Adaptation of Perceived Self-Regulatory Efficacy Scale for Writing into Turkish Language
Author :
- Kasım Yıldırım
Number of pages :
Abstract
This research aimed to adapt perceived self-regulatory efficacy scale for writing to Turkish language. The data for factor analysis and reliability was obtained from a total of 450 undergraduate students (308 male, 142 female, age mean=20.82, SD=1.43) studying at a public university in Turkey’s Mugla province. Additionally, for the criterion validity of the scale, another data was gathered from a total of 250 undergraduate students (154 male, 76 female age mean=20.89, SD=1.55). The scale, which is consisted of 25 items, revealed one-factor model and this factor explained 38% variance. Factor loading of the scale ranged from .18 to .74. Item-total correlations were from .16 to .69. Beside this, the internal consistency (Cronbach’s Alpha=α) of the scale was .93 from the first sample and it was .90 from the second sample. The item analysis of 27% upper and lower group means calculation yielded a statistically significant “t value”. In regard to the criterion validity of the scale, there was positive and significant relation between the adapted scale and academic self-efficacy scale.
@article{2015,title={Adaptation of Perceived Self-Regulatory Efficacy Scale for Writing into Turkish Language},abstractNode={This research aimed to adapt perceived self-regulatory efficacy scale for writing to Turkish language. The data for factor analysis and reliability was obtained from a total of 450 undergraduate students (308 male, 142 female, age mean=20.82, SD=1.43) studying at a public university in Turkey’s Mugla province. Additionally, for the criterion validity of the scale, another data was gathered from a total of 250 undergraduate students (154 male, 76 female age mean=20.89, SD=1.55). The scale, which is consisted of 25 items, revealed one-factor model and this factor explained 38% variance. Factor loading of the scale ranged from .18 to .74. Item-total correlations were from .16 to .69. Beside this, the internal consistency (Cronbach’s Alpha=α) of the scale was .93 from the first sample and it was .90 from the second sample. The item analysis of 27% upper and lower group means calculation yielded a statistically significant “t value”. In regard to the criterion validity of the scale, there was positive and significant relation between the adapted scale and academic self-efficacy scale. },author={ - Kasım Yıldırım},year={2015},journal={International Online Journal of Educational Sciences}}
- Kasım Yıldırım . 2015 . Adaptation of Perceived Self-Regulatory Efficacy Scale for Writing into Turkish Language . International Online Journal of Educational Sciences.DOI:null
- Kasım Yıldırım.(2015).Adaptation of Perceived Self-Regulatory Efficacy Scale for Writing into Turkish Language.International Online Journal of Educational Sciences
- Kasım Yıldırım,"Adaptation of Perceived Self-Regulatory Efficacy Scale for Writing into Turkish Language" , International Online Journal of Educational Sciences (2015)
- Kasım Yıldırım . 2015 . Adaptation of Perceived Self-Regulatory Efficacy Scale for Writing into Turkish Language . International Online Journal of Educational Sciences . 2015. DOI:null
- Kasım Yıldırım .Adaptation of Perceived Self-Regulatory Efficacy Scale for Writing into Turkish Language. International Online Journal of Educational Sciences (2015)
- Kasım Yıldırım .Adaptation of Perceived Self-Regulatory Efficacy Scale for Writing into Turkish Language. International Online Journal of Educational Sciences (2015)
Format:
- Kasım Yıldırım. (2015) .Adaptation of Perceived Self-Regulatory Efficacy Scale for Writing into Turkish Language International Online Journal of Educational Sciences
- Kasım Yıldırım . Adaptation of Perceived Self-Regulatory Efficacy Scale for Writing into Turkish Language . International Online Journal of Educational Sciences . 2015 doi:null
- Kasım Yıldırım."Adaptation of Perceived Self-Regulatory Efficacy Scale for Writing into Turkish Language",International Online Journal of Educational Sciences(2015)