scholarly journals Reading attitude scale: The reliability and validity studyOkuma tutum ölçeği: Geçerlik ve güvenirlik çalışması

2015 ◽  
Vol 12 (1) ◽  
pp. 1143 ◽  
Author(s):  
Orhan Çakıroğlu ◽  
Mehmet Palancı
Keyword(s):  
Reliability And Validity ◽  
Reading Attitudes ◽  
Internal Consistency Reliability ◽  
Attitude Scale ◽  
Measurement Tool ◽  
Reading Attitude ◽  
Turkish Version ◽  
Academic Reading ◽  
Two Factors ◽  
Time Reading

<p align="left">The purpose of this study was to examine the adaptation, reliability and validity of a “reading attitude scale” that was developed by McKenna and Kear (1990) to determine the reading attitudes of students.  The study was conducted with 318 students attending to 5<sup>th</sup>,6<sup>th</sup>,7<sup>th</sup>, and 8<sup>th</sup> grades in Trabzon. The scale includes 20 items and two factors called as leisure time reading and academic reading. The analyses were conducted in SPSS 20.0 and AMOS v.22. The final Turkish version of the scale included 20 items and two factors as it was in the original scale. The internal consistency reliability of the scale was 0.84 and 0.78 according to test-retest analysis. This is the first study that examines the reliability and validity of the Turkish version of the scale by using advanced statistics to determine the psychometric characteristics of the measure. Based on the study findings, the Reading Attitude Survey is a practical, feasible, and an understandable measurement tool.</p><p align="left"><strong>Özet</strong></p><p align="left">Bu çalışmanın amacı, öğrencilerin okumaya yönelik tutumlarını belirlemek amacıyla Mckenna ve Kear (1990) tarafından geliştirilmiş olan “Okumaya Yönelik Tutum Ölçeği”nin (OTÖ) uyarlama, geçerlik ve güvenirlik çalışmasını yapmaktır. Araştırmanın çalışma grubunu Trabzon ilinde eğitim görmekte olan ve 5.6.,7., ve 8. sınıfa devam eden toplam 318 öğrenci oluşturmuştur. Veriler SPSS 20.0 ve AMOS versiyon 22 paket programlarıyla yapılmıştır. Ölçek orijinaline uygun madde sayısında ve faktör yapısında oluşmuştur. DFA uyum indeksi ve madde faktör dağılımları istatistiksel olarak beklentilere uygun açığa çıkmıştır.   Ölçeğin güvenirlik katsayısı iç tutarlılık yöntemi ile 0.84 test-tekrar test yöntemiyle 0.78 olarak hesaplanmıştır. İlk kez bu kapsamda ileri veri analizleri ile incelemesi gerçekleştirilen aracın psikometrik özelliklerinin kullanılmaya elverişli geçerli ve güvenilir olduğu tespit edilmiştir.  Okuma Tutum Ölçeği’nin pratik, kullanım ve anlaşılması kolay kullanışlı bir ölçme aracı olduğu değerlendirilmektedir.</p>

scholarly journals Development of Distance Education Attitude Scale for Teachers: A Study of Validity and Reliability

2021 ◽  
Vol 5 (2) ◽  
pp. 207-222
Author(s):  
Serpil Deniz ◽  
Birsen Bağçeci
Keyword(s):  
Distance Education ◽  
Attitude Scale ◽  
Measurement Tool ◽  
Fit Indices ◽  
Validity And Reliability ◽  
Reliable Measurement ◽  
Two Factors ◽  
Bartlett Test ◽  
Teachers Attitudes ◽  
Composite Reliability

The purpose of this study is to examine the validity and reliability of the Distance Education Attitude Scale for Teachers, which was developed to reveal teachers’ attitudes towards distance education during the COVID-19 outbreak. Statistical analyses were performed on 458 of the collected forms. The study group was randomly divided into two and the EFA process was conducted with 205 participants and the CFA process with 253 participants. KMO and Bartlett tests were performed to determine the suitability of the data for EFA. The KMO value was 0.0885 and the Bartlett test was statistically significant (χ2=3141, df=703, p<0.001). EFA results show that the DEASFT structure consists of 21 items and two factors, and these factors are named as “Benefits of Distance Education” and “Limitations of Distance Education”. CFA was applied on the data of 253 different people to the factor structures obtained as a result of AFA Analyses. One item was dropped from the scale because p values (0.178) is bigger than 0.05. According to fit indices (χ²/df < 1.5, CFI=0.953 > 0.9, TLI=0.942 > 0.9, SRMR=0.0735 < 0.8, RMSEA=0.0427 < 0.05), the scale is validated. The final version of scale has two factors and 20 items. Cronbach Alpha and composite reliability coefficients were calculated for reliability. For factor 1 Cronbach α=0.847 and McDonald’s ω=0.836. For factor 2 Cronbach α=0.815 and McDonald’s ω=0.845. The results of the analysis show that the scale is a valid and reliable measurement tool for determining teachers’ attitudes towards distance education.

scholarly journals Impact of Reading Frequencies and Attitudes on Early Childhood Teachers’š Teaching Efficacy for Sustainable Development

2018 ◽  
Vol 9 (2) ◽  
pp. 79-92
Author(s):  
Hüseyin Kotaman ◽  
Aslι Balcι ◽  
Zeynep Nur Kιlιç Aydιn
Keyword(s):  
Early Childhood ◽  
Early Childhood Teachers ◽  
Teaching Efficacy ◽  
Teaching Experience ◽  
Reading Attitudes ◽  
Attitude Scale ◽  
Reading Attitude ◽  
Reading Groups ◽  
The Impact ◽  
Personal Questionnaire

Abstract The purpose of the study is to examine the impact of early childhood teachers’ reading attitudes, the total number of the books they have read about their profession, the total number of the books they have read on general topics, and their teaching experience on their teaching efficacy. Participants consist of 362 early childhood teachers from 51 different cities in Turkey. Of the 362 participants, 333 are female (91%) and 29 are male (9%). The ages of the teachers range from 21 to 50, with a mean age of 27.47. The participants responded to a personal questionnaire; Early Childhood Teachers’ Teacher Efficacy Scale (ECTTES) and Reading Attitude Scale (RAS). Stepwise regression analyses for subtests CM, SE, PI, P and for total teaching efficacy indicate that reading attitude and teaching experience are significant predictors. For subtest C, reading attitude and age appear as significant predictors. For subtest IS, only reading attitude appears as a significant predictor. Accordingly, in order to improve early childhood teachers’ reading attitudes, book clubs and peer reading groups are recommended.

Assessment of Reliability and Validity of the Turkish Version of Heartland Forgiveness Scale

2012 ◽  
Vol 111 (2) ◽  
pp. 575-584 ◽  
Author(s):  
Asli Bugay ◽  
Ayhan Demir ◽  
Raquel Delevi
Keyword(s):  
Internal Consistency ◽  
Satisfaction With Life ◽  
Pearson Correlation ◽  
Reliability And Validity ◽  
Internal Consistency Reliability ◽  
Criterion Validity ◽  
Satisfaction With Life Scale ◽  
Turkish Version ◽  
Response Scale ◽  
Three Factor

The current study investigated the reliability and validity of the Turkish version of the Heartland Forgiveness Scale (HFS). The Turkish version of the HFS, the Ruminative Response Scale (RRS), and the Satisfaction with Life Scale (SWLS) were administered to 796 Turkish university students (430 women, 366 men) with a mean age of 20.6 yr. ( SD = 2.1). Internal consistency reliability was calculated and Cronbach alpha coefficients ranged between .71 and .82. Criterion validity (Pearson correlation) between the HFS and other scales ranged from −.09 to .34. Additionally, a confirmatory factor analysis was conducted to assess the fit of the standard three-factor solution of the HFS. The results suggested that the Turkish version of the HFS had adequate internal consistency, criterion validity, and reflected the standard three-factor structure, indicating that it can be reliably used to measure forgiveness among a Turkish sample.

Turkish Validation of the Standardized Cosmesis and Health Nasal Outcomes Survey

2019 ◽  
Vol 35 (04) ◽  
pp. 397-399 ◽  
Author(s):  
Sercan Gode ◽  
Arin Ozturk ◽  
Mustafa Sahin ◽  
Veysel Berber ◽  
Fazil Apaydin
Keyword(s):  
Internal Consistency ◽  
Repeated Measures ◽  
Reliability And Validity ◽  
Internal Consistency Reliability ◽  
Control Group ◽  
Turkish Version ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha ◽  
Significant Difference ◽  
Turkish Validation

AbstractThe objective of this study is to provide a valid and reliable Turkish version of the original Standardized Cosmesis and Health Nasal Outcomes Survey (SCHNOS). The SCHNOS questionnaire was translated from English to Turkish using standardized guidelines. Participants completed the questionnaire twice, with an interval of 7 to 10 days. Reliability and validity analyses were performed based on these answers. Differences between the rhinoplasty and control groups, the internal consistency of the instrument (Cronbach's alpha coefficient), and the strength of association between the two repeated measures (Pearson's correlation coefficient) were analyzed. Of the 188 included individuals (106 females, 82 males; mean age 28 ± 8.4 years), 97 were in the rhinoplasty group and 91 were in the control group. The mean total SCHNOS scores were 0.6 ± 0.4 and 29.4 ± 8.9 in the control and rhinoplasty groups, respectively, and there was a statistically significant difference in total scores between the groups (p < 0.001). The internal consistency reliability of the scale was found to be highly significant (Cronbach's alpha = 0.96, with a lower 95% confidence interval of 0.89). The test–retest correlation value was 0.95 for the total score, and each item had a strong test–retest correlation, ranging from 0.92 to 0.96. The Turkish version of the SCHNOS is a valid and reliable scale for evaluating both functional and cosmetic outcomes in Turkish-speaking patients undergoing rhinoplasty.

scholarly journals Reliability and Validity Studies of Externality of Happiness Scale Among Turkish Adults

2018 ◽  
Vol 14 (14) ◽  
pp. 1 ◽  
Author(s):  
Murat Yildirim ◽  
Ufuk Barmanpek ◽  
Ahmad A. H. Farag
Keyword(s):  
Life Satisfaction ◽  
Reliability And Validity ◽  
Internal Consistency Reliability ◽  
Self Esteem ◽  
Self Report ◽  
Measurement Tool ◽  
Incremental Value ◽  
Future Clinical Practice ◽  
Confirmatory Factor ◽  
Fear Of Happiness

Externality of happiness is a psychological construct that refers to the degree to which individuals perceive their level of happiness as beyond their control and mostly dependent to external factors. The aim of this study was to examine the reliability and validity of the Externality of Happiness scale (EOH) among a Turkish adult sample. A total of 230 participants (152 males and 78 females; mean age = 37.8 years, SD = 9.1) completed self-report measures of externality of happiness, life satisfaction, flouring, self-esteem, and fear of happiness. Exploratory and confirmatory factor analysis supported a one-factor structure for the EOH. The EOH was found to be negatively correlated with life satisfaction, flourishing, and self-esteem and positively correlated with fear of happiness. The scale also showed incremental value over self-esteem in predicting life satisfaction. Furthermore, the scale was found to be discriminated from fear of happiness. Moreover, evidence was provided for internal-consistency reliability. Overall, the findings suggested that Turkish version of EOH had adequate reliability and validity scores and that it can be used as a useful measurement tool to assess externality of happiness beliefs in future clinical practice and research.

scholarly journals Elementary Schoolers’ Attitudes toward Reading in English: How Boys Feel Relative to Girls

2016 ◽  
Vol 9 (6) ◽  
pp. 134 ◽  
Author(s):  
Ratnawati Mohd-Asraf ◽  
Hazlina Abdullah
Keyword(s):  
Second Language ◽  
Gender Gap ◽  
Reading Attitudes ◽  
Reading Literacy ◽  
Elementary Reading ◽  
Attitudes Toward Reading ◽  
Reading Attitude ◽  
Attitude Survey ◽  
Academic Reading ◽  
Positive Attitudes

<p>This paper describes the results of a study that examined the attitudes of Malaysian primary school boys and girls toward reading in English as a Second Language. Using the Students’ Reading Attitude Survey, which the researchers adapted from McKenna and Kear (1990) Elementary Reading Attitude Survey, 2,666 responses were analysed using the non-parametric Mann-Whitney U test. The findings reveal that the students had positive attitudes toward recreational and academic reading in English as a second language, but that the girls scored significantly higher on all the dimensions of reading attitudes compared to the boys. The results provide some insights into the gender gap between boys and girls in reading literacy.</p>

scholarly journals Investigation of the 4th Grade Primary School Students’ Attitudes Towards Reading in the Scope of Different Variables

2019 ◽  
Vol 9 (3) ◽  
pp. 46
Author(s):  
Ibrahim Halil Yurdakal
Keyword(s):  
Primary School ◽  
Fourth Grade ◽  
Reading Attitudes ◽  
Attitude Scale ◽  
Reading Attitude ◽  
Primary School Students ◽  
School Students ◽  
Cronbach's Alpha ◽  
Students Attitudes ◽  
Attitudes Towards Reading

In this study, it is aimed to examine the attitudes of fourth grade primary school students towards reading in terms ofdifferent variables. In this context, the attitudes of students' reading attitudes were examined according to gender, age,read books regulary and number of books read in a month. The research was prepared in accordance with therelational survey model from the quantitative patterns. The sample of the study consists of 217 primary school fourthgrade students. The data of the study were collected with reading attitude scale prepared by Yurdakal and Susar(2018). Cronbach's Alpha value of the scale is 0.853 and the scale is composed of 4 dimensions and 28 questions.Kruskal Wallis H and Mann Whitney U tests were used to analyze the data. When the results of the research areexamined, the attitudes of the students towards reading do not differ according to gender. Students' attitudes towardsreading varies significantly according to age variable and this significance is in favor of 9-10 years. The students'attitudes towards reading differ with students who do not regularly read books and this is in favor of students who donot read a regular book. The attitudes of students towards reading do not differ according to the number of booksread monthly.

scholarly journals Adaptation of Organizational Justice in Sport Scale into Turkish Language: Validity and Reliability Study

2017 ◽  
Vol 5 (2) ◽  
pp. 207
Author(s):  
Ayfer Sayin ◽  
Mustafa Yaşar Şahin
Keyword(s):  
Organizational Justice ◽  
National Collegiate Athletic Association ◽  
Reliability And Validity ◽  
Three Dimensions ◽  
Measurement Tool ◽  
Validity And Reliability ◽  
Turkish Version ◽  
Fit Indexes ◽  
Positive Correlations ◽  
High Level

The present study aimed to provide a Turkish adaptation of the Organizational Justice in Sport Scale and perform reliability and validity studies. Answers provided by 260 participants who work as football, male basketball and female basketball coaches in National Collegiate Athletic Association (NCAA) were analysed using the original scale that comprised 17 items and three dimensions rated on a Likert-type 7-point scale. Subsequently, the opinions of 210 coaches were obtained. Confirmatory factor analysis conducted at the end of the study determined that the standardized regression coefficients vary between 0.45 and 0.92. Model-fit indexes showed that Turkish version of the scale had high construct validity. It was found that the corrected item-total correlation varied between 0.589 and 0.846. Further, it was determined that there were medium-/high-level positive correlations between sub-dimensions. Cronbach’s alpha reliability coefficient was calculated as 0.957. The authors concluded that the Turkish version of the Organizational Justice in Sport Scale was a valid, reliable and convenient measurement tool for determining the level of Organizational justice among the coaches.

scholarly journals The Turkish adaptation of leisure facilitator scale: a validity and reliability study

2018 ◽  
Vol 23 (2) ◽  
pp. 64-69
Author(s):  
B. Gürbüz ◽  
E. Öncü ◽  
E. Emir
Keyword(s):  
Reliability And Validity ◽  
Factor Loading ◽  
Measurement Tool ◽  
Validity And Reliability ◽  
Turkish Version ◽  
Reliable Measurement ◽  
Reliability Study ◽  
Cronbach Alpha ◽  
Confirmatory Factor ◽  
Turkish University Students

Purpose: The aim of this study to test the reliability and validity of “Leisure Facilitator Scale” (LFS) for Turkish university students. Material: The sample included 111 female and 132 male, and totally 243 faculty of sport sciences’ students for this study. The LFS which was consists of 3 subscales and 27 items was used to collect data. Besides descriptive statistics, confirmatory factor analysis was applied to test the factor structure of LFS. Pearson’s product-moment coefficients were used to examine correlations between the factors. For determining the reliability of the scale Cronbach Alpha coefficient was calculated. Results: Analysis indicated that the Turkish version of the LFS constituted of 3 subscales and 16 items. Totally 11 items were excluded from the Turkish version because of lower factor loadings. Factor loading values of the items ranged between 0.49 and 0.76. Cronbach Alpha values were calculated as 0.79, 0.66, 0.78 and 0.86 for the subscales and total scale respectively. Conclusions: In conclusion, results indicated that “Leisure Facilitator Scale” Turkish adapted form can be used as a valid and reliable measurement tool to examine the factors that facilitate leisurely participation of students.

Preliminary Psychometrics of the Knowledge and Attitudes Toward SBAR Instrument (KA-SBAR)

2020 ◽  
Vol 13 (2) ◽  
pp. 120-124
Author(s):  
Denise Cooper ◽  
Patricia C. Clark
Keyword(s):  
Construct Validity ◽  
Internal Consistency ◽  
Learning Experience ◽  
Reliability And Validity ◽  
Internal Consistency Reliability ◽  
Clinical Expertise ◽  
Doctor Of Nursing Practice ◽  
Knowledge And Attitudes ◽  
Two Factors ◽  
Validity Tests

BackgroundWhen measuring new practice approaches for improving patient safety in the clinical setting, researchers need instruments with evidence of reliability and validity.ObjectiveThe purpose of this analysis was to examine the reliability and validity of an instrument to assess knowledge and attitudes toward communication using situation-background-assessment-recommendation (SBAR; KA-SBAR).MethodsThis psychometric analysis was conducted with data from an interprofessional simulation-based learning experience with doctor of nursing practice students (n = 19) and physical therapy students (n = 52). Internal consistency reliability and construct validity tests including factor analysis for the KA-SBAR were conducted.ResultsThe KA-SBAR instrument had adequate internal consistency reliability and evidence of construct validity, including identification of two factors that explained 70% of the instrument's variance. However, there may be a ceiling effect of scores, making it difficult to show change.ConclusionsThe KA-SBAR instrument may be useful in assessing clinicians' perceptions of SBAR communication in education and practice settings.Implications for NursingWhen selecting data collection measures, nurses need to carefully consider the purpose of the measure and evidence of the instrument's reliability and validity. Educators need to consider the clinical expertise of the students in designing challenging simulations to advance learning.

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