Development of the Writing Self-Regulation Competence Scale: Validity and Reliability Study

Hacer Deniz; Sezgin Demir

Makale detayları

Development of the Writing Self-Regulation Competence Scale: Validity and Reliability Study

Yazarlar:

Hacer Deniz | Sezgin Demir

Yayıncı:

Gazi University

Ana Başlıklar:

Türkçe Eğitimi

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.22 Issue 1, pp.536-560

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001315548

pISSN:

2459-1912

Anahtar kelimeler:

Özet:

 The structure of the writing skill necessitates continuous writing. Experiences at the end of the writing process require the use of self-regulation skills to provide improvement by structuring the next writing process. In this respect, it is thought that developing a measurement tool that measures writing self-regulation competence, which has an important place for students writing development, will contribute to the field. This research was carried out using the survey model, one of the quantitative research methods. The population of the research consisted of students between the ages of 9 and 15 who were educated in public secondary schools in the city center of Elazığ. For Exploratory Factor Analysis EFA, Confirmatory Factor Analysis CFA, and test-retest procedures, three different non-intersecting samples were determined by random sampling from the schools representing the population. Based on the literature, a 41-item draft form was created and presented to 24 students aged between 9-15. After correcting the incomprehensible items, the form was sent to 24 experts for content validity, and 17 experts presented their opinions. In line with the expert opinions, the items were finalized, and response categories were determined. EFA explained variance38 and CFA x²sd2.36; RMSEA.058, NFI.96, NNFI.97, CFI.97, GFI.96, AGFI.94, SRMR.043, Cronbachs alpha internal consistency highly reliable.82-.84, and stability good.82 analyzes were performed. As a result of the study, it can be said that a valid and reliable scale consisting of 10 items was introduced to the field.

 The structure of the writing skill necessitates continuous writing. Experiences at the end of the writing process require the use of self-regulation skills to provide improvement by structuring the next writing process. In this respect, it is thought that developing a measurement tool that measures writing self-regulation competence, which has an important place for students writing development, will contribute to the field. This research was carried out using the survey model, one of the quantitative research methods. The population of the research consisted of students between the ages of 9 and 15 who were educated in public secondary schools in the city center of Elazığ. For Exploratory Factor Analysis EFA, Confirmatory Factor Analysis CFA, and test-retest procedures, three different non-intersecting samples were determined by random sampling from the schools representing the population. Based on the literature, a 41-item draft form was created and presented to 24 students aged between 9-15. After correcting the incomprehensible items, the form was sent to 24 experts for content validity, and 17 experts presented their opinions. In line with the expert opinions, the items were finalized, and response categories were determined. EFA explained variance38 and CFA x²sd2.36; RMSEA.058, NFI.96, NNFI.97, CFI.97, GFI.96, AGFI.94, SRMR.043, Cronbachs alpha internal consistency highly reliable.82-.84, and stability good.82 analyzes were performed. As a result of the study, it can be said that a valid and reliable scale consisting of 10 items was introduced to the field.

 The structure of the writing skill necessitates continuous writing. Experiences at the end of the writing process require the use of self-regulation skills to provide improvement by structuring the next writing process. In this respect, it is thought that developing a measurement tool that measures writing self-regulation competence, which has an important place for students writing development, will contribute to the field. This research was carried out using the survey model, one of the quantitative research methods. The population of the research consisted of students between the ages of 9 and 15 who were educated in public secondary schools in the city center of Elazığ. For Exploratory Factor Analysis EFA, Confirmatory Factor Analysis CFA, and test-retest procedures, three different non-intersecting samples were determined by random sampling from the schools representing the population. Based on the literature, a 41-item draft form was created and presented to 24 students aged between 9-15. After correcting the incomprehensible items, the form was sent to 24 experts for content validity, and 17 experts presented their opinions. In line with the expert opinions, the items were finalized, and response categories were determined. EFA explained variance38 and CFA x²sd2.36; RMSEA.058, NFI.96, NNFI.97, CFI.97, GFI.96, AGFI.94, SRMR.043, Cronbachs alpha internal consistency highly reliable.82-.84, and stability good.82 analyzes were performed. As a result of the study, it can be said that a valid and reliable scale consisting of 10 items was introduced to the field.

 Yazma becerisinin yapısı, sürekli yazmayı gerekli kılmaktadır. Yazma süreci sonunda yaşanan deneyimler, bir sonraki yazma sürecini yapılandırarak gelişim sağlaması yönüyle öz düzenleme becerisini kullanmayı gerektirmektedir. Bu açıdan öğrencilerin yazma gelişimleri için önemli bir yere sahip olan yazma öz düzenleme yetkinliğini ölçen bir ölçme aracının geliştirilmesinin alana katkı sağlayacağı düşünülmektedir. Bu araştırma nicel araştırma yöntemlerinden tarama modelinde gerçekleştirilmiştir. Araştırmanın evrenini, Elazığ il merkezindeki resmî ortaokullarda eğitim alan 9-15 yaş arasındaki öğrenciler oluşturmaktadır. Açımlayıcı Faktör Analizi AFA, Doğrulayıcı Faktör Analizi DFA ve test-tekrar test işlemleri için birbiriyle kesişmeyen üç farklı örneklem, evren içerisindeki okullardan seçkisiz aşamalı örneklemeyle belirlenmiştir. Alanyazından hareketle 41 maddelik taslak bir form oluşturulmuştur. Taslak form 9-15 yaş aralığındaki 24 öğrenciye sunulmuştur. Anlaşılmayan maddeler düzeltildikten sonra kapsam geçerliği için 24 uzmana gönderilmiş, 17 uzman görüşlerini bildirmiştir. Uzman görüşleri doğrultusunda maddelere son şekli verilmiş ve tepki kategorileri belirlenmiştir. AFA açıklanan varyans38 ve DFA x²sd2,36; RMSEA.058, NFI.96, NNFI.97, CFI.97, GFI.96, AGFI.94, SRMR.043, Cronbach Alfa iç tutarlık yüksek düzeyde.82-.84 ve kararlık iyi düzeyde.82 analizleri gerçekleştirilmiştir. Çalışma sonucunda 9-15 yaş aralığındaki bireylere yönelik 10 maddeden oluşan tek faktörlü geçerli ve güvenilir bir ölçeğin alana kazandırıldığı ifade edilebilir.

Makale detayları

Development of the Writing Self-Regulation Competence Scale: Validity and Reliability Study

Yazarlar:

Hacer Deniz | Sezgin Demir

Yayıncı:

Gazi University

Ana Başlıklar:

Türkçe Eğitimi

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.22 Issue 1, pp.536-560

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001315548

pISSN:

2459-1912

Writing education

Writing skill

Writing self-regulation competence

Turkish educationYazma eğitimi

Yazma becerisi

Yazma öz düzenleme yetkinliği

Türkçe eğitimi

Sayı

Makale detayları

Yazarlar: Hacer Deniz | Sezgin Demir

Yayıncı: Gazi University

Ana Başlıklar: Türkçe Eğitimi

Dergi: Türk Eğitim Bilimleri Dergisi Vol.22 Issue 1, pp.536-560

Belge Tipi: Makale

Yayın Tarihi: 4/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001315548

pISSN: 2459-1912

Sayı

Yazarlar:

Hacer Deniz | Sezgin Demir

Yayıncı:

Gazi University

Ana Başlıklar:

Türkçe Eğitimi

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.22 Issue 1, pp.536-560

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001315548

pISSN:

2459-1912