Self-regulated Learning Skills: Adaptation of Scale

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2018-12-01

Author

ŞEN, ŞENOL
YILMAZ, AYHAN
Geban, Ömer

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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The aim of this study is to adapt and examine the psychometric properties of Achievement Goal Scale (AGS) originally constructed by Elliot and McGregor (2001) and the Motivated Strategies for Learning Scale (MSLQ) originally constructed by Pintrich, Smith, Garcia and McKeachie (1991) in order to measure the self-regulated learning skills of high school student's in a chemistry course. The study group was comprised of 862 high school students attending a chemistry course in different public schools. The construct validity of the sub-scales included in the scales were tested by confirmatory factor analysis. For the reliability studies, the internal consistency coefficient Cronbach's alpha (alpha) values as well as McDonald's omega (omega) coefficients were calculated. In addition, item-total correlations were calculated for the reliability of each item in the scales. When the confirmatory factor analysis results were examined, it was accepted that the fit indices met the goodness of fit criteria for both the Achievement Goal Scale and Motivated Strategies for Learning Scale. Factor loadings of the items in both scales were statistically significant. These results showed that the Turkish forms of both scales have enough psychometric properties in terms of validity and reliability for a chemistry course.

Subject Keywords

Adaptation of scale, Chemistry, High school, Self-regulation

URI

https://hdl.handle.net/11511/37471

Journal

JOURNAL OF MEASUREMENT AND EVALUATION IN EDUCATION AND PSYCHOLOGY-EPOD

DOI

https://doi.org/10.21031/epod.439039

Collections

Department of Mathematics and Science Education, Article

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Citation Formats

Ş. ŞEN, A. YILMAZ, and Ö. Geban, “Self-regulated Learning Skills: Adaptation of Scale,” JOURNAL OF MEASUREMENT AND EVALUATION IN EDUCATION AND PSYCHOLOGY-EPOD, pp. 339–355, 2018, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/37471.