ve önerileri doğrultusunda, ölçeğin 30 maddelik deneme formu oluşturulmuştur. Toplanan veriler Açımlayıcı Faktör Analizine (AFA) tabi tutulmuş̧, elde edilen yapı toplam varyansın %42,17’sini açıklamaktadır. Öz-belirlenimli Öğrenme Becerileri Ölçeği’nin (ÖBÖBÖ) 22 madde ve dört boyuttan oluştuğu belirlenmiştir. Ayrıca, Doğrulayıcı Faktör Analizi (DFA) sonucunda ölçeğe ilişkin uyum indekslerinin mükemmel ve kabul edilebilir değerler arasında olduğu görülmüş ve ölçeğin dört faktörlü̈ ve 22 maddeden oluşan yapısı doğrulanmıştır. Ölçeğin, Cronbach Alpha iç tutarlık katsayısı .86, test yarılama yöntemi ile hesaplanan güvenirlik katsayısı .80’dir. Ölçekte maddelerinin ayırt ediciliğini belirlemek için düzeltilmiş madde toplam korelasyonu hesaplanmış, %27’lik alt-üst grup karşılaştırmaları yapılmıştır. Madde analizinden elde edilen bulgular, ölçek maddelerinin hepsinin ayırt edici olduğunu göstermiştir. Sonuç olarak geliştirilen “ÖBÖBÖ”nin geçerli bir ölçme aracı olduğu, öz-belirlenimli öğrenme becerilerini belirlemede güvenilir puanlar sağlayacağı söylenebilir.

Anahtar Kelimeler:

Öz-belirlenimli öğrenme, Hetagoji, Ölçek geliştirme, Geçerlik, Güvenirlik.

Development of Self-Determined Learning (Heutagogy) Skills Scale: Validity and Reliability Study

The objective of this research was to create a reliable and valid measurement tool for measuring self-determined learning skills among university students. The research was conducted with the participation of 574 university students. In line with expert opinions and suggestions, 30-item trial form of the scale was developed. The collected data were subjected to Exploratory Factor Analysis (EFA) and a structure that explained 42.17% of the total variance was obtained. It has been determined that the Self-Determined Learning Skills Scale (SDLSS) consists of 22 items and four dimensions. In addition, as a result of Confirmatory Factor Analysis (CFA), it was seen that the fit indices of the scale were between excellent and acceptable values, and the four-factor structure of the scale consisting of 22 items was confirmed. The Cronbach Alpha internal consistency coefficient of the scale is .86, and the reliability coefficient calculated by the split-half method is .80. To determine the distinctiveness of the items in the scale, the corrected item-total correlation was calculated, and 27% lower-upper group comparisons were made. Findings from item analysis showed that all the scale items were distinctive. As a result, it can be said that the “SDLSS” developed is a valid measurement tool and will provide reliable scores in determining self-determined learning skills.

Keywords:

Self-determined Learning, Heutagogy, Scale Development, Validity, Reliability,

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