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Basic Psychological Needs Frustration in Second Language Learning: A Scale Adaptation Study

Year 2025, Volume: 25 Issue: 2, 1019 - 1034

Hüsem Korkmaz , Gökhan Kayır

https://doi.org/10.17240/aibuefd.2025..-1550389

Abstract

As a theory that provides an important framework for understanding individuals' motivation and behavior, self-determination theory is frequently used in the context of education and learning. According to this theory, individuals experience higher levels of motivation, learning achievement and psychological well-being when their three basic psychological needs of autonomy, competence and relatedness are met. However, when these needs are inhibited, loss of motivation, difficulties in the learning process and affective problems may arise. This study involves the adaptation of the Basic Psychological Needs Frustration in Second Language Scale (BPNF-L2), which was developed to measure the frustration of individuals' basic psychological needs (autonomy, competence and relatedness) in second language learning, to Turkish culture and the validity and reliability analyses of the scale. In the process of adapting the scale to the Turkish culture, translation, back translation, and expert opinions were utilized to ensure linguistic and cultural compatibility. The sample of the study consisted of 231 undergraduate students studying in an English preparatory program at a state university in Türkiye in 2023 and selected by criterion sampling method. The results of confirmatory factor analysis revealed that the three-dimensional structure of the scale (inhibition of autonomy, inhibition of competence, and inhibition of relatedness) was also valid in Turkish culture and the structure of the scale consisting of 12 items was preserved. Factor loadings were found to be at acceptable levels and fit indices were calculated as CFI= .97, NFI= .91, RMSEA= .08 and SRMR= .07. Reliability analyses revealed that Cronbach's alpha value was .86 and McDonald's ω coefficient was .88. These findings indicate that the Turkish version of the scale is a reliable and valid measurement tool. According to the results of the study, the scale adapted to the Turkish culture can be used to measure the frustration of individuals' basic psychological needs in language learning processes and can make a significant contribution to the development of foreign language teaching programs. It is envisaged that the scale can be used as a valid and reliable tool in future research and practices to understand the psychological dimension of language learning processes in education.

Keywords

Basic Psychological Needs Scale Adaptation Second Language Learning

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İkinci Dil Öğreniminde Temel Psikolojik İhtiyaçların Engellenmesi: Ölçek Uyarlama Çalışması

Year 2025, Volume: 25 Issue: 2, 1019 - 1034

Hüsem Korkmaz , Gökhan Kayır

https://doi.org/10.17240/aibuefd.2025..-1550389

Abstract

Öz Belirleme Kuramı, bireylerin motivasyonlarını ve davranışlarını anlamada önemli bir çerçeve sunan, özellikle eğitim ve öğrenme bağlamında sıklıkla kullanılan bir teoridir. Bu teoriye göre bireylerin üç temel psikolojik ihtiyacı olan özerklik, yetkinlik ve ilişkili olma ihtiyaçları karşılandığında bireyler daha yüksek düzeyde motive olmakta, öğrenme başarısı sergilemekte ve psikolojik açıdan iyi oluş düzeyi yükselmektedir. Ancak bu ihtiyaçların engellenmesi durumunda motivasyon kaybı, öğrenme sürecinde zorluklar ve duyuşsal sorunlar ortaya çıkabilmektedir. Bu araştırma, ikinci dil öğreniminde bireylerin temel psikolojik ihtiyaçlarının (özerklik, yetkinlik ve ilişkili olma) engellenme durumlarını ölçmek amacıyla geliştirilmiş olan “Basic Psychological Needs Frustration in Second Language Scale (BPNF-L2)” adlı ölçeğin Türk kültürüne uyarlanmasını ve ölçeğin geçerlik ile güvenirlik analizlerini kapsamaktadır. Ölçeğin Türkçeye ve Türk kültürüne uyarlanması sürecinde dilsel ve kültürel uygunluğun sağlanması amacıyla çeviri, ters çeviri ve uzman görüşlerinden yararlanılmıştır. Araştırmanın örneklemi, 2023 yılında Türkiye'deki bir devlet üniversitesinde İngilizce hazırlık programında eğitim gören ve ölçüt örnekleme yöntemiyle seçilen 231 lisans öğrencisinden oluşmaktadır. Doğrulayıcı faktör analizi sonuçları, ölçeğin üç boyutlu yapısının (özerkliğin engellenmesi, yetkinliğin engellenmesi ve ilişkili olmanın engellenmesi) Türk kültüründe de geçerli olduğunu ortaya koymuş ve ölçeğin toplam 12 maddeden oluşan yapısı korunmuştur. Faktör yüklerinin kabul edilebilir düzeylerde olduğu saptanmış ve uyum indeksleri CFI= .97, NFI= .91, RMSEA= .08 ve SRMR= .07 olarak hesaplanmıştır. Güvenirlik analizleri kapsamında, Cronbach alfa değerinin .86, McDonald’s ω katsayısının ise .88 olduğu belirlenmiştir. Bu bulgular, ölçeğin Türkçe formunun güvenilir ve geçerli bir ölçüm aracı olduğunu göstermektedir. Araştırma sonuçlarına göre Türk kültürüne uyarlanan bu ölçek, dil öğrenme süreçlerinde bireylerin temel psikolojik ihtiyaçlarının engellenme durumlarını ölçmek için kullanılabilir ve özellikle yabancı dil öğretimi programlarının geliştirilmesinde önemli bir katkı sağlayabilir. Ölçeğin eğitimde dil öğrenme süreçlerinin psikolojik boyutunu anlamaya yönelik gelecekteki araştırmalarda ve uygulamalarda geçerli ve güvenilir bir araç olarak kullanılabileceği öngörülmektedir.

Keywords

İkinci Dil Öğrenimi Ölçek Uyarlama Temel Psikolojik İhtiyaçlar

References

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  • Al-Hoorie, A. H., Oga-Baldwin, W. Q., Hiver, P., & Vitta, J. P. (2022). Self-determination mini-theories in second language learning: A systematic review of three decades of research. Language Teaching Research, 13621688221102686. https://doi.org/10.1177/13621688221102686.
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  • Aydoğan, H. (2018). Students' autonomy, relatedness and English language competencies in their cognitive domains. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 6(4), 489-494. http://dx.doi.org/10.18506/anemon.361331.
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  • Boateng, G., Neilands, T., Frongillo, E., Melgar-Quiñonez, H., & Young, S. (2018). Best practices for developing and validating scales for health, social, and behavioral research: A primer. Frontiers in Public Health, 6, 149. https://doi.org/10.3389/fpubh.2018.00149.
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  • Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge.
  • Erkorkmaz, Ü., Etikan, İ., Demir, O., Özdamar, K., & Sanisoğlu, S. Y. (2013). Doğrulayıcı faktör analizi ve uyum indeksleri. Turkiye Klinikleri Journal of Medical Sciences, 33(1), 210-223. https://doi.org/10.5336/medsci.2011-26747.
  • Gökdemir, F., & Yılmaz, T. (2023). Likert tipi ölçekleri kullanma, modifiye etme, uyarlama ve geliştirme süreçleri. Journal of Nursology, 26(2), 148-160. https://doi.org/10.5152/JANHS.2023.22260.
  • Hartley, J. (2014). Some thoughts on Likert-type scales. International Journal Of Clinical And Health Psychology, 14(1), 83-86. https://doi.org/10.1016/S1697-2600(14)70040-7.
  • Heggestad, E. D., Scheaf, D. J., Banks, G. C., Monroe Hausfeld, M., Tonidandel, S., & Williams, E. B. (2019). Scale adaptation in organizational science research: A review and best-practice recommendations. Journal of Management, 45(6), 2596-2627. https://doi.org/10.1177/0149206319850280.
  • Hu, L., & 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, 1-55. https://doi.org/10.1080/10705519909540118.
  • Kalnins, A., & Hill, K. (2023). The VIF Score. What is it Good For? Absolutely Nothing. Organizational Research Methods. https://doi.org/10.1177/10944281231216381.
  • Karbakhsh, R., & Ahmadi Safa, M. (2020). Basic psychological needs satisfaction, goal orientation, willingness to communicate, self-efficacy, and learning strategy use as predictors of second language achievement: A structural equation modeling approach. Journal of Psycholinguistic Research, 49(5), 803-822. https://doi.org/10.1007/s10936-020-09714-7.
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  • Laroche, M., Kim, C., & Tomiuk, M. A. (1998). Translation fidelity: An IRT analysis of Likert-type scale items from a culture change measure for Italian-Canadians. Advances in Consumer Research, 25(1), 607-637.
  • Larsen–Freeman, D. (2007). Reflecting on the cognitive–social debate in second language acquisition. The Modern Language Journal, 91, 773-787. https://doi.org/10.1111/j.1540-4781.2007.00668.x.
  • Liang, J., Pan, W., & Yang, Z. (2004). Characterization-based Q–Q plots for testing multinormality. Statistics & Probability Letters, 70, 183-190. https://doi.org/10.1016/J.SPL.2004.10.002.
  • Mai, X., & Liang, T. (2021). Empowering Foreign Language Learners from the Perspective of Self-determination Theory. Frontiers in Educational Research, 4(8), 73-79. https://doi.org/10.25236/FER.2021.040815.
  • Maydeu-Olivares, A., Fairchild, A. J., & Hall, A. G. (2017). Goodness of fit in item factor analysis: Effect of the number of response alternatives. Structural Equation Modeling, 24, 495–505. https://doi.org/10.1080/10705511.2017.1289816.
  • McEown, M., Noels, K., & Saumure, K. (2014). Students’ self-determined and integrative orientations and teachers’ motivational support in a Japanese as a foreign language context. System, 45, 227–241. https://doi.org/10.1016/j.system.2014.06.001.
  • McEown, M., & Oga-Baldwin, W. (2019). Self-determination for all language learners: New applications for formal language education. System. https://doi.org/10.1016/J.SYSTEM.2019.102124.
  • Mizumoto, A., & Takeuchi, O. (2011). Adaptation and validation of self-regulating capacity in Vocabulary Learning Scale. Applied Linguistics, 33(1), 83–91. https://doi.org/10.1093/applin/amr044.
  • Morgado, F., Meireles, J., Neves, C., Amaral, A., & Ferreira, M. (2017). Scale development: Ten main limitations and recommendations to improve future research practices. Psicologia, Reflexão e Crítica, 30(3), 1-20. https://doi.org/10.1186/s41155-016-0057-1.
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Details

Primary Language Turkish
Subjects Psychological Foundations of Education
Journal Section Articles
Authors

Hüsem Korkmaz 0000-0002-5759-7392

Gökhan Kayır 0000-0002-9830-0006

Early Pub Date June 3, 2025
Publication Date
Submission Date September 15, 2024
Acceptance Date May 5, 2025
Published in Issue Year 2025 Volume: 25 Issue: 2

Cite

APA Korkmaz, H., & Kayır, G. (2025). İkinci Dil Öğreniminde Temel Psikolojik İhtiyaçların Engellenmesi: Ölçek Uyarlama Çalışması. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 25(2), 1019-1034. https://doi.org/10.17240/aibuefd.2025..-1550389
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