İNTERNET TABANLI OKUMA MOTİVASYONU VE ETKİLEŞİM ÖLÇEĞİ TÜRKÇE’YE UYARLAMA ÇALIŞMASI VE ÖĞRETMEN ADAYLARI İLE BİR İNCELEME

Bu çalışmanın birinci amacı, Braten, Brandmo ve Kammerer (2019) tarafından geliştirilen ve12 maddeden oluşan “İnternet Tabanlı Okuma Motivasyonu ve Etkileşim” ölçeğini Türkçe ’yeuyarlamaktır. Ardından uyarlanan ölçek ile öğretmen adaylarının internette eğitim odaklıokumalarındaki motivasyon düzeylerini ve davranışsal karakteristiklerini çeşitli değişkenlergöz önünde bulundurarak incelemektir. 362 öğretmen adayından toplanan verilerle yapılanaçımlayıcı ve doğrulayıcı faktör analizleri ölçeğin orijinali 4 faktörlü bir yapısının geçerliolduğunu göstermiştir. Ayrıca hesaplanan Cronbach alfa değerleri ölçeğin güvenilir olduğunugöstermektedir. İnternet tabanlı okuma motivasyonuna değişkenlerin etkisi incelendiğindebazı demografik ve internet kullanım amaçlarının etkisi bulunmuştur. Diğer bir ifadeyle,kızların erkeklere göre, dizüstü bilgisayar kullananların akıllı telefon kullananlara göre veeğitim ve akademik odaklı interneti kullananların, oyun ve sosyal medya odaklı kullananlaragöre daha yüksek internet tabanlı okuma motivasyonuna sahip olduğu görülmüştür. Eğitimselve teknolojik uygulamalar ilgili alanyazın ışığında tartışılmıştır.

TURKISH ADAPTATION OF INTERNET BASED REDADING MOTIVATION AND ENGAGEMENT SCALE AND AN EXAMINATION WITH PRE-SERVİCE TEACHERS

This study first aimed adapt “Internet Based Reading Motivation and Engagement” scale developed by Braten, Brandmo and Kammerer (2019) and consisted of 12 items into Turkey. Then, internet based reading motivation and engagement levels and behavioral characteristics of pre-service teachers were examined with the adapted scale considering various demographic information. The exploratory and confirmatory factor analysis carried out with the data obtained from 362 pre-service teachers revealed that the original scale with 4-factor was valid. Furthermore, the calculated Cronbach alpha values indicated that the scale is reliable. Examining the effect of variables on internet-based reading motivation, various statistical significant differences were observed. In other words, it was seen that females, those who use laptops, and those who use the internet for educational purposes and scientific research had higher internet-based reading motivation and engagement than men, those who use smartphones, those who use the internet for social media and games. Given the findings of the study, educational and technological implementations were discussed in lights of the relevant literatures. Abstract must be 12pt, single line spacing, and both sides must be aligned. Text should not exceed 250 words.

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