Derse İlgi Ölçeğinin Türkçeye Uyarlanması: Geçerlik ve Güvenirlik Çalışması

Bu araştırmanın amacı Derse İlgi Ölçeği'ni (Mazer, 2013b) Türkçeye uyarlayarak geçerlik ve güvenirliğini incelemektir. Araştırma 258 üniversite öğrencisi üzerinde yürütülmüştür. Açımlayıcı faktör analizinde bütün maddelerin iki alt boyut altında toplandığı ve toplam varyansın %59'unu açıklayan bir yapı elde edilmiştir. Doğrulayıcı faktör analizinde 16 maddeden ve iki alt boyuttan (bilişsel ve duyuşsal) oluşan modelin iyi uyum verdiği görülmüştür (x²= 245.88, sd= 99, RMSEA= .076, NFI= .90, NNFI= .92, CFI= .94, IFI= .94, SRMR= .056). Ölçeğin düzeltilmiş madde toplam korelasyon katsayıları ise .56 ile .78 arasında sıralanmaktadır. Ölçeğin iç tutarlılık güvenirlik katsayıları duyuşsal ilgi alt boyutu için .90, bilişsel ilgi alt boyutu için .89 olarak bulunmuştur. Bu sonuçlar ölçeğin Türkçe formunun geçerli ve güvenilir bir ölçme aracı olduğunu göstermektedir

The Validity and Reliability Of Turkish Version of The Student Interest Scale

The aim of the present study is to examine the validity and reliability of the Turkish Version of the Student Interest Scale (Mazer, 2013b). Participants were 258 undergraduate students. The results of the exploratory factor analysis indicated that the original structure of the Student Interest Scale consisting 16 items and 2 factors was replicated. Two factors accounted for the 59% of the total variance. Results of confirmatory factor analysis demonstrated that the sixteen items loaded on two factors (emotional and cognitive; x²= 245.88, df= 99, RMSEA= .076, NFI= .90, NNFI= .92, CFI= .94, IFI= .94, SRMR= .056). The corrected item-total correlations ranged from .56 to .78. Internal consistency reliability coefficients were .90 for emotional interest subscale, .89 for cognitive interest subscale. These results demonstrate that this scale is a valid and reliable instrument

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