A study of developing a scale of problem-solving self-efficacy

Büşra Kıral-demir; Yasemin Katrancı

Makale detayları

A study of developing a scale of problem-solving self-efficacy

Yazarlar:

Büşra Kıral-demir | Yasemin Katrancı

Yayıncı:

Kocaeli University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Kocaeli Üniversitesi Eğitim Dergisi Vol.6 Issue 2, pp.374-394

Belge Tipi:

Makale

Yayın Tarihi:

11/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001304296

pISSN:

2636-8846

Anahtar kelimeler:

Özet:

 The primary goal of education is to help people become better problem solvers by utilizing their thinking and mental abilities. As a result, affective factors should be considered in addition to cognitive factors. Self-efficacy is one of these affective factors. Self-efficacy refers to peoples beliefs about their skills to perform a task and succeed by organizing necessary activities. In this case, problem-solving self-efficacy is defined as ones belief in ones own ability to deal with problems patiently. In this study, we aimed to develop a scale to measure problem-solving self-efficacies. The study was executed according to scale development stages. Data were collected from 422 eighth-grade students in Turkeys public middle schools to develop and validate the scale. Exploratory factor analysis was used to determine the scales factor structure and confirmatory factor analysis was performed to test the resulting structure. In addition, item analysis of the scale items was executed. As a result of the exploratory factor analysis, it was seen that the scale had two factors. However, according to the confirmatory factor analysis, it was determined that all values provided a good or perfect fit. Furthermore, Cronbachs alpha coefficient for the entire scale was 0.91; for subfactors, 0.88 and 0.87, respectively, indicating that the scale is highly reliable. A high validity and reliability scale was eventually developed to determine problem-solving self-efficacy. Studies in the literature show that students self-efficacy is related to their problem-solving skills. Therefore, we propose additional research to investigate the developed scales effect on students while considering demographic factors.

 The primary goal of education is to help people become better problem solvers by utilizing their thinking and mental abilities. As a result, affective factors should be considered in addition to cognitive factors. Self-efficacy is one of these affective factors. Self-efficacy refers to peoples beliefs about their skills to perform a task and succeed by organizing necessary activities. In this case, problem-solving self-efficacy is defined as ones belief in ones own ability to deal with problems patiently. In this study, we aimed to develop a scale to measure problem-solving self-efficacies. The study was executed according to scale development stages. Data were collected from 422 eighth-grade students in Turkeys public middle schools to develop and validate the scale. Exploratory factor analysis was used to determine the scales factor structure and confirmatory factor analysis was performed to test the resulting structure. In addition, item analysis of the scale items was executed. As a result of the exploratory factor analysis, it was seen that the scale had two factors. However, according to the confirmatory factor analysis, it was determined that all values provided a good or perfect fit. Furthermore, Cronbachs alpha coefficient for the entire scale was 0.91; for subfactors, 0.88 and 0.87, respectively, indicating that the scale is highly reliable. A high validity and reliability scale was eventually developed to determine problem-solving self-efficacy. Studies in the literature show that students self-efficacy is related to their problem-solving skills. Therefore, we propose additional research to investigate the developed scales effect on students while considering demographic factors.

 The primary goal of education is to help people become better problem solvers by utilizing their thinking and mental abilities. As a result, affective factors should be considered in addition to cognitive factors. Self-efficacy is one of these affective factors. Self-efficacy refers to peoples beliefs about their skills to perform a task and succeed by organizing necessary activities. In this case, problem-solving self-efficacy is defined as ones belief in ones own ability to deal with problems patiently. In this study, we aimed to develop a scale to measure problem-solving self-efficacies. The study was executed according to scale development stages. Data were collected from 422 eighth-grade students in Turkeys public middle schools to develop and validate the scale. Exploratory factor analysis was used to determine the scales factor structure and confirmatory factor analysis was performed to test the resulting structure. In addition, item analysis of the scale items was executed. As a result of the exploratory factor analysis, it was seen that the scale had two factors. However, according to the confirmatory factor analysis, it was determined that all values provided a good or perfect fit. Furthermore, Cronbachs alpha coefficient for the entire scale was 0.91; for subfactors, 0.88 and 0.87, respectively, indicating that the scale is highly reliable. A high validity and reliability scale was eventually developed to determine problem-solving self-efficacy. Studies in the literature show that students self-efficacy is related to their problem-solving skills. Therefore, we propose additional research to investigate the developed scales effect on students while considering demographic factors.

 Eğitimin temel amacı, insanların düşünmelerini ve zihinsel güçlerini kullanarak daha iyi birer problem çözücü olmalarını sağlamaktır. Bunun için bilişsel faktörlerin yanı sıra duyuşsal faktörlerin de dikkate alınması gerektiğine inanılmaktadır. Bu duyuşsal faktörlerden biri öz-yeterlik olarak kabul edilir. Öz-yeterlik, bireylerin bir görevi yapma ve gerekli etkinlikleri düzenleyerek başarılı olma becerileri hakkındaki yargıları olarak ifade edilmektedir. Problem çözme öz-yeterliliği ise, kişinin problem durumlarıyla sabırla başa çıkabileceğine ilişkin kendi yeterliliğine olan inancı olarak tanımlanmaktadır. Buna göre bu çalışmada, problem çözme öz-yeterliğini belirlemek için bir ölçeğin geliştirilmesi amaçlamıştır. Bu amaçla ölçek geliştirme aşamaları takip edilmiştir. Ölçeğin geliştirilmesi ve geçerliğinin sağlanması için Türkiyedeki devlet ortaokullarında sekizinci sınıfta öğrenim gören 422 öğrenciden veri toplanmıştır. Ölçeğin faktör yapısını belirlemek için açımlayıcı faktör analizi, ortaya çıkan yapıyı test etmek için doğrulayıcı faktör analizi gerçekleştirilmiştir. Ayrıca ölçek maddelerinin madde analizi yapılmıştır. Açımlayıcı faktör analizi sonucunda ölçeğin iki faktöre sahip olduğu görülmüştür. Bununla birlikte doğrulayıcı faktör analizine göre tüm değerlerin iyi veya mükemmel uyum sağladığı belirlenmiştir. Tüm ölçeğin Cronbach alfa iç tutarlılık katsayısı 0.91; alt faktörler için güvenirlik katsayıları sırasıyla 0.88 ve 0.87dir. Bu sonuçlar ölçeğin güvenirliğinin yüksek olduğunu göstermektedir. Sonuçta, problem çözme öz-yeterliğini belirlemede kullanılabilecek geçerliği ve güvenilirliği yüksek bir ölçek geliştirilmiştir. Literatürdeki araştırmalar, öğrencilerin öz-yeterliklerinin problem çözme becerileriyle ilişkili olduğunu göstermektedir. Bu sebeple, geçerliği ve güvenilirliği kanıtlanmış problem çözme öz-yeterlik ölçeğinin öğrencilere uygulanmasıyla elde edilen sonuçların bazı demografik faktörler dikkate alınarak incelenmesi önerilmektedir.

Makale detayları

A study of developing a scale of problem-solving self-efficacy

Yazarlar:

Büşra Kıral-demir | Yasemin Katrancı

Yayıncı:

Kocaeli University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Kocaeli Üniversitesi Eğitim Dergisi Vol.6 Issue 2, pp.374-394

Belge Tipi:

Makale

Yayın Tarihi:

11/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001304296

pISSN:

2636-8846

problem-solving

self-efficacy

scale development

validity

reliabilityproblem çözme

öz-yeterlik

ölçek geliştirme

geçerlik

güvenirlik

Sayı

Makale detayları

Yazarlar: Büşra Kıral-demir | Yasemin Katrancı

Yayıncı: Kocaeli University

Ana Başlıklar: Matematik Eğitimi

Dergi: Kocaeli Üniversitesi Eğitim Dergisi Vol.6 Issue 2, pp.374-394

Belge Tipi: Makale

Yayın Tarihi: 11/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001304296

pISSN: 2636-8846

Sayı

Yazarlar:

Büşra Kıral-demir | Yasemin Katrancı

Yayıncı:

Kocaeli University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Kocaeli Üniversitesi Eğitim Dergisi Vol.6 Issue 2, pp.374-394

Belge Tipi:

Makale

Yayın Tarihi:

11/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001304296

pISSN:

2636-8846