Araştırma Makalesi
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Yıl 2022, Cilt: 7 Sayı: 4, 329 - 338, 06.10.2022

Fatih Yılmaz Celalettin Çelebi

https://doi.org/10.24331/ijere.1167482

Öz

Kaynakça

  • Alkharusi, H., Aldhafri, S., Al-Harthy, İ., Albarashdi, H., Alrajhi, M., &Alhadabi, A. (2021). Development of teachers' self-efficacy for homework management scale. Electronic Journal of Research in Educational Psychology, 19(3), 671-686. Doi: 10.25115/ejrep.v19i55.3756
  • Amirrudin, M., Nasution, K., & Supahar, S. (2021). Effect of variability on Cronbach alpha reliability in research practice. Jurnal Matematika, Statistika dan Komputasi, 17(2), 223-230. doi: 10.20956/jmsk.v17i2.11655
  • Asuero, A. G., Sayago, A., & González, A. G. (2006). The correlation coefficient: An overview. Critical Reviews in Analytical Chemistry, 36(1), 41-59. doi: 10.1080/10408340500526766
  • Atıcı, M. (2000). İlkokul öğretmenlerinin sınıf yönetiminde yetkinlik beklentisi rolünün İngiltere ve Türkiye’de seçilen bir araştırma grubu üzerinde incelenmesi. II. Ulusal Psikolojik Danışma ve Rehberlik Kongresi, 27- 29 Eylül, Hacettepe Üniversitesi, Ankara.
  • Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
  • Bandura, A. (1986). Social foundations of thought and action: A social-cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117–148. doi: 10.1207/s15326985ep2802_3
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman & Co Ltd Pub.
  • Beckstead, J. W. (2002). Confirmatory factor analysis of the Maslach Burnout Inventory among Florida nurses. International Journal of Nursing Studies, 39(8), 785-792. doi: 10.1016/S0020-7489(02)00012-3
  • Bembenutty, H. (2011). The first word: Homework’s theory, research, and practice. Journal of Advanced Academics, 22(2), 185–192. doi: 10.1177/1932202X1102200201
  • Bonett, D. G., & Wright, T. A. (2015). Cronbach's alpha reliability: Interval estimation, hypothesis testing, and sample size planning. Journal of Organizational Behavior, 36(1), 3-15. doi: 10.1002/job.1960
  • Brown, T. A., & Moore, M. T. (2012). Confirmatory factor analysis. Handbook of structural equation modeling, 361-379.
  • Byrne, B. M. (1998). Structural equation modeling with Lisrel, Prelis, and Simplis: Basic concepts, applications, and programming (1st ed.). Psychology Press. doi: 10.4324/9780203774762
  • Çetin, Ş. (2004). Değişen değerler ve eğitim. Milli Eğitim Dergisi, 161, 1-10.
  • Çolak, İ., Yorulmaz, Y. İ., & Altınkurt, Y. (2017). Öğretmen özyeterlik inancı ölçeği geçerlik ve güvenirlik çalışması. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi, 4(1), 20-32. Doi: 10.21666/muefd.319209
  • Cooper, H. (1989). Homework. White Plains, NY: Longman.
  • Corry, M., & Stella, J. (2018). Teacher self-efficacy in online education: A review of the literature. Research in Learning Technology, 26. doi: 10.25304/rlt.v26.2047
  • Çuhadar, C. (2011). Bilişim teknolojileri öğretmen adaylarının yansıtıcı düşünme eğilimleri ve öğretmen öz-yeterlik algılarının incelenmesi. 11.Uluslararası Eğitim Teknolojileri Konferansı, İstanbul, Türkiye.
  • Cunha, J., Xu, J., Rosário, P., & Nŭńez, J. C. (2018). Validity and reliability of the parental homework management scale. Psicothema, 30, 337 – 343. doi: 10.7334/psicothema2017.426
  • Deslandes, R., Rousseau, M., & Nadeau, T. (2008). Evolution and relation of students’ homework management strategies and their parents’ help in homework during the transition to high school. Paper presented at the Annual Meeting of the American Educational Research Association, New York, NY.
  • Dorman, J. P. (2003). Relationship between school and classroom environment and teacher burnout: A LISREL analysis. Social Psychology of Education, 6(2), 107-127. doi: 10.1023/A:1023296126723
  • Güneş, F. (2014). Eğitimde ödev tartışmaları. Bartın Üniversitesi Eğitim Fakültesi Dergisi. 3(2), 1-25.
  • Harrington, D. (2009). Confirmatory factor analysis. Oxford University Press.
  • Hurley, A. E., Scandura, T. A., Schriesheim, C. A., Brannick, M. T., Seers, A., Vandenberg, R. J., & Williams, L. J. (1997). Exploratory and confirmatory factor analysis: Guidelines, issues, and alternatives. Journal of Organizational Behavior, 667-683.
  • Jackson, D. L., Gillaspy Jr, J. A., & Purc-Stephenson, R. (2009). Reporting practices in confirmatory factor analysis: an overview and some recommendations. Psychological Methods, 14(1), 6. doi: 10.1037/a0014694
  • Jain, S., & Angural, V. (2017). Use of Cronbach's alpha in dental research. Medico Research Chronicles, 4(03), 285-291.
  • Levine, T. R. (2005). Confirmatory factor analysis and scale validation in communication research. Communication Research Reports, 22(4), 335-338. doi: 10.1080/00036810500317730
  • Núñez,J. C., Suárez, N., Rosário, P., Vallejo, G., Cerezo, R., & Valle, V. (2015) Teachers’ Feedback on Homework, Homework-Related Behaviors, and Academic Achievement, The Journal of Educational Research, 108(3), 204-216, doi: 10.1080/00220671.2013.878298
  • Oakman, J., Van Ameringen, M., Mancini, C., & Farvolden, P. (2003). A confirmatory factor analysis of a self‐report version of the Liebowitz Social Anxiety Scale. Journal of Clinical Psychology, 59(1), 149-161. doi: 10.1002/jclp.10124
  • Özben Gündoğan, B. (2006). İlköğretim ikinci kademe öğrencilerinin fen bilgisi dersindeki başarılarına ev ödevi çalışmalarının etkisi. (Yüksek Lisans Tezi). Gazi Üniversitesi, Ankara.
  • Schober, P., Boer, C., & Schwarte, L. A. (2018). Correlation coefficients: Appropriate use and interpretation. Anesthesia & Analgesia, 126(5), 1763-1768. doi: 10.1213/ANE.0000000000002864
  • Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. The Journal of Educational Research, 99(6), 323-338. doi: 10.3200/JOER.99.6.323-338
  • Schumacker, R. E., & Lomax, R. G. (2010). A beginner's guide to structural equation modeling. Taylor & Francis Group.
  • Skaalvik, E. M., Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99, 611–625. doi: 10.1037/0022-0663.99.3.611
  • Suhr, D. (2006). Exploratory or confirmatory factor analysis? Proceedings of the 31st Annual SAS? Users Group International Conference. Cary, NC: SAS Institute Inc., Paper Number: 200-31.
  • Tam, V. C., & Chan, R. C. (2016). What is homework for? Hong Kong primary school teachers' homework conceptions. School Community Journal, 26(1), 25-44.
  • Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach's alpha. International journal of medical education, 2, 53–55. doi: 10.5116/ijme.4dfb.8dfd
  • Taylor, R. (1990). Interpretation of the correlation coefficient: a basic review. Journal of Diagnostic Medical Sonography, 6(1), 35-39. doi: 10.1177/875647939000600106
  • Trautwein, U., Niggli, A., Schnyder, I., & Lüdtke, O. (2009). Between-teacher differences in homework assignments and the development of students' homework effort, homework emotions, and achievement. Journal of Educational Psychology, 101(1), 176- 189. doi: 10.1037/0022-0663.101.1.176
  • Tschannen-Moran, M., & Woolfolk-Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. doi: 10.1016/S0742-051X(01)00036-1
  • Tschannen-Moran, M., Woolfolk-Hoy, A. ve Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248. doi: 10.3102/00346543068002202
  • Vaske, J. J., Beaman, J., & Sponarski, C. C. (2017). Rethinking internal consistency in Cronbach's alpha. Leisure sciences, 39(2), 163-173. doi: 10.1080/01490400.2015.1127189
  • Xu, J. (2008a). Validation of scores on the homework management scale for high school students. Elementary School Journal, 68, 304-324. doi: 10.1177/0013164407301531
  • Xu, J. (2008b). Validation of scores on the homework management scale for middle school students. Elementary School Journal, 109(1), 82-95. doi: 10.1177/0013164407301531
  • Xu, J. (2009). School location, student achievement, and homework management reported by middle school students. Journal of Research in Rural Education, 19(2), 28-42.
  • Xu, J. (2010). Gender and homework management reported by African American students. Educational Psychology, 30(7), 755-770. doi: 10.1080/01443410.2010.506673
  • Xu, J., & Corno, L. (2003). Family help and homework management reported by middle school students. Elementary School Journal, 103, 503-518. doi: 10.1086/499737
  • Xu, J., & Corno, L. (2006). Gender, family help, and homework management reported by rural middle school students. Journal of Research in Rural Education, 21, 1 – 12. Retrieved from http://jrre.psu.edu/articles/21-2.pdf

Adaptation of Teachers’ Self-Efficacy for Homework Management Scale into Turkish

Yıl 2022, Cilt: 7 Sayı: 4, 329 - 338, 06.10.2022

Fatih Yılmaz Celalettin Çelebi

https://doi.org/10.24331/ijere.1167482

Öz

Homework can be described as the activities assigned be done out of school hours to reinforce learning. Teachers’ self-efficacy skills are highly important in homework, and the teachers are also expected be knowledgeable about homework process in order to maximize the expected benefit. The purpose of this research is to adapt The Teachers’ Self Efficacy for Homework Management scale developed by Alkhasuri et. al into Turkish. In order for the validity studies of the adapted scale the confirmatory factor analysis has been done, of which results show that the adapted scale has acceptable fit and consists of three factors as in the original version. Moreover, factors of the adapted scale are highly correlated. As for the reliability, Cronbach’s alpha technique has been adopted. The results revealed that while the overall scale has excellent reliability, however, the factors have good reliability scores. At the end of the research, it has been concluded that scale can be used in studies to be done with Turkish samples. Lastly, some suggestions have also been made.

Anahtar Kelimeler

Homework management Self-efficacy Scale adaptation

Kaynakça

  • Alkharusi, H., Aldhafri, S., Al-Harthy, İ., Albarashdi, H., Alrajhi, M., &Alhadabi, A. (2021). Development of teachers' self-efficacy for homework management scale. Electronic Journal of Research in Educational Psychology, 19(3), 671-686. Doi: 10.25115/ejrep.v19i55.3756
  • Amirrudin, M., Nasution, K., & Supahar, S. (2021). Effect of variability on Cronbach alpha reliability in research practice. Jurnal Matematika, Statistika dan Komputasi, 17(2), 223-230. doi: 10.20956/jmsk.v17i2.11655
  • Asuero, A. G., Sayago, A., & González, A. G. (2006). The correlation coefficient: An overview. Critical Reviews in Analytical Chemistry, 36(1), 41-59. doi: 10.1080/10408340500526766
  • Atıcı, M. (2000). İlkokul öğretmenlerinin sınıf yönetiminde yetkinlik beklentisi rolünün İngiltere ve Türkiye’de seçilen bir araştırma grubu üzerinde incelenmesi. II. Ulusal Psikolojik Danışma ve Rehberlik Kongresi, 27- 29 Eylül, Hacettepe Üniversitesi, Ankara.
  • Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
  • Bandura, A. (1986). Social foundations of thought and action: A social-cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117–148. doi: 10.1207/s15326985ep2802_3
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman & Co Ltd Pub.
  • Beckstead, J. W. (2002). Confirmatory factor analysis of the Maslach Burnout Inventory among Florida nurses. International Journal of Nursing Studies, 39(8), 785-792. doi: 10.1016/S0020-7489(02)00012-3
  • Bembenutty, H. (2011). The first word: Homework’s theory, research, and practice. Journal of Advanced Academics, 22(2), 185–192. doi: 10.1177/1932202X1102200201
  • Bonett, D. G., & Wright, T. A. (2015). Cronbach's alpha reliability: Interval estimation, hypothesis testing, and sample size planning. Journal of Organizational Behavior, 36(1), 3-15. doi: 10.1002/job.1960
  • Brown, T. A., & Moore, M. T. (2012). Confirmatory factor analysis. Handbook of structural equation modeling, 361-379.
  • Byrne, B. M. (1998). Structural equation modeling with Lisrel, Prelis, and Simplis: Basic concepts, applications, and programming (1st ed.). Psychology Press. doi: 10.4324/9780203774762
  • Çetin, Ş. (2004). Değişen değerler ve eğitim. Milli Eğitim Dergisi, 161, 1-10.
  • Çolak, İ., Yorulmaz, Y. İ., & Altınkurt, Y. (2017). Öğretmen özyeterlik inancı ölçeği geçerlik ve güvenirlik çalışması. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi, 4(1), 20-32. Doi: 10.21666/muefd.319209
  • Cooper, H. (1989). Homework. White Plains, NY: Longman.
  • Corry, M., & Stella, J. (2018). Teacher self-efficacy in online education: A review of the literature. Research in Learning Technology, 26. doi: 10.25304/rlt.v26.2047
  • Çuhadar, C. (2011). Bilişim teknolojileri öğretmen adaylarının yansıtıcı düşünme eğilimleri ve öğretmen öz-yeterlik algılarının incelenmesi. 11.Uluslararası Eğitim Teknolojileri Konferansı, İstanbul, Türkiye.
  • Cunha, J., Xu, J., Rosário, P., & Nŭńez, J. C. (2018). Validity and reliability of the parental homework management scale. Psicothema, 30, 337 – 343. doi: 10.7334/psicothema2017.426
  • Deslandes, R., Rousseau, M., & Nadeau, T. (2008). Evolution and relation of students’ homework management strategies and their parents’ help in homework during the transition to high school. Paper presented at the Annual Meeting of the American Educational Research Association, New York, NY.
  • Dorman, J. P. (2003). Relationship between school and classroom environment and teacher burnout: A LISREL analysis. Social Psychology of Education, 6(2), 107-127. doi: 10.1023/A:1023296126723
  • Güneş, F. (2014). Eğitimde ödev tartışmaları. Bartın Üniversitesi Eğitim Fakültesi Dergisi. 3(2), 1-25.
  • Harrington, D. (2009). Confirmatory factor analysis. Oxford University Press.
  • Hurley, A. E., Scandura, T. A., Schriesheim, C. A., Brannick, M. T., Seers, A., Vandenberg, R. J., & Williams, L. J. (1997). Exploratory and confirmatory factor analysis: Guidelines, issues, and alternatives. Journal of Organizational Behavior, 667-683.
  • Jackson, D. L., Gillaspy Jr, J. A., & Purc-Stephenson, R. (2009). Reporting practices in confirmatory factor analysis: an overview and some recommendations. Psychological Methods, 14(1), 6. doi: 10.1037/a0014694
  • Jain, S., & Angural, V. (2017). Use of Cronbach's alpha in dental research. Medico Research Chronicles, 4(03), 285-291.
  • Levine, T. R. (2005). Confirmatory factor analysis and scale validation in communication research. Communication Research Reports, 22(4), 335-338. doi: 10.1080/00036810500317730
  • Núñez,J. C., Suárez, N., Rosário, P., Vallejo, G., Cerezo, R., & Valle, V. (2015) Teachers’ Feedback on Homework, Homework-Related Behaviors, and Academic Achievement, The Journal of Educational Research, 108(3), 204-216, doi: 10.1080/00220671.2013.878298
  • Oakman, J., Van Ameringen, M., Mancini, C., & Farvolden, P. (2003). A confirmatory factor analysis of a self‐report version of the Liebowitz Social Anxiety Scale. Journal of Clinical Psychology, 59(1), 149-161. doi: 10.1002/jclp.10124
  • Özben Gündoğan, B. (2006). İlköğretim ikinci kademe öğrencilerinin fen bilgisi dersindeki başarılarına ev ödevi çalışmalarının etkisi. (Yüksek Lisans Tezi). Gazi Üniversitesi, Ankara.
  • Schober, P., Boer, C., & Schwarte, L. A. (2018). Correlation coefficients: Appropriate use and interpretation. Anesthesia & Analgesia, 126(5), 1763-1768. doi: 10.1213/ANE.0000000000002864
  • Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. The Journal of Educational Research, 99(6), 323-338. doi: 10.3200/JOER.99.6.323-338
  • Schumacker, R. E., & Lomax, R. G. (2010). A beginner's guide to structural equation modeling. Taylor & Francis Group.
  • Skaalvik, E. M., Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99, 611–625. doi: 10.1037/0022-0663.99.3.611
  • Suhr, D. (2006). Exploratory or confirmatory factor analysis? Proceedings of the 31st Annual SAS? Users Group International Conference. Cary, NC: SAS Institute Inc., Paper Number: 200-31.
  • Tam, V. C., & Chan, R. C. (2016). What is homework for? Hong Kong primary school teachers' homework conceptions. School Community Journal, 26(1), 25-44.
  • Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach's alpha. International journal of medical education, 2, 53–55. doi: 10.5116/ijme.4dfb.8dfd
  • Taylor, R. (1990). Interpretation of the correlation coefficient: a basic review. Journal of Diagnostic Medical Sonography, 6(1), 35-39. doi: 10.1177/875647939000600106
  • Trautwein, U., Niggli, A., Schnyder, I., & Lüdtke, O. (2009). Between-teacher differences in homework assignments and the development of students' homework effort, homework emotions, and achievement. Journal of Educational Psychology, 101(1), 176- 189. doi: 10.1037/0022-0663.101.1.176
  • Tschannen-Moran, M., & Woolfolk-Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. doi: 10.1016/S0742-051X(01)00036-1
  • Tschannen-Moran, M., Woolfolk-Hoy, A. ve Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248. doi: 10.3102/00346543068002202
  • Vaske, J. J., Beaman, J., & Sponarski, C. C. (2017). Rethinking internal consistency in Cronbach's alpha. Leisure sciences, 39(2), 163-173. doi: 10.1080/01490400.2015.1127189
  • Xu, J. (2008a). Validation of scores on the homework management scale for high school students. Elementary School Journal, 68, 304-324. doi: 10.1177/0013164407301531
  • Xu, J. (2008b). Validation of scores on the homework management scale for middle school students. Elementary School Journal, 109(1), 82-95. doi: 10.1177/0013164407301531
  • Xu, J. (2009). School location, student achievement, and homework management reported by middle school students. Journal of Research in Rural Education, 19(2), 28-42.
  • Xu, J. (2010). Gender and homework management reported by African American students. Educational Psychology, 30(7), 755-770. doi: 10.1080/01443410.2010.506673
  • Xu, J., & Corno, L. (2003). Family help and homework management reported by middle school students. Elementary School Journal, 103, 503-518. doi: 10.1086/499737
  • Xu, J., & Corno, L. (2006). Gender, family help, and homework management reported by rural middle school students. Journal of Research in Rural Education, 21, 1 – 12. Retrieved from http://jrre.psu.edu/articles/21-2.pdf
Toplam 48 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Fatih Yılmaz 0000-0001-7852-6756

Celalettin Çelebi

Yayımlanma Tarihi 6 Ekim 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 7 Sayı: 4

Kaynak Göster

APA Yılmaz, F., & Çelebi, C. (2022). Adaptation of Teachers’ Self-Efficacy for Homework Management Scale into Turkish. International Journal of Educational Research Review, 7(4), 329-338. https://doi.org/10.24331/ijere.1167482
AMA Yılmaz F, Çelebi C. Adaptation of Teachers’ Self-Efficacy for Homework Management Scale into Turkish. IJERE. Ekim 2022;7(4):329-338. doi:10.24331/ijere.1167482
Chicago Yılmaz, Fatih, ve Celalettin Çelebi. “Adaptation of Teachers’ Self-Efficacy for Homework Management Scale into Turkish”. International Journal of Educational Research Review 7, sy. 4 (Ekim 2022): 329-38. https://doi.org/10.24331/ijere.1167482.
EndNote Yılmaz F, Çelebi C (01 Ekim 2022) Adaptation of Teachers’ Self-Efficacy for Homework Management Scale into Turkish. International Journal of Educational Research Review 7 4 329–338.
IEEE F. Yılmaz ve C. Çelebi, “Adaptation of Teachers’ Self-Efficacy for Homework Management Scale into Turkish”, IJERE, c. 7, sy. 4, ss. 329–338, 2022, doi: 10.24331/ijere.1167482.
ISNAD Yılmaz, Fatih - Çelebi, Celalettin. “Adaptation of Teachers’ Self-Efficacy for Homework Management Scale into Turkish”. International Journal of Educational Research Review 7/4 (Ekim 2022), 329-338. https://doi.org/10.24331/ijere.1167482.
JAMA Yılmaz F, Çelebi C. Adaptation of Teachers’ Self-Efficacy for Homework Management Scale into Turkish. IJERE. 2022;7:329–338.
MLA Yılmaz, Fatih ve Celalettin Çelebi. “Adaptation of Teachers’ Self-Efficacy for Homework Management Scale into Turkish”. International Journal of Educational Research Review, c. 7, sy. 4, 2022, ss. 329-38, doi:10.24331/ijere.1167482.
Vancouver Yılmaz F, Çelebi C. Adaptation of Teachers’ Self-Efficacy for Homework Management Scale into Turkish. IJERE. 2022;7(4):329-38.

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