Development of self-regulation scale for middle school students: Validity and reliability study

İsmail Sarikaya; Mesut Öztürk; Mustafa Özgöl

Article Details

Development of self-regulation scale for middle school students: Validity and reliability study

Authors:

İsmail Sarikaya | Mesut Öztürk | Mustafa Özgöl

Publisher:

İzzet KARA

Main Topics:

Scale Development

Journal:

International Journal of Assessment Tools in Education Vol.10 Issue 4, pp.723-740

Document Type:

Article

Publication Date:

12/2023

Document Language:

English

Document ID (Org No.):

2001303224

pISSN:

2148-7456

Keywords:

Abstract:

 This study was conducted to develop a valid and reliable measurement tool that can identify middle school students self-regulation skills. Firstly, the literature was utilized in the development of the measurement tool. The form was finalized with the support of the opinions of different experts and a trial application. Then, the form was administered to 341 middle school students to determine its construct validity, and exploratory factor analysis EFA was performed on the collected data. Then, the form was administered to 341 middle school students to determine its construct validity, and exploratory factor analysis EFA was performed on the collected data. As a result of the study, it was determined that the scale consisted of 9 items and two sub-dimensions, namely forethought and volitional control and self-reflection. In order to reveal the reliability of the scale, internal consistency, two-half test analyses, and composite reliability CR were used, and it was determined that the values found were .74 and above. In order to reveal the accuracy of the obtained structure, data were collected from 218 middle school students in a different province, and confirmatory factor analysis CFA was performed with these data. As a result of the analysis, the two-factor structure of the scale was confirmed. When the findings are examined, it can be said that the scale is a reliable and valid tool that can be applied to determine the self-regulation skills of students studying at the middle school level.

 This study was conducted to develop a valid and reliable measurement tool that can identify middle school students self-regulation skills. Firstly, the literature was utilized in the development of the measurement tool. The form was finalized with the support of the opinions of different experts and a trial application. Then, the form was administered to 341 middle school students to determine its construct validity, and exploratory factor analysis EFA was performed on the collected data. Then, the form was administered to 341 middle school students to determine its construct validity, and exploratory factor analysis EFA was performed on the collected data. As a result of the study, it was determined that the scale consisted of 9 items and two sub-dimensions, namely forethought and volitional control and self-reflection. In order to reveal the reliability of the scale, internal consistency, two-half test analyses, and composite reliability CR were used, and it was determined that the values found were .74 and above. In order to reveal the accuracy of the obtained structure, data were collected from 218 middle school students in a different province, and confirmatory factor analysis CFA was performed with these data. As a result of the analysis, the two-factor structure of the scale was confirmed. When the findings are examined, it can be said that the scale is a reliable and valid tool that can be applied to determine the self-regulation skills of students studying at the middle school level.

 This study was conducted to develop a valid and reliable measurement tool that can identify middle school students self-regulation skills. Firstly, the literature was utilized in the development of the measurement tool. The form was finalized with the support of the opinions of different experts and a trial application. Then, the form was administered to 341 middle school students to determine its construct validity, and exploratory factor analysis EFA was performed on the collected data. Then, the form was administered to 341 middle school students to determine its construct validity, and exploratory factor analysis EFA was performed on the collected data. As a result of the study, it was determined that the scale consisted of 9 items and two sub-dimensions, namely forethought and volitional control and self-reflection. In order to reveal the reliability of the scale, internal consistency, two-half test analyses, and composite reliability CR were used, and it was determined that the values found were .74 and above. In order to reveal the accuracy of the obtained structure, data were collected from 218 middle school students in a different province, and confirmatory factor analysis CFA was performed with these data. As a result of the analysis, the two-factor structure of the scale was confirmed. When the findings are examined, it can be said that the scale is a reliable and valid tool that can be applied to determine the self-regulation skills of students studying at the middle school level.

 This study was conducted to develop a valid and reliable measurement tool that can identify middle school students self-regulation skills. Firstly, the literature was utilized in the development of the measurement tool. The form was finalized with the support of the opinions of different experts and a trial application. Then, the form was administered to 341 middle school students to determine its construct validity, and exploratory factor analysis EFA was performed on the collected data. Then, the form was administered to 341 middle school students to determine its construct validity, and exploratory factor analysis EFA was performed on the collected data. As a result of the study, it was determined that the scale consisted of 9 items and two sub-dimensions, namely forethought and volitional control and self-reflection. In order to reveal the reliability of the scale, internal consistency, two-half test analyses, and composite reliability CR were used, and it was determined that the values found were .74 and above. In order to reveal the accuracy of the obtained structure, data were collected from 218 middle school students in a different province, and confirmatory factor analysis CFA was performed with these data. As a result of the analysis, the two-factor structure of the scale was confirmed. When the findings are examined, it can be said that the scale is a reliable and valid tool that can be applied to determine the self-regulation skills of students studying at the middle school level.

Article Details

Development of self-regulation scale for middle school students: Validity and reliability study

Authors:

İsmail Sarikaya | Mesut Öztürk | Mustafa Özgöl

Publisher:

İzzet KARA

Main Topics:

Scale Development

Journal:

International Journal of Assessment Tools in Education Vol.10 Issue 4, pp.723-740

Document Type:

Article

Publication Date:

12/2023

Document Language:

English

Document ID (Org No.):

2001303224

pISSN:

2148-7456

Self-regulation

Middle school students

Scale developmentSelf-regulation

Middle school students

Scale development

Issues

Article Details

Development of self-regulation scale for middle school students: Validity and reliability study

Authors: İsmail Sarikaya | Mesut Öztürk | Mustafa Özgöl

Publisher: İzzet KARA

Main Topics: Scale Development

Journal: International Journal of Assessment Tools in Education Vol.10 Issue 4, pp.723-740

Document Type: Article

Publication Date: 12/2023

Document Language: English

Document ID (Org No.): 2001303224

pISSN: 2148-7456

Self-regulation

Middle school students

Scale developmentSelf-regulation

Middle school students

Scale development

Issues

Authors:

İsmail Sarikaya | Mesut Öztürk | Mustafa Özgöl

Publisher:

İzzet KARA

Main Topics:

Scale Development

Journal:

International Journal of Assessment Tools in Education Vol.10 Issue 4, pp.723-740

Document Type:

Article

Publication Date:

12/2023

Document Language:

English

Document ID (Org No.):

2001303224

pISSN:

2148-7456