Motivasyonel Düzenleme Stratejileri Ölçeğinin Türkçe’ye Uyarlanması: Geçerlik ve Güvenirlik Çalışması
Özet
Bu çalışma, Schwinger, von der Laden ve Spinath (2007) tarafından geliştirilen Motivasyonel Düzenleme Stratejileri (MDS) Ölçeği’ni Türkçe’ye uyarlayarak geçerlik ve güvenirlik değerlerini incelemeyi amaçlamaktadır. Akademik başarıda bilişsel süreçlerin yanı sıra duyuşsal faktörler ile özdüzenlemeli öğrenmenin kritik rol oynamasından hareketle yürütülen araştırmada, 5’li Likert tipinde ve 30 maddeden oluşan ölçme aracı kullanılmıştır. Ölçek; durumsal ilgi, kişisel ilgi, öğrenme odaklı özkonuşma, başarı odaklı özkonuşma, kaçınma, çevre kontrolü, ödüllendirme ve hedef belirleme olmak üzere toplam sekiz alt boyuttan oluşmaktadır. Araştırmanın çalışma grubunu Türkiye’deki iki devlet üniversitesinin kimya öğretmenliği programında öğrenim görmekte olan 259 öğretmen adayı (180 kadın, 79 erkek) oluşturmaktadır. Ölçeğin yapı geçerliğini değerlendirmek amacıyla yapılan Doğrulayıcı Faktör Analizi (DFA) sonucunda hesaplanan uyum indeksleri (χ2=1323.48, df=377, χ2/df=3.51, RMSEA=0.099, CFI=0.89, NFI=0.85, NNFI=0.87, SRMR=0.072, GFI=0.75, AGFI=0.69) sekiz faktörlü yapının verilerle kabul edilebilir düzeyde uyum sağladığını göstermiştir. Ölçeğin bütünsel Cronbach alpha güvenirlik katsayısı 0,900 olarak hesaplanmış, faktör düzeyindeki güvenirlik katsayılarının ise 0,584 ile 0,875 arasında dağılım gösterdiği belirlenmiştir. Elde edilen bu ampirik bulgular doğrultusunda, Türkçe’ye uyarlanan Motivasyonel Düzenleme Stratejileri Ölçeği’nin kimya öğretmen adaylarının ders çalışma, kimya öğrenme ve sınavlara hazırlanma süreçlerinde kullandıkları motivasyonel düzenleme stratejilerini tespit etmek amacıyla kullanılabilecek geçerli ve güvenilir bir ölçme aracı olduğu kanıtlanmıştır.
This study aims to adapt the Motivational Regulation Strategies (MRS) Scale, developed by Schwinger, von der Laden, and Spinath (2007), into Turkish and examine its validity and reliability values. Conducted based on the critical role of affective factors and self-regulated learning alongside cognitive processes in academic achievement, the study utilizes a 5-point Likert-type measurement tool consisting of 30 items. The scale comprises a total of eight subdimensions: situational interest, personal interest, mastery self-talk, performance self-talk, avoidance, environmental control, self-rewarding, and goal setting. The study group consists of 259 pre-service teachers (180 female, 79 male) studying in the chemistry education departments of two state universities in Turkey. Confirmatory Factor Analysis (CFA) conducted to evaluate the structural validity of the scale yielded fit indices (χ2=1323.48, df=377, χ2/df=3.51, RMSEA=0.099, CFI=0.89, NFI=0.85, NNFI=0.87, SRMR=0.072, GFI=0.75, AGFI=0.69) demonstrating that the eight-factor structure provides an acceptable fit with the data. The overall Cronbach's alpha reliability coefficient of the scale was calculated as 0.900, while the factor-level reliability coefficients ranged between 0.584 and 0.875. In line with these empirical findings, the Turkish-adapted Motivational Regulation Strategies Scale has been proven to be a valid and reliable measurement instrument for determining the motivational regulation strategies used by pre-service chemistry teachers during their studying, chemistry learning, and exam preparation processes.
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