Öğretmen-öğrenci iletişiminde en önemli faktör öğrenen ve öğrenci arasındaki ilişkinin kalitesidir. Bu nedenle iletişim amaç ve beklentilerini sağlamaya yönelik duygusal bir tepki olarak tanımlanan iletişim doyumu bu ilişkide kritik bir rol oynamaktadır (Hecht, 1978). Bu araştırmanın amacı Kısaltılmış Öğrenci İletişim Doyumu Ölçeği'nin (KÖİDÖ; Goodboy, Martin, & Bolkan, 2009) Türkçe'ye uyarlamaktır. Araştırma Ağrı İbrahim Çeçen ve Fırat Üniversitelerinde öğrenim gören 312 öğrenci üzerinde yürütülmüştür. Türkçeye uyarlama sürecinde öncelikle ölçeğin İngilizce formu, iyi düzeyde İngilizce bilen iki öğretim üyesi tarafından Türkçeye çevrilmiş ardından İngilizceye geri çevrilmiştir. Daha sonra Türkçe form anlam ve gramer açısından incelenerek gerekli düzeltmeler yapılmış ve denemelik Türkçe form elde edilmiştir. Araştırmada doğrulayıcı faktör analizi (DFA), Cronbach alfa iç tutarlılık güvenirlik katsayısı ve düzeltilmiş madde-test korelâsyonları incelenmiştir. Analizler LISREL 8.54 ve SPSS 13.0 ile yapılmıştır. Yapı geçerliği için uygulanan doğrulayıcı faktör analizinde tek boyutlu modelin iyi uyum verdiği görülmüştür (x²= 51.11, sd= 16, RMSEA= .084, IFI= .95, CFI= .95, NFI= .93, NNFI= .92, GFI= .96, SRMR= .056). Ölçeğin madde toplam korelasyon katsayıları .26 ile .63 arasında sıralanmaktadır. Ölçeğin Cronbach alfa iç tutarlık güvenirlik katsayısı .75 olarak hesaplanmıştır. Bu sonuçlar Kısaltılmış Öğrenci İletişim Doyumu Ölçeği'nin Türkçe formunun geçerli ve güvenilir bir ölçme aracı olduğunu göstermektedir

In student-teacher relationship perhaps the most important factor is the quality of the relationship between the instructor and the student. Therefore communication satisfaction is crucial on this relationship that was described as an affective response to the accomplishment of communication goals and expectations (Hecht, 1978). The aim of this research is to examine the validity and reliability of the Turkish version of the Abbreviated Student Communication Satisfaction Scale (ASCS; Goodboy, Martin, & Bolkan, 2009). Participants were 312 undergreduate students from Ağrı İbrahim Çeçen and Fırat Universities. The Student Communication Satisfaction Scale was translated into Turkish and the Turkish form was back-translated into English. In this study confirmatory factor analysis, Cronbach alpha coefficients and the item-total correlations were examined. Results of confirmatory factor analysis demonstrated that this scale yielded one factor, as original form (x²= 51.11, df= 16, RMSEA= .084, IFI= .95, CFI= .95, NFI= .93, NNFI= .92, GFI= .96, SRMR= .056). The corrected itemtotal correlations ranged .26 to .63. Cronbach alpha internal consistency reliability coefficient of the scale was .75. Thus Abbreviated Student Communication Satisfaction Scale can be used as a valid and reliable instrument in education. each item rated on a 7-point Likert-type scale. Participants voluntarily participated in research. Completion of the scales was anonymous and there was a guarantee of confidentiality. The scales were administered to the students in groups in the classrooms. Prior to administration of measures, all participants were told about purposes of the study. In this study, confirmatory factor analysis (CFA) was executed to confirm the original scale’s structure in Turkish culture. As reliability analysis Cronbach alpha internal consistency coefficients and the itemtotal correlations were calculated. Data were analyzed using LISREL 8.54 and SPSS 20.0 package programs. Results of confirmatory factor analysis demonstrated that this scale yielded one factor, as original form (x²= 51.11, sd= 16, RMSEA= .084, IFI= .95, CFI= .95, NFI= .93, NNFI= .92, GFI= .96, SRMR= .056). The corrected item-total correlations ranged .26 to .63. Cronbach alpha internal consistency reliability coefficient of the scale was .75. According to these values it can be said that the structural model of Abbreviated Student Communication Satisfaction Scale (ASCSS) which consists of one factor was well fit to the Turkish culture. Overall findings demonstrated that this scale had high validity and reliability scores and that it may be used as a valid and reliable instrument in order to assess the communication satisfaction of students. Nevertheless, further studies that will use Abbreviated Student Communication Satisfaction Scale are important for its measurement force. As a result, it can be said that ASCSS is a validand reliable instrument to measure the levels of communication satisfaction of Turkish students. ASCSS useable when necessary in order to get information about the levels of communication satisfaction of Turkish students. In addition, researchers can study the relations between the student communication satisfaction and variables such as life satisfaction or interpersonal communication satisfaction can find answers for many questions