Development of Self-Efficacy for Argumentation Scale

Rabiya KIRAN; Eylem YILDIZ FEYZİOĞLU

doi:https://doi.org/10.30831/akukeg.891057

Makale detayları

Development of Self-Efficacy for Argumentation Scale

Yazarlar:

Rabiya KIRAN | Eylem YILDIZ FEYZİOĞLU

Yayıncı:

Afyon Kocatepe University

Ana Başlıklar:

Eğitim

Dergi:

Journal of Theoretical Educational Science 2021 Vol.14 Issue 3, pp.449-475

Belge Tipi:

Makale

Yayın Tarihi:

7/2021

Belge Dili:

İngilizce

Document ID (Org No.):

2000543189

Sıklık:

Üç Aylık

eISSN:

1308-1659

pISSN:

1308-1659

DOI:

https://doi.org/10.30831/akukeg.891057

Özet:

 

The aim of the study is to develop a “Self-Efficacy Scale for Argumentation” (SEAS). The participants of the study consisted of 879 pre-service teachers. In order to examine construct validity of SEAS, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were utilised. The initial solution of the EFA results revealed that three-factor structure consisting of 24 items called "Effort", "Confidence" and "Determination" for argumentation was obtained. Since the factor-item correlations were not significant for the "Determination" scale (p>.05), the two-factor structure consisting of the “Effort” and “Confidence” for argumentation was validated by the repeated CFA. The accepted fit indices for the repeated CFA results were X2 / sd = 2.62; p <.001; RMSEA = 0.07; S-RMR = 0.05; NFI = 0.86; CFI = 0.91; GFI = 0.87. The moderate and significant correlation coefficients between the scores of the SEAS with the scale of “Inquiry Learning Skills Perception in Science” (Taşkoyan, 2008) proved the criterion validity of the SEAS. The test-retest reliability of the SEAS was found to be moderate and significant. The internal consistency of SEAS is 0.93. Finally a significant difference between the upper and lower groups means that the item discrimination of the SEAS is high.

Makale detayları

Development of Self-Efficacy for Argumentation Scale

Yazarlar: Rabiya KIRAN | Eylem YILDIZ FEYZİOĞLU

Yayıncı: Afyon Kocatepe University

Ana Başlıklar: Eğitim

Dergi: Journal of Theoretical Educational Science 2021 Vol.14 Issue 3, pp.449-475

Belge Tipi: Makale

Yayın Tarihi: 7/2021

Belge Dili: İngilizce

Document ID (Org No.): 2000543189

Sıklık: Üç Aylık

eISSN: 1308-1659

pISSN: 1308-1659

DOI: https://doi.org/10.30831/akukeg.891057

Sayı

Yazarlar:

Rabiya KIRAN | Eylem YILDIZ FEYZİOĞLU

Yayıncı:

Afyon Kocatepe University

Ana Başlıklar:

Eğitim

Dergi:

Journal of Theoretical Educational Science 2021 Vol.14 Issue 3, pp.449-475

Belge Tipi:

Makale

Yayın Tarihi:

7/2021

Belge Dili:

İngilizce

Document ID (Org No.):

2000543189

Sıklık:

Üç Aylık

eISSN:

1308-1659

pISSN:

1308-1659

DOI:

https://doi.org/10.30831/akukeg.891057