The adaptation of self-directed Mathematics Learning Attitude Scale into Turkish

Bu çalışmanın amacı Lee ve Kim (2005) tarafından geliştirilmiş olan Özyönelimli Matematik Öğrenme Tutum Ölçeği nin Türkçeye uyarlamasını yapmak, ölçeğin geçerlilik ve güvenilirliğini ortaya koymaktır. Çalışma grubunu, Niğde il merkezine bağlı 24 ilköğretim okulunun 7. ve 8. sınıflarında öğrenim gören 3485 öğrenci oluşturmaktadır. Üç ana boyutlu, 10 SDL faktörlü, 57 maddelik ölçeğin Türkçe uyarlaması üç ana boyut, altı SDL faktörü ve 46 maddeden oluşmaktadır. Sonuç olarak, geçerlik ve güvenilirliği ortaya konmuş olan ölçekteki bu değişimde ülkeler arası kültür farkı ve eğitim ortamları ile eğitim sistemlerindeki değişik algılamaların rol oynadığı düşünülmektedir.

Özyönelimli Matematik Öğrenme Tutum Ölçeği nin Türkçeye uyarlanması

The aim of this study is to adapt the Self-Directed Mathematics Learning Attitude Scale , developed by Lee and Kim (2005) into Turkish and to demonstrate the validity and reliability of the scale. The study group consisted of 3485 students from 7th and 8th grades who are attending to 24 elementary schools in Niğde city center. Even though the original version of the scale had three main dimensions, ten Self Directed Learning (SDL) factors and 57 items; the adapted form consists of three main dimensions, six SDL factors and 46 items. Consequently, the scale is shown to be valid and reliable and it is thought that the main reasons behind this change were intercultural differences between countries and varying perceptions in learning environments and education systems.

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