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İngilizce Dersi Akademik Özgüven Ölçeği Geliştirme Çalışması

Year 2025, , 252 - 271, 19.05.2025

Saim Akman , Nuray Senemoğlu

https://doi.org/10.9779/pauefd.1455275

Abstract

Bu çalışmanın amacı lise öğrencilerinin İngilizce dersine yönelik akademik özgüvenlerini belirleyen geçerli ve güvenilir bir ölçme aracı geliştirmektir. Çalışma gurubu, liselere giriş sınavı ile öğrenci alan MEB’e bağlı liselerinin dokuzuncu sınıfında öğrenim gören toplamda 565 öğrenciden oluşmaktadır. Ölçeğin deneme formu açımlayıcı faktör analizi aşamasında 302 öğrenciye uygulanmıştır. Açımlayıcı faktör analizi sonuçlarına göre ölçeğin alıcı beceriler ve üretici becerilere yönelik akademik özgüven olmak üzere iki boyuttan oluştuğu ve bu iki boyutlu yapının toplam varyansın %69,27’sını açıkladığı görülmüştür. İkinci aşamada ölçek 263 dokuzuncu sınıf öğrencisine uygulanmış ve yapılan doğrulayıcı faktör analizi sonuçlarına göre ki kare/serbestlik derecesi 2.60, RMSEA değeri 0.07 olarak bulunmuştur. Bu sonuçların ölçeğin 19 maddeden oluşan iki faktörlü yapısının doğrulandığını göstermektedir. Ölçeğin Cronbach Alpha ve McDonald Omega güvenirlik katsayıları 0,97 olarak bulunmuştur. Ölçeğin faktörleri arasında ise pozitif yönde (r=.767, p<.01) anlamlı bir ilişki bulunmuştur. Bu sonuçlara göre İngilizce Dersi Akademik Özgüven Ölçeğinin geçerli ve güvenilir bir ölçme aracı olduğu söylenebilir.

Keywords

Akademik özgüven İngilizce dersi Ölçek geliştirme

Ethical Statement

Bu araştırma, Hacettepe Üniversitesi Bilimsel Araştırma ve Yayın Etiği Komisyonunun 16/08/2021 tarihli E-35853172-300-00001708813 sayılı kararı ile alınan izinle yürütülmüştür.

References

  • Ackerman, P. L. (2003). Cognitive ability and non-ability trait determinants of expertise. Educational Researcher, 32(8), 15-20. https://doi.org/10.3102/0013189X032008015
  • Apriliyanti, R., Warsono, W., & Mujiyanto, J. (2018). The correlation between interest, motivation, English self-concept and English speaking performance in nursing students. English Education Journal, 8(2). https://doi.org/10.15294/eej.v8i3.21358
  • Bartlett, M. S. (1950). Tests of significance in factor analysis. British Journal of Statistical Psychology, 77–85.
  • Beavers, A. S., Lounsbury, J. W., Richards, J. K., Huck, S. W., Skolits, G. J., & Esquivel, S. L. (2013). Practical considerations for using exploratory factor analysis in educational research. Practical Assessment, Research, and Evaluation, 18(6). https://doi.org/10.7275/qv2q-rk76
  • Bloom, B. S. (1982). Human characteristics and school learning. McGraw-Hill.
  • Bollen, K. A. (1989). A new incremental fit index for general structural equation models. Sociological Methods & Research, 17(3), 303-316.
  • Branden, N. (1994). The six pillars of self-esteem. Bantam.
  • Brookover, W. B., & Lezotte, L. W. (1979). Changes in schools characteristics coincident with changes in student achievement. Michigan State University.
  • Brookover, W. B., Thomas, S., & Paterson, A. (1964). Self-concept of ability and school achievement. Sociology of Education, 37(3), 271. https://doi.org/10.2307/2111958
  • Brown, T. A. (2015). Confirmatory factor analysis for applied research (2nd ed.). The Guilford Press.
  • Browne, M. W., & Cudeck, R. (1992). Alternative ways of assessing model fit. Sociological methods & research, 21(2), 230-258.
  • Byrne, B. M. (1998). Structural equation modeling with LISREL, PRELIS, and SIMPLIS: Basic concepts, applications, and programming. Erlbaum.
  • Byrne, B. M. (1989). A primer of LISREL, basic assumptions and programming for confirmatory factor analysis models. Springer Science & Business Media.
  • Byrne, B. M., Shavelson, R. J., & Muthén, B. (1989). Testing for the equivalence of factor covariance and mean structures: The issue of partial measurement invariance. Psychological Bulletin, 105(3), 456-466. https://doi.org/10.1037/0033-2909.105.3.456
  • Chamorro-Premuzic, T., & Furnham, A. (2006). Intellectual competence and the intelligent personality: a third way in differential psychology. Review of General Psychology, 10(3), 251-267. https://doi.org/10.1037/1089-2680.10.3.251
  • Chao, C. N. G., McInerney, D. M., & Bai, B. (2019). Self-efficacy and self-concept as predictors of language learning achievements in an Asian bilingual context. The Asia-Pacific Education Researcher, 28, 139-147. https://doi.org/10.1007/s40299-018-0420-3
  • Craven, R. G., & Marsh, H. W. (2008). The centrality of the self-concept construct for psychological wellbeing and unlocking human potential: Implications for child and educational psychologists. Educational and Child Psychology, 25(2), 104-118. https://doi.org/10.53841/bpsecp. 2008.25.2.104
  • Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2018). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları [Multivariate statistics for social sciences: SPSS and LISREL applications]. Pegem A.
  • DeVellis, R. F. (2016). Scale development: theory and applications (4th ed.). Sage.
  • Dunn, T. J., Baguley, T., & Brunsden, V. (2014). From alpha to omega: a practical solution to the pervasive problem of internal consistency estimation. Br J Psychol, 105(3), 399-412. https://doi.org/10.1111/bjop.12046
  • Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109-132. https://doi.org/10.1146/ annurev.psych.53.100901.135153
  • Erten, İ. H., & Burden, R. L. (2014). The relationship between academic self-concept, attributions, and L2 achievement. System, 42, 391-401. https://doi.org/10.1016/j.system.2014.01.006
  • Fakeye, D. O. (2010). Students’ Personal variables as correlates of academic achievement in English as a second language in Nigeria. Journal of Social Sciences, 22(3), 205-211. https://doi.org/10.1080/ 09718923.2010.11892803
  • Field, A. (2013). Discovering statistics using IBM SPSS (4th ed.). Sage Publications.
  • Gillham, B. (2000). Developing a questionnaire. Continuum.
  • Gorges, J., & Hollmann, J. (2019). The structure of academic self-concept when facing novel learning content: Multidimensionality, hierarchy, and change. Europe’s Journal of Psychology, 15(3), 491-508. https://doi.org/10.5964/ejop.v15i3.1716
  • Gömleksiz, M. N. (2010). An evaluation of students’ attitudes toward English language learning in terms of several variables. Procedia - Social and Behavioral Sciences, 9, 913-918. https://doi.org/10.1016/ j.sbspro.2010.12.258
  • Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis. Cengage Learning EMEA.
  • İnal, S., Evi̇n, İ., & Saracoğlu, A. S. (2005). The relation between students’ attitudes toward foreign language and foreign language achievement. Dil Dergisi. https://doi.org/10.1501/Dilder_0000000045
  • Jöreskog, K. G., & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Lawrence Erlbaum Associates, Inc.
  • Kaiser, H. (1974). An index of factorial simplicity. Psychometrika, 39, 31–36
  • Karasar, N. (2016). Bilimsel Araştırma yöntemi: kavramlar, ilkeler, teknikler [Scientific research method: concepts, principles, techniques]. Nobel.
  • Kline, T. J. (2005). Psychological testing: A practical approach to design and evaluation. SAGE Publications.
  • Liu, H. J. (2010). The relation of academic self-concept to motivation among university EFL students. http://dspace.fcu.edu.tw/handle/2376/2544
  • Liu, W. C., & Wang, C. K. J. (2005). Academic self-concept: A cross-sectional study of grade and gender differences in a Singapore secondary school. Asia Pacific Education Review, 6(1), 20-27. https://doi.org/10.1007/BF03024964
  • Marsh, H. W., Byrne, B. M., & Craven, R. (1992). Overcoming problems in confirmatory factor analyses of MTMM data: The correlated uniqueness model and factorial invariance. Multivariate Behavioral Research, 27(4), 489-507. https://doi.org/10.1207/s15327906mbr2704_1
  • Marsh, H. W. (1993). Academic self-concept: theory, measurement and research. In J. M. Suls (Ed.), The self in social perspective (pp. 59–98). Lawrence Erlbaum Associates, Inc.
  • Marsh, H. W., & Craven, R. G. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives. Perspectives on Psychological Science, 1(2), 133-163. https://doi.org/10.1111/j.1745-6916.2006.00010.x
  • Marsh, H. W., Hau, K. T., Artelt, C., Baumert, J., & Peschar, J. L. (2006). OECD’s brief self-report measure of educational psychology’s most useful affective constructs: Cross-cultural, psychometric comparisons across 25 countries. International Journal of Testing, 6(4), 311-360. https://doi.org/10.1207/s15327574ijt0604_1
  • Marsh, H. W., Hey, J., Johnson, S., & Perry, C. (1997). Elite athlete self description questionnaire: Hierarchical confirmatory factor analysis of responses by two distinct groups of elite athletes. International Journal of Sport Psychology, 28(3), 237-258.
  • Marsh, H. W., & Martin, A. J. (2011). Academic self-concept and academic achievement: Relations and causal ordering. British Journal of Educational Psychology, 81(1), 59-77. https://doi.org/10.1348/000709910X503501
  • Marsh, H. W. (2007). Self-concept theory, measurement and research into practice: The role of self-concept in educational psychology. British Psychological Society.
  • Marsh, H. W., Martin, A. J., Yeung, A. S., & Craven, R. (2017). Competence self-perceptions. In A. J. Elliot, C. S. Dweck, & D. S. Yeager (Eds.), Handbook of competence and motivation (pp. 85-115). Guiford Press.
  • Mulaik, S. (2010). Foundations of factor analysis (2nd ed.). CRC Press
  • Özdamar, K. (2004). Paket programlar ile istatistiksel veri analizi [Statistical data analysis with package programmes]. Kaan Kitabevi.
  • Patton, M. Q. (2002). Qualitative research and evaluation methods. Sage Publications.
  • Senemoğlu, N. (2021). Gelişim, öğrenme ve öğretim kurumdan uygulama [Development, learning and teaching from institution to practice]. Anı Yayınevi.
  • Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46(3), 407-441. https://doi.org/10.2307/1170010
  • Şen, Z., & Senemoğlu, N. (2020). Fizik dersi akademik özgüven ölçeği geliştirme çalışması [Physics course academic self-confidence scale development study]. Kastamonu Eğitim Dergisi, 28(3), 1244-1252. https://doi.org/10.24106/kefdergi.3784
  • Tamm, A., Tõugu, P., & Tulviste, T. (2024). Self-concept at different stages of life: How do early and late adolescents and young, middle-aged, and older adults describe themselves? International Journal of Behavioral Development, 48(5), 434-441. https://doi.org/10.1177/01650254241254103
  • Tanaka, J. S., & Huba, G. J. (1985). A fit index for covariance structure models under arbitrary GLS estimation. British Journal of Mathematical and Statistical Psychology, 38(2), 197-201.
  • Tang, X., Zhang, S., Li, Y., & Zhao, M. (2013). Study on correlation of English pronunciation self-concept to English learning. English Language Teaching, 6(4), 74-79. https://doi.org/10.5539/elt.v6n4p74
  • Tezbaşaran, A. (1996). Likert tipi ölçek geliştirme kılavuzu [Likert-type scale development guide]. Psikologlar Derneği.
  • Tucker, L. R., & MacCallum, R. C. (1997). Introduction to exploratory factor analysis. Ohio State University.
  • Vispoel, W. (1995). Self-concept in artistic domains: An extension of the Shavelson, Hubner, and Stanton (1976) model. Journal of Educational Psychology. https://www.academia.edu/88417689/Self_concept_in_artistic_domains_An_extension_of_the_Shavelson_Hubner_and_Stanton_1976_model
  • Yaşlıoğlu, M. M. (2017). Sosyal bilimlerde faktör analizi ve geçerlilik: Keşfedici ve doğrulayıcı faktör analizlerinin kullanılması [Factor analysis and validity in social sciences: Using exploratory and confirmatory factor analyses]. İstanbul Üniversitesi İşletme Fakültesi Dergisi, 46, 74-85. https://dergipark.org.tr/tr/download/article-file/369427
  • Yeung, A. S., Chui, H.S., & Lau, I. C. (1999). Hierarchical and multidimensional academic self-concept of commercial students. Contemporary Educational Psychology, 24(4), 376-389. https://doi.org/10.1006/ceps.1998.0994
  • Yurt, E. (2023). Sosyal bilimlerde çok değişkenli analizler için pratik bilgiler: SPSS ve AMOS uygulamaları. Nobel Yayınları.
  • Watkins, M. W. (2018). Exploratory factor analysis: A guide to best practice. Journal of Black Psychology, 44(3), 219–246. https://doi.org/10.1177/00957984187718

Development of Academic Self-Concept Scale for English Course

Year 2025, , 252 - 271, 19.05.2025

Saim Akman , Nuray Senemoğlu

https://doi.org/10.9779/pauefd.1455275

Abstract

This study aims to develop a valid and reliable measurement tool to determine high school students' academic self-concept for English course. The participants consisted of 565 ninth-grade students in high schools affiliated with the Ministry of National Education, which admit students through the high school entrance exam. The scale was applied to 302 students in the exploratory factor analysis phase. The exploratory factor analysis revealed that the scale consisted of two factors, academic self-concept towards receptive skills and academic self-concept towards productive skills. This two-factor structure explained 69.27% of the total variance. In the confirmatory factor analysis phase, the scale was implemented on 263 ninth-grade students and the results showed that the chi-square/degree of freedom was 2.60 and the RMSEA value was .07. These results show that the two-factor structure of the scale consisting of 19 items was confirmed. Cronbach Alpha and McDonald Omega reliability coefficients were found .97. A significant positive relationship (r=.767, p<.01) was found between the factors of the scale. The results indicate that the Academic Self-Concept Scale for English Course is a valid and reliable measurement tool.

Keywords

Academic self-concept English course Scale development

References

  • Ackerman, P. L. (2003). Cognitive ability and non-ability trait determinants of expertise. Educational Researcher, 32(8), 15-20. https://doi.org/10.3102/0013189X032008015
  • Apriliyanti, R., Warsono, W., & Mujiyanto, J. (2018). The correlation between interest, motivation, English self-concept and English speaking performance in nursing students. English Education Journal, 8(2). https://doi.org/10.15294/eej.v8i3.21358
  • Bartlett, M. S. (1950). Tests of significance in factor analysis. British Journal of Statistical Psychology, 77–85.
  • Beavers, A. S., Lounsbury, J. W., Richards, J. K., Huck, S. W., Skolits, G. J., & Esquivel, S. L. (2013). Practical considerations for using exploratory factor analysis in educational research. Practical Assessment, Research, and Evaluation, 18(6). https://doi.org/10.7275/qv2q-rk76
  • Bloom, B. S. (1982). Human characteristics and school learning. McGraw-Hill.
  • Bollen, K. A. (1989). A new incremental fit index for general structural equation models. Sociological Methods & Research, 17(3), 303-316.
  • Branden, N. (1994). The six pillars of self-esteem. Bantam.
  • Brookover, W. B., & Lezotte, L. W. (1979). Changes in schools characteristics coincident with changes in student achievement. Michigan State University.
  • Brookover, W. B., Thomas, S., & Paterson, A. (1964). Self-concept of ability and school achievement. Sociology of Education, 37(3), 271. https://doi.org/10.2307/2111958
  • Brown, T. A. (2015). Confirmatory factor analysis for applied research (2nd ed.). The Guilford Press.
  • Browne, M. W., & Cudeck, R. (1992). Alternative ways of assessing model fit. Sociological methods & research, 21(2), 230-258.
  • Byrne, B. M. (1998). Structural equation modeling with LISREL, PRELIS, and SIMPLIS: Basic concepts, applications, and programming. Erlbaum.
  • Byrne, B. M. (1989). A primer of LISREL, basic assumptions and programming for confirmatory factor analysis models. Springer Science & Business Media.
  • Byrne, B. M., Shavelson, R. J., & Muthén, B. (1989). Testing for the equivalence of factor covariance and mean structures: The issue of partial measurement invariance. Psychological Bulletin, 105(3), 456-466. https://doi.org/10.1037/0033-2909.105.3.456
  • Chamorro-Premuzic, T., & Furnham, A. (2006). Intellectual competence and the intelligent personality: a third way in differential psychology. Review of General Psychology, 10(3), 251-267. https://doi.org/10.1037/1089-2680.10.3.251
  • Chao, C. N. G., McInerney, D. M., & Bai, B. (2019). Self-efficacy and self-concept as predictors of language learning achievements in an Asian bilingual context. The Asia-Pacific Education Researcher, 28, 139-147. https://doi.org/10.1007/s40299-018-0420-3
  • Craven, R. G., & Marsh, H. W. (2008). The centrality of the self-concept construct for psychological wellbeing and unlocking human potential: Implications for child and educational psychologists. Educational and Child Psychology, 25(2), 104-118. https://doi.org/10.53841/bpsecp. 2008.25.2.104
  • Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2018). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları [Multivariate statistics for social sciences: SPSS and LISREL applications]. Pegem A.
  • DeVellis, R. F. (2016). Scale development: theory and applications (4th ed.). Sage.
  • Dunn, T. J., Baguley, T., & Brunsden, V. (2014). From alpha to omega: a practical solution to the pervasive problem of internal consistency estimation. Br J Psychol, 105(3), 399-412. https://doi.org/10.1111/bjop.12046
  • Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109-132. https://doi.org/10.1146/ annurev.psych.53.100901.135153
  • Erten, İ. H., & Burden, R. L. (2014). The relationship between academic self-concept, attributions, and L2 achievement. System, 42, 391-401. https://doi.org/10.1016/j.system.2014.01.006
  • Fakeye, D. O. (2010). Students’ Personal variables as correlates of academic achievement in English as a second language in Nigeria. Journal of Social Sciences, 22(3), 205-211. https://doi.org/10.1080/ 09718923.2010.11892803
  • Field, A. (2013). Discovering statistics using IBM SPSS (4th ed.). Sage Publications.
  • Gillham, B. (2000). Developing a questionnaire. Continuum.
  • Gorges, J., & Hollmann, J. (2019). The structure of academic self-concept when facing novel learning content: Multidimensionality, hierarchy, and change. Europe’s Journal of Psychology, 15(3), 491-508. https://doi.org/10.5964/ejop.v15i3.1716
  • Gömleksiz, M. N. (2010). An evaluation of students’ attitudes toward English language learning in terms of several variables. Procedia - Social and Behavioral Sciences, 9, 913-918. https://doi.org/10.1016/ j.sbspro.2010.12.258
  • Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis. Cengage Learning EMEA.
  • İnal, S., Evi̇n, İ., & Saracoğlu, A. S. (2005). The relation between students’ attitudes toward foreign language and foreign language achievement. Dil Dergisi. https://doi.org/10.1501/Dilder_0000000045
  • Jöreskog, K. G., & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Lawrence Erlbaum Associates, Inc.
  • Kaiser, H. (1974). An index of factorial simplicity. Psychometrika, 39, 31–36
  • Karasar, N. (2016). Bilimsel Araştırma yöntemi: kavramlar, ilkeler, teknikler [Scientific research method: concepts, principles, techniques]. Nobel.
  • Kline, T. J. (2005). Psychological testing: A practical approach to design and evaluation. SAGE Publications.
  • Liu, H. J. (2010). The relation of academic self-concept to motivation among university EFL students. http://dspace.fcu.edu.tw/handle/2376/2544
  • Liu, W. C., & Wang, C. K. J. (2005). Academic self-concept: A cross-sectional study of grade and gender differences in a Singapore secondary school. Asia Pacific Education Review, 6(1), 20-27. https://doi.org/10.1007/BF03024964
  • Marsh, H. W., Byrne, B. M., & Craven, R. (1992). Overcoming problems in confirmatory factor analyses of MTMM data: The correlated uniqueness model and factorial invariance. Multivariate Behavioral Research, 27(4), 489-507. https://doi.org/10.1207/s15327906mbr2704_1
  • Marsh, H. W. (1993). Academic self-concept: theory, measurement and research. In J. M. Suls (Ed.), The self in social perspective (pp. 59–98). Lawrence Erlbaum Associates, Inc.
  • Marsh, H. W., & Craven, R. G. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives. Perspectives on Psychological Science, 1(2), 133-163. https://doi.org/10.1111/j.1745-6916.2006.00010.x
  • Marsh, H. W., Hau, K. T., Artelt, C., Baumert, J., & Peschar, J. L. (2006). OECD’s brief self-report measure of educational psychology’s most useful affective constructs: Cross-cultural, psychometric comparisons across 25 countries. International Journal of Testing, 6(4), 311-360. https://doi.org/10.1207/s15327574ijt0604_1
  • Marsh, H. W., Hey, J., Johnson, S., & Perry, C. (1997). Elite athlete self description questionnaire: Hierarchical confirmatory factor analysis of responses by two distinct groups of elite athletes. International Journal of Sport Psychology, 28(3), 237-258.
  • Marsh, H. W., & Martin, A. J. (2011). Academic self-concept and academic achievement: Relations and causal ordering. British Journal of Educational Psychology, 81(1), 59-77. https://doi.org/10.1348/000709910X503501
  • Marsh, H. W. (2007). Self-concept theory, measurement and research into practice: The role of self-concept in educational psychology. British Psychological Society.
  • Marsh, H. W., Martin, A. J., Yeung, A. S., & Craven, R. (2017). Competence self-perceptions. In A. J. Elliot, C. S. Dweck, & D. S. Yeager (Eds.), Handbook of competence and motivation (pp. 85-115). Guiford Press.
  • Mulaik, S. (2010). Foundations of factor analysis (2nd ed.). CRC Press
  • Özdamar, K. (2004). Paket programlar ile istatistiksel veri analizi [Statistical data analysis with package programmes]. Kaan Kitabevi.
  • Patton, M. Q. (2002). Qualitative research and evaluation methods. Sage Publications.
  • Senemoğlu, N. (2021). Gelişim, öğrenme ve öğretim kurumdan uygulama [Development, learning and teaching from institution to practice]. Anı Yayınevi.
  • Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46(3), 407-441. https://doi.org/10.2307/1170010
  • Şen, Z., & Senemoğlu, N. (2020). Fizik dersi akademik özgüven ölçeği geliştirme çalışması [Physics course academic self-confidence scale development study]. Kastamonu Eğitim Dergisi, 28(3), 1244-1252. https://doi.org/10.24106/kefdergi.3784
  • Tamm, A., Tõugu, P., & Tulviste, T. (2024). Self-concept at different stages of life: How do early and late adolescents and young, middle-aged, and older adults describe themselves? International Journal of Behavioral Development, 48(5), 434-441. https://doi.org/10.1177/01650254241254103
  • Tanaka, J. S., & Huba, G. J. (1985). A fit index for covariance structure models under arbitrary GLS estimation. British Journal of Mathematical and Statistical Psychology, 38(2), 197-201.
  • Tang, X., Zhang, S., Li, Y., & Zhao, M. (2013). Study on correlation of English pronunciation self-concept to English learning. English Language Teaching, 6(4), 74-79. https://doi.org/10.5539/elt.v6n4p74
  • Tezbaşaran, A. (1996). Likert tipi ölçek geliştirme kılavuzu [Likert-type scale development guide]. Psikologlar Derneği.
  • Tucker, L. R., & MacCallum, R. C. (1997). Introduction to exploratory factor analysis. Ohio State University.
  • Vispoel, W. (1995). Self-concept in artistic domains: An extension of the Shavelson, Hubner, and Stanton (1976) model. Journal of Educational Psychology. https://www.academia.edu/88417689/Self_concept_in_artistic_domains_An_extension_of_the_Shavelson_Hubner_and_Stanton_1976_model
  • Yaşlıoğlu, M. M. (2017). Sosyal bilimlerde faktör analizi ve geçerlilik: Keşfedici ve doğrulayıcı faktör analizlerinin kullanılması [Factor analysis and validity in social sciences: Using exploratory and confirmatory factor analyses]. İstanbul Üniversitesi İşletme Fakültesi Dergisi, 46, 74-85. https://dergipark.org.tr/tr/download/article-file/369427
  • Yeung, A. S., Chui, H.S., & Lau, I. C. (1999). Hierarchical and multidimensional academic self-concept of commercial students. Contemporary Educational Psychology, 24(4), 376-389. https://doi.org/10.1006/ceps.1998.0994
  • Yurt, E. (2023). Sosyal bilimlerde çok değişkenli analizler için pratik bilgiler: SPSS ve AMOS uygulamaları. Nobel Yayınları.
  • Watkins, M. W. (2018). Exploratory factor analysis: A guide to best practice. Journal of Black Psychology, 44(3), 219–246. https://doi.org/10.1177/00957984187718
There are 59 citations in total.

Details

Primary Language Turkish
Subjects Scale Development
Journal Section Articles
Authors

Saim Akman 0000-0002-9768-663X

Nuray Senemoğlu

Early Pub Date May 16, 2025
Publication Date May 19, 2025
Submission Date March 19, 2024
Acceptance Date April 26, 2025
Published in Issue Year 2025

Cite

APA Akman, S., & Senemoğlu, N. (2025). İngilizce Dersi Akademik Özgüven Ölçeği Geliştirme Çalışması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi(64), 252-271. https://doi.org/10.9779/pauefd.1455275

27767 https://creativecommons.org/licenses/by-nc-nd/4.0/