Academic expectations of students in Turkey in tımss 2011

Bu çalışmanın amacı, Buhrmester, Furman, Wittenberg ve Reis tarafından geliştirilen Kişilerarası Yetkinlik Ölçeğini (KYÖ) Türkçeye uyarlayarak geçerlik ve güvenirliğini incelemektir. Araştırmanın verileri, Mersin Üniversitesinin çeşitli fakültelerinde öğrenim gören 604 (354 kadın, 250 erkek) üniversite öğrencisinden elde edilmiştir.Ölçeğin yapı geçerliğini sınamak üzere açıklayıcı ve doğrulayıcı faktör analizi yöntemleri kullanılmıştır. Faktör analizi sonuçları ölçeğin, ilişki başlatma , duygusal destek ,etki bırakma , kendini açma ve çatışma yönetimi olarak adlandırılan beş faktörden oluştuğunu göstermiştir. Ölçeğin iç tutarlığına ilişkin bulgulara göre, ölçekte yer alan faktörlerin Cronbach alfa güvenirlik katsayıları .74 (kendini açma) ile .83 (çatışma yönetimi) arasında değişmekte olup, bütün ölçekten elde edilen değer ise .87dir.KYÖnün test tekrarı güvenirliği için üç hafta arayla yapılan ölçümlerde faktörlerin korelasyon katsayılarının ise .72 (duygusal destek) ile .89 (ilişki başlatma) aralığında değer aldıkları görülmüştür. Ölçeğin tamamına ilişkin test-tekrar test güvenirlik katsayısı ise .89 olarak hesaplanmıştır. Sonuç olarak, yapılan geçerlik ve güvenirlik çalışmaları doğrultusunda beş faktörlü bu ölçeğin geçerli ve güvenilir bir ölçme aracı olduğu belirlenmiştir.

TIMSS 2011 çalışmasına katılan Türkiye deki öğrencilerin akademik beklentileri

The present study examined predictive effect of gender, home educational resources, family involvement, and motivational beliefs of self-efficacy and task value in science on students academic expectancies. 6331 eight grade students who participated in TIMSS 2011 in Turkey consisted of the sample of the study. Logistic regression analyses results revealed that girls had higher levels of expectations to attain university education than boys. Home educational resources, family involvement, and self-efficacy in science emerged as significant and positive predictors of students academic expectations, as well. Some suggestions were provided for science teachers to promote their studentsself-efficacy beliefs and for parents to improve their involvement in schooling.

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