Seda SARAC, Enisa MEDE, Tuğba ABANOZ

36792

Küçük Çocuklar İçin Epistemik Merak Ölçeği: Türkçe Uyarlama Çalışması

Epistemik merak, bilgiyi ve keşif davranışlarını ortaya çıkaran, yeni bilgileri arama ve edinme arzusudur. Epistemik merak, yeni keşiflerden duyulan içsel haz ve yenilik arama davranışına ilişkin olumlu ilgi duygusunu tetikleyebilir (İ-Tipi) ya da bilgi yoksunluğu hissinden kaynaklanan istenmeyen ve belirsiz deneyimleri azaltabilir (Y-Tipi). Epistemik meraka artan ilgi ve bunun eğitimdeki etkileri göz önüne alındığında, özellikle yerel bağlamlarda Tip-I ve Tip-D epistemik merakın erken göstergelerini ölçmek için özel değerlendirme araçlarına ihtiyaç vardır. Bu çalışmada Küçük Çocuklar için İ-Tipi/Y-Tipi Epistemik Merak Ölçeği’nin Türkçe formunun psikometrik özellikleri sınanmıştır. Küçük Çocuklar için 10 maddelik I-Tipi/D-Tipi Epistemik Merak Ölçeği, Piotrowski ve arkadaşları (2014) tarafından ebeveynlerin gözlemlerine dayalı olarak, çocukların epistemik merakını değerlendirmek için geliştirilmiş bir ölçektir (Piotrowski ve ark., 2014). Araştırmanın katılımcıları 636 çocuktur (K = 302; E = 334). Çocukların yaşları 48 ile 83 ay arasında değişmektedir (M=68.34; SS = 7.96). Veriler annelerden elde edilmiştir. Çalışmada çocuklara ilişkin veriler anneler aracılığıyla toplanmıştır. Ölçeğin faktör yapısı Doğrulayıcı Faktör Analizi ile sınanmıştır. Analiz sonuçları, ölçeğin Türkçe formunun, orijinal ölçek ile benzer şekilde iki faktörlü (İ-Tipi/Y-Tipi) yapıya sahip olduğunu göstermiştir. Ayrıca, yapı geçerliliği için sıfır sıralı korelasyonlar, öz-düzenleme ile hem İ-Tipi hem de Y-Tipi epistemik merak arasında, varsayıldığı gibi, anlamlı pozitif ilişki olduğunu ortaya koymuştur. Ek olarak, merak türü ile öz-düzenleme arasındaki kısmi korelasyon değerleri, iki epistemik merak türünün (İ-Tipi ve Y-Tipi) farklılığını göstermiştir. Bu bulgular, iki faktörlü I-Tipi/D-Tipi Küçük Çocuklar İçin Epistemik Merak Ölçeği’nin Türkiye bağlamında meraktaki bireysel farklılıkları ölçmek için geçerli ve güvenilir olduğuna dair kanıtlar sunmuştur.
Anahtar Kelimeler:

Erken çocukluk, okul öncesi, epistemik merak, Küçük Çocuklar için İ-Tipi/Y-Tipi Epistemik Merak Ölçeği

Epistemic Curiosity Scale for Young Children: A Scale Adaptation to Turkish

Epistemic curiosity is the desire to seek and acquire new information that motivates knowledge and exploratory behavior. While epistemic curiosity can stimulate positive feelings of interest related to novelty-seeking behavior and the intrinsic joy of discoveries (I-Type), it can also diminish unpleasant and uncertain experiences, which are associated with the feeling of being deprived of information (D-Type). Given the growing interest in epistemic curiosity and its implications in education, specific assessment tools are needed to measure early indicators of Type-I and Type-D epistemic curiosity, particularly in local contexts. In this study, the reliability and validity of the Turkish version of the I-Type/D-Type Epistemic Curiosity Scale for Young Children were investigated. The 10-item I-Type/D-Type Epistemic Curiosity Scale for Young Children was developed by Piotrowski and colleagues (2014) to assess children’s epistemic curiosity based on parents’ observations. The participants of the study were 636 children (F = 302; M = 334). The ages of the children ranged from 48 to 83 months (M = 68.34; SD = 7.96). Data were obtained from the mothers. The scale’s factor structure was tested with Confirmatory Factor Analysis. The results showed that the Turkish version of the scale also has a similar two-factor (I-Type/Y-Type) structure to the original scale. Furthermore, for construct validity, zero-order correlations reported a significant positive relationship between self-regulation and I-Type and D-type epistemic curiosity, as hypothesized. Additionally, a partial correlation between curiosity type and self-regulation highlighted the divergence of two I-Type and D-Type epistemic curiosity. These findings indicated that the 10-item, two-factor I-Type/D-Type Epistemic Curiosity Scale for Young Children is reliable and valid for assessing young children’s curiosity through mothers’ ratings.
Keywords:

Early childhood, preschool, epistemic curiosity, scale adaptation,

PDF

___

  • Bacanlı, H., & Türk Kurtça, T. (2020). Eğitim psikolojisi açısından merak: Genel bir değerlendirme. HAYEF: Journal of Education, 17(1), 103-120. DOI: 10.5152/hayef.2020.1923. google scholar
  • Behr, D. (2017). Assessing the use of back translation: The shortcomings of back translation as a quality testing method. International Journal of Social Research Methodology, 20(6), 573-584. DOI: 10.1080/13645579.2016.1252188 google scholar
  • Berlyne, D. E. (1954). A theory of human curiosity. British Journal of Psychology, 45, 180-191. google scholar
  • Berlyne, D. E. (1978). Curiosity and learning. Motivation and Emotion, 2, 97-175. google scholar
  • Bijvoet-van den Berg, S., & Hoicka, E. (2014). Individual differences and age-related changes in divergent thinking in toddlers and pre-schoolers. Developmental Psychology, 50(6), 1629-1639. https://doi.org/10.1037/a0036131 google scholar
  • Bouchacourt, F., & Buschman, T. J. (2019). A flexible model of working memory. Neuron, 103(1), 147160. https://doi.org/10.1016/j.neuron.2019.04.020 google scholar
  • Bronson, M. B., Goodson, B. D., Layzer, J. J., & Love, J. (1990). Child Behavior Rating Scale. Abt. Associates. google scholar
  • Ceylan, E., Sağırekmekçi, H., Tatar, E., & Bilgin, İ. (2016). Investigation of middle school students’ science course achievement according to their curiosity, attitude, and motivation levels. Uşak University Journal of Social Sciences, 9(1), 39-52. DOI: 10.12780/uusbd.50837 google scholar
  • Demirel, M., & Coşkun, Y. D. (2009). Üniversite öğrencilerinin meraklılık düzeylerinin bazı değişkenler açısından incelenmesi. Mehmet AkifErsoy Üniversitesi Eğitim Fakültesi Dergisi, 18, 111-134. google scholar
  • Douglas, S. P., & Craig, C. S. (2007). Collaborative and iterative translation: An alternative approach to back translation. Journal of International Marketing, 15(1), 30-43. https://doi.org/10.1509/ jimk.15.1.030 google scholar
  • Epstein, J., Osborne, R. H., Elsworth, G. R., Beaton, D. E., & Guillemin, F. (2015). Cross-cultural adaptation of the health education impact questionnaire: An experimental study showed expert committee, not back-translation, added value. Journal of Clinical Epidemiology, 68(4), 360-369. https://doi.org/10.1016/j.jclinepi.2013.07.013 google scholar
  • Eren, A., & Coskun, H. (2016). Students’ level of boredom, boredom coping strategies, epistemic curiosity, and graded performance. The Journal ofEducational Research, 109(6), 574-588. DOI:1 0.1080/00220671.2014.999364 google scholar
  • Erol, A., & İvrendi, A. (2018). 4-6 Yaş Çocuklarına Yönelik Öz-Düzenleme Becerileri Ölçeğinin Geliştirilmesi (anne formu). Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 44(44), 178-195. doi: 10.9779/PUJE.2018.213 google scholar
  • Glogger-Frey, I., Fleischer, C., Grüny, L., Kappich, J., & Renkl, A. (2015). Inventing a solution and studying a worked solution prepare differently for learning from direct instruction. Learning and Instruction, 39, 72-87.https://doi.org/10.1016/j.learninstruc.2015.05.001 google scholar
  • Grossnickle, E. M. (2016). Disentangling curiosity: Dimensionality, definitions, and distinctions from an interest in educational contexts. Educational Psychology Review, 28(1), 23-60. https://doi. org/10.1007/s10648-014-9294-y google scholar
  • Hardy, J. H., Ness, A. M., & Mecca, J. (2017). Outside the box: Epistemic Curiosity as a predictor of creative problem solving and creative performance. Personality and Individual Differences, 104, 230-237. https://doi.org/10.1016/j.paid.2016.08.004 google scholar
  • Hassinger-Das, B., & Hirsh-Pasek, K. (2018). Appetite for knowledge: curiosity and children’s academic achievement. Pediatric Research, 84(3), 323-324. DOI:10.1038/s41390-018-0099-4 google scholar
  • Hong, J. C., Hwang, M. Y., Liu, Y. H., & Tai, K. H. (2022). Effects of gamifying questions on English grammar learning mediated by epistemic curiosity and language anxiety. Computer Assisted Language Learning, 35(7), 1458-1482. http://dx.doi.org/10.1080/09588221.2020.1803361 google scholar
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118 google scholar
  • Huang, D., Wang, L., Zhou, M., & Zhang, J. (2010, August). Gender difference in motives of knowledge searching: Measurement invariance and factor mean comparison of the interest/deprivation epistemic curiosity. In 2010 IEEE 2nd Symposium on Web Society (pp. 258-263). IEEE. google scholar
  • Ishaq, E., Bashir, S., Khan, A. K., Hassan, M. M., & Zakariya, R. (2021). Epistemic curiosity and perceived workload: A moderated mediation model of achievement striving and overwork climate. The International Journal of Human Resource Management, 32(18), 3888-3911. https:// doi.org/10.1080/09585192.2019.1657662 google scholar
  • Jirout, J. J., Vitiello, V. E., & Zumbrunn, S. K. (2018). Curiosity in schools. In G. Gordon (Ed.), The new science of curiosity (pp. 243-266). Nova. google scholar
  • Kaczmarek, L. D., Kashdan, T. B., Kleiman, E. M., Baczkowski, B., Enko, J., Siebers, A., Szaefer, A., Krol, M., & Baran, B. (2013). Who self-initiates gratitude interventions in daily life? An examination of intentions, curiosity, depressive symptoms, and life satisfaction. Personality and Individual Differences, 55, 805-810. http://dx.doi.org/10.1016/j.paid.2013.06.013 google scholar
  • Karandikar, S., Kapoor, H., & Litman, J. (2021). Why so curious? Validation and cross-cultural investigation of the Hindi Epistemic Curiosity Scale. Asian Journal of Social Psychology, 24(1), 69-82. https://doi.org/10.1111/ajsp.12425 google scholar
  • Kashdan, T. B., Stiksma, M. C., Disabato, D. J., McKinght, P. E., Bekier, J., Kaji, J., & Lazarus, R. (2018). The Five-Dimensional Curiosity Scale: Capturing the bandwidth of curiosity and identifying four unique ungroups of curious people. Journal of Research in Personality, 73, 130-149. https:// doi.org/10.1016/j.jrp.2017.11.011 google scholar
  • Kline, T. J. B. (2005). Psychological testing. A practical approach to design and evaluation. Sage. google scholar
  • Lauriola, M., Litman, J. A., Mussel, P., De Santis, R., Crowson, H. M., & Hoffman, R. R. (2015). Epistemic curiosity and self-regulation. Personality and Individual Differences, 83, 202-207. http://dx.doi.org/10.1016/j.paid.2015.04.017 google scholar
  • Lindholm, M. (2018). Promoting curiosity. Science & Education, 27(9-10), 987-1002. https://doi. org/10.1007/s11191-018-0015-7 google scholar
  • Litman, J. (2019). Curiosity: Nature, dimensionality, and determinants. In K. A. Renninger & S. E. Hidi (Eds.), The Cambridge handbook of motivation and learning (pp. 418-442). Cambridge University Press. google scholar
  • Litman, J. A. (2005). Curiosity and the pleasures of learning: Wanting and liking new information. Cognition and Emotion, 19, 793-814. https://doi.org/10.1080/02699930541000101 google scholar
  • Litman, J. A. (2008). Interest and deprivation dimensions of epistemic curiosity. Personality and Individual Differences, p. 44, 1585-1595. doi:10.1016/j.paid.2008.01.014 google scholar
  • Litman, J. A., & Jimerson, T. L. (2004). The measurement of curiosity is a feeling of deprivation. Journal of Personality Assessment, 82, 147-157. https://doi.org/10.1207/s15327752jpa8202_3 google scholar
  • Litman, J. A., & Mussel, P. (2013). Validity of the interest-and deprivation type epistemic curiosity model in Germany. Journal of Individual Differences, 34, 59-68. https://doi.org/10.1027/1614-0001/a000100 google scholar
  • Litman, J. A., & Spielberger, C. D. (2003). Measuring epistemic curiosity and its diversive and specific components. Journal of Personality Assessment, 80(1), 75-86. https://doi.org/10.1207/ S15327752JPA8001_16 google scholar
  • Litman, J. A., Crowson, H. M., & Kolinski, K. (2010). Validity of the interest- and- deprivation- type epistemic curiosity distinction in non-students. Personality and Individual Differences, 49(5), 531536. DOI:10.1016/j.paid.2010.05.021 google scholar
  • Litman, J. A., Hutchins, T., & Russon, R. (2005). Epistemic curiosity, feeling-of-knowing, and exploratory behavior. Cognition and Emotion, 19(4), 559-582. DOI: 10.1080/02699930441000427 google scholar
  • Lunkenheimer, E., Panlilio, C., Lobo, F. M., Olson, S. L., & Hamby, C. M. (2019). Preschoolers’ self-regulation in context: Task persistence profiles with mothers and fathers and later attention problems in kindergarten. Journal of Abnormal Child Psychology, 47(6), 947-960. https://doi. org/10.1007/s10802-019-00512-x google scholar
  • Lydon-Staley, D. M., Zurn, P., & Bassett, D. S. (2020). Within-person variability in curiosity during daily life and associations with well-being. Journal of Personality, 88(4), 625-641. https://doi. org/10.1111/jopy.12515 google scholar
  • McClelland, M. M., & Cameron, C. E. (2012). Self-regulation in early childhood: Improving conceptual clarity and developing ecologically valid measures. Child Development Perspectives, 6(2), 136142. https://doi.org/10.1111/j.1750-8606.2011.00191.x google scholar
  • Munakata, Y., Herd, S. A., Chatham, C. H., Depue, B. E., Banich, M. T., & O’Reilly, R. C. (2011). A unified framework for inhibitory control. Trends in Cognitive Sciences, 15(10), 453-459. doi: 10.1016/j.tics.2011.07.011 google scholar
  • Mussel, P. (2010). Epistemic curiosity and related constructs: Lacking evidence of discriminant validity. Personality and Individual Differences, 49(5), 506-510. https://doi.org/10.1016/j. paid.2010.05.014 google scholar
  • Perry, N. B., Dollar, J. M., Calkins, S. D., Keane, S. P., & Shanahan, L. (2018). Childhood self-regulation is a mechanism through which early overcontrolling parenting is associated with adjustment in preadolescence. Developmental Psychology, 54(8), 1542. DOI: 10.1037/dev0000536 google scholar
  • Peters, R. A. (1978). Effects of anxiety, curiosity, and perceived instructor threat on student verbal behavior in the college classroom. Journal of Educational Psychology, 70(3), 388-395. https://doi. org/10.1037/0022-0663.70.3.388 google scholar
  • Peterson, C., Ruch, W., Beermann, U., Park, N., & Seligman, M. E. (2007). Strengths of character, orientations to happiness, and life satisfaction. Journal of Positive Psychology, 2, 149-156. https:// doi.org/10.1080/17439760701228938 google scholar
  • Piotrowski, J. T., Litman, J. A., & Valkenburg, P. (2014). Measuring epistemic curiosity in young children. Infant and Child Development, 23(5), 542-553. https://doi.org/10.1002/icd.1847 google scholar
  • Richards, J. B., Litman, J., & Roberts, D. H. (2013). Performance characteristics of measurement instruments of epistemic curiosity in third-year medical students. Medical Science Educator, 23(3), 355-363. https://doi.org/10.1007/BF03341647 google scholar
  • Sezgin, E., & Demiriz, S. (2016). Çocuk Davranış Değerlendirme Ölçeği’nin (ÇODDÖ) Türkçe’ye uyarlanması: Geçerlik ve güvenirlik çalışması. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 12(2), 702-718. https://doi.org/10.17860/efd.15303 google scholar
  • Shah, P. E., Weeks, H. M., Richards, B., & Kaciroti, N. (2018). Early childhood curiosity and kindergarten reading and math academic achievement. Pediatric Research, 84(3), 380-386. DOI: 10.1038/s41390-018-0039-3 google scholar
  • Silvia, P. J. (2012). Curiosity and motivation. In R. M. Ryan (Ed.), The oxford handbook of human motivation (pp. 157-167). Oxford University Press google scholar
  • Sternberg, R. J. (1994). Answering questions and questioning answers: Guiding children to intellectual excellence. The Phi Delta Kappan, 76(2), 136-138. google scholar
  • Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları. 3(6), 49-74. google scholar
  • Tabachnick, B. G., Fidell, L. S., & Ullman, J. B. (2007). Using multivariate statistics, 5, 481-498. Pearson. google scholar
  • Tang, X., & Salmela-Aro, K. (2021). The prospective role of epistemic curiosity in national standardized test performance. Learning and Individual Differences, 88, 102008. google scholar
  • Totsune, T., Matsudaira, I., & Taki, Y (2021). Curiosity-tourism interaction promotes subjective wellbeing among older adults in Japan. Humanities and Social Sciences Communications, 8(1), 1-11. https://doi.org/10.1057/s41599-021-00748-3 google scholar
  • Van Schijndel, T. J., Jansen, B. R. & Raijmakers, M. E. (2018). Do individual differences in children’s curiosity relate to their inquiry-based learning? International Journal of Science Education, 40(9), 996-1015. https://doi.org/10.1080/09500693.2018.1460772 google scholar
  • Vardi, Ö., & Demiriz, S. (2019). Okul öncesi öğretmenlerinin çocukların meraklarına yönelik görüşleri. E-Kafkas Eğitim Araştırmaları Dergisi, 6(4), 44-58. https://doi.org/10.30900/kafkasegt.655872 google scholar
  • Wass, S. V., Scerif, G., & Johnson, M. H. (2012). Training attentional control and working memory-Is younger better? Developmental Review, 32(4), 360-387. https://doi.org/10.1016/j.dr.2012.07.001 google scholar
  • Yang, S., Carlson, J. R., & Chen, S. (2020). How augmented reality affects advertising effectiveness: The mediating effects of curiosity and attention toward the ad. Journal of Retailing and Consumer Services, 54, 102020. DOI:10.1016/j.jretconser.2019.102020 google scholar
  • Yazıcı, T., & Kartal, O. Y. (2020). Epistemik merakın eğitimdeki rolü. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6(2), 570-589. google scholar
Psikoloji Çalışmaları-Cover
  • ISSN: 1304-4680
  • Başlangıç: 1956
  • Yayıncı: İstanbul Üniversitesi
Arşiv
Sayıdaki Diğer Makaleler

Ev Ortamı ve Okul Öncesi Eğitim Kurumlarındaki Çevresel Kaosun Çocukların Yönetici İşlevleri ile İlişkisinin İncelenmesi

Figen EROĞLU ADA, Feyza ÇORAPÇI, Elif Aysimi DUMAN

Kaufman Kısa Zekâ Testi İkinci Sürümünün (KBIT-2) ve Wechsler Çocuklar için Zekâ Ölçeğinin Dördüncü Sürümünün (WÇZÖ-IV) Karşılaştırılması

Sait ULUÇ, Ferhunde ÖKTEM

Çevrimiçi Psikoterapinin Etik Kodlar Çerçevesinde İncelenmesi

Gamze ŞEN, Burcu KORKMAZ

Küçük Çocuklar İçin Epistemik Merak Ölçeği: Türkçe Uyarlama Çalışması

Seda SARAC, Enisa MEDE, Tuğba ABANOZ

Algılanan Ebeveyn Reddi ile Somatizasyon Arasındaki İlişkide Aleksitiminin Aracı Rolü

Zeynep HAKTANIR, Işıl ÇOKLAR

Orta Yaş Dönemindeki Meme Kanseri Kadın Bireylerde Benlik Saygısı ve Psikolojik Uyum Arasındaki İlişkiler: Hayatın Anlamının Aracı Rolü

Cem SOYLU, Zehra UÇANOK