Validity and Reliability Study of the Self-Regulated Learning Teaching Scale (S-SRL) for Preschool Teachers

Cansu Tutkun; Zeynep Nur Aydın Kılıç; Aslı Balcı

Makale detayları

Validity and Reliability Study of the Self-Regulated Learning Teaching Scale (S-SRL) for Preschool Teachers

Yazarlar:

Cansu Tutkun | Zeynep Nur Aydın Kılıç | Aslı Balcı

Yayıncı:

Gazi University

Ana Başlıklar:

Okul Öncesi Eğitim

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.23 Issue 1, pp.641-665

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001342088

pISSN:

2459-1912

Anahtar kelimeler:

Özet:

 Self-regulated learning is a basic skill that considers behavioral, cognitive and metacognitive skills in conjunction with each other and is necessary for lifelong learning. The aim of the study is to conduct a validity and reliability study by adapting the Self-Regulated Learning and Teaching S-SRL Scale developed by Bai and Li 2024 to Turkish culture. The scale consisteds of six dimensions and 28 items: task analysis, motivational beliefs, self-control, self-observation, self-judgment, and self-reaction. 322 preschool teachers took part in the research. Confirmatory factor analysis was used to reveal the construct validity of the scale. As a result of the first level confirmatory factor analysis, the six dimensions presented in the original form of the scale showed good fit χ2df2.45; RMSEA0.67; SRMR0.062; NFI0.93; NNFI0.95; CFI0.96; IFI0.96; RFI0.92. Similarly, as a result of the second level confirmatory factor analysis, the model showed a good fit χ2df2.45; RMSEA0.67; SRMR0.068; NFI0.93; NNFI0.95; CFI0.96; IFI0.96; RFI0.92 was revealed. In the reliability study of the scale, Cronbach Alpha coefficient was used. Accordingly, the Cronbach Alpha coefficient for the sub-dimensions and the entire scale was found to be 0.68, 0.78, 0.71, 0.84, 0.76, 0.84, and 0.92, respectively. As a result, it was revealed that the Self-Regulated Learning Teaching Scale was a valid and reliable measurement tool for Turkish culture.

 Self-regulated learning is a basic skill that considers behavioral, cognitive and metacognitive skills in conjunction with each other and is necessary for lifelong learning. The aim of the study is to conduct a validity and reliability study by adapting the Self-Regulated Learning and Teaching S-SRL Scale developed by Bai and Li 2024 to Turkish culture. The scale consisteds of six dimensions and 28 items: task analysis, motivational beliefs, self-control, self-observation, self-judgment, and self-reaction. 322 preschool teachers took part in the research. Confirmatory factor analysis was used to reveal the construct validity of the scale. As a result of the first level confirmatory factor analysis, the six dimensions presented in the original form of the scale showed good fit χ2df2.45; RMSEA0.67; SRMR0.062; NFI0.93; NNFI0.95; CFI0.96; IFI0.96; RFI0.92. Similarly, as a result of the second level confirmatory factor analysis, the model showed a good fit χ2df2.45; RMSEA0.67; SRMR0.068; NFI0.93; NNFI0.95; CFI0.96; IFI0.96; RFI0.92 was revealed. In the reliability study of the scale, Cronbach Alpha coefficient was used. Accordingly, the Cronbach Alpha coefficient for the sub-dimensions and the entire scale was found to be 0.68, 0.78, 0.71, 0.84, 0.76, 0.84, and 0.92, respectively. As a result, it was revealed that the Self-Regulated Learning Teaching Scale was a valid and reliable measurement tool for Turkish culture.

 Self-regulated learning is a basic skill that considers behavioral, cognitive and metacognitive skills in conjunction with each other and is necessary for lifelong learning. The aim of the study is to conduct a validity and reliability study by adapting the Self-Regulated Learning and Teaching S-SRL Scale developed by Bai and Li 2024 to Turkish culture. The scale consisteds of six dimensions and 28 items: task analysis, motivational beliefs, self-control, self-observation, self-judgment, and self-reaction. 322 preschool teachers took part in the research. Confirmatory factor analysis was used to reveal the construct validity of the scale. As a result of the first level confirmatory factor analysis, the six dimensions presented in the original form of the scale showed good fit χ2df2.45; RMSEA0.67; SRMR0.062; NFI0.93; NNFI0.95; CFI0.96; IFI0.96; RFI0.92. Similarly, as a result of the second level confirmatory factor analysis, the model showed a good fit χ2df2.45; RMSEA0.67; SRMR0.068; NFI0.93; NNFI0.95; CFI0.96; IFI0.96; RFI0.92 was revealed. In the reliability study of the scale, Cronbach Alpha coefficient was used. Accordingly, the Cronbach Alpha coefficient for the sub-dimensions and the entire scale was found to be 0.68, 0.78, 0.71, 0.84, 0.76, 0.84, and 0.92, respectively. As a result, it was revealed that the Self-Regulated Learning Teaching Scale was a valid and reliable measurement tool for Turkish culture.

 Öz düzenlemeli öğrenme, davranışsal, bilişsel ve üstbilişsel becerileri birbirleriyle bağlantılı olarak ele alan ve yaşam boyu öğrenme için gerekli olan temel bir beceridir. Araştırmada Bai ve Li 2024 tarafından geliştirilen Öz Düzenlemeli Öğrenme Öğretim Ö-ÖDÖ Ölçeğinin Türk kültürüne uyarlanarak geçerlilik ve güvenirlik çalışmasının yapılması amaçlanmaktadır. Ölçek görev analizi, motivasyonel inançlar, öz-denetim, öz-gözlem, öz-yargılama ve öz-tepki olmak üzere altı boyuttan ve 28 maddeden oluşmaktadır. Araştırmada 322 okul öncesi öğretmeni yer almıştır. Ölçeğin yapı geçerliliğinin ortaya konulmasında doğrulayıcı faktör analizinden yararlanılmıştır. Birinci düzey doğrulayıcı faktör analizi sonucunda ölçeğin orijinal formunda ortaya konulan altı boyutun iyi uyum gösterdiği χ2sd2,45; RMSEA0,67; SRMR0,062; NFI0,93; NNFI0,95; CFI0,96; IFI0,96; RFI0,92 sonucuna ulaşılmıştır. Benzer şekilde yapılan ikinci düzey doğrulayıcı faktör analizi sonucunda da modelin iyi uyum gösterdiği χ2sd2,45; RMSEA0,67; SRMR0,068; NFI0,93; NNFI0,95; CFI0,96; IFI0,96; RFI0,92 ortaya konulmuştur. Ölçeğin güvenirlik çalışmasında ise Cronbach Alpha katsayısından yararlanılmıştır. Bu doğrultuda ölçeğin alt boyutları ve tamamı için Cronbach Alpha katsayısı sırasıyla 0,68, 0,78, 0,71, 0,84, 0,76, 0,84 ve 0,92 bulunmuştur. Sonuç olarak Öz Düzenlemeli Öğrenme Öğretim Ölçeğinin Türk kültürü için geçerli ve güvenilir bir ölçme aracı olduğu tespit edilmiştir.

Makale detayları

Validity and Reliability Study of the Self-Regulated Learning Teaching Scale (S-SRL) for Preschool Teachers

Yazarlar:

Cansu Tutkun | Zeynep Nur Aydın Kılıç | Aslı Balcı

Yayıncı:

Gazi University

Ana Başlıklar:

Okul Öncesi Eğitim

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.23 Issue 1, pp.641-665

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001342088

pISSN:

2459-1912

Self-regulated learning

Preschool

Teacher

Validity and reliablity

Self-Regulated Learning Teaching ScaleÖz düzenlemeli öğrenme

Okul öncesi

Öğretmen

Geçerlilik ve güvenirlik

Öz Düzenlemeli Öğrenme Öğretim Ölçeği

Sayı

Makale detayları

Yazarlar: Cansu Tutkun | Zeynep Nur Aydın Kılıç | Aslı Balcı

Yayıncı: Gazi University

Ana Başlıklar: Okul Öncesi Eğitim

Dergi: Türk Eğitim Bilimleri Dergisi Vol.23 Issue 1, pp.641-665

Belge Tipi: Makale

Yayın Tarihi: 4/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001342088

pISSN: 2459-1912

Sayı

Yazarlar:

Cansu Tutkun | Zeynep Nur Aydın Kılıç | Aslı Balcı

Yayıncı:

Gazi University

Ana Başlıklar:

Okul Öncesi Eğitim

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.23 Issue 1, pp.641-665

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001342088

pISSN:

2459-1912