A Writing Self-Efficacy Scale for Non-Native Students of Turkish Origin: A Validity and Reliability Study (Pages: 302-313)

Author :  

Year-Number: 2013-Volume 5, Issue 2
Language : null
Konu : null

Abstract

The present study aimed to develop a scale to measure the writing self-efficacy of non-native students of Turkish origin (Uzbek, Kazak etc.) who come from abroad to Turkey for education. Firstly, the distinctiveness of each item in the item pool was examined in the data analysis. Exploratory and confirmatory factor analyses were used in the second phase of the data analysis. As a result of the analysis, a scale with 2 factors and 17 items was obtained. These two factors explain 58.45% of the variance. The factor loads of the items vary between .479 - .867. Consistency index values obtained as a result of CFA were found to be GFI=0,90, AGFI=0,86, CFI=0,99; NFI= 0,97, RMSEA=0,049 and SRMR=0.041; (X2=158.07, df=114, p<.01); and the X2 / df ratio was found to be 158.07/114=1.39. The Cronbach alpha reliability coefficient of the scale was calculated as 0.81 and 0.93 for sub-scales and 0.94 for the entire scale.

Keywords

Abstract

The present study aimed to develop a scale to measure the writing self-efficacy of non-native students of Turkish origin (Uzbek, Kazak etc.) who come from abroad to Turkey for education. Firstly, the distinctiveness of each item in the item pool was examined in the data analysis. Exploratory and confirmatory factor analyses were used in the second phase of the data analysis. As a result of the analysis, a scale with 2 factors and 17 items was obtained. These two factors explain 58.45% of the variance. The factor loads of the items vary between .479 - .867. Consistency index values obtained as a result of CFA were found to be GFI=0,90, AGFI=0,86, CFI=0,99; NFI= 0,97, RMSEA=0,049 and SRMR=0.041; (X2=158.07, df=114, p<.01); and the X2 / df ratio was found to be 158.07/114=1.39. The Cronbach alpha reliability coefficient of the scale was calculated as 0.81 and 0.93 for sub-scales and 0.94 for the entire scale.

Keywords


  • AERA, APA, NCME. (1999). Standards for educational and psychological testing. Washington: American Eeducational Research Association, American Psychological Association, National Council of Measurement in Education.

  • Alpar, R. (2003). Uygulamalı çok değişkenli istatistiksel yöntemlere giriş I. Ankara: Nobel Yayın Dağıtım.

  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.

  • Bandura, A. (1995). Exercise of personal and collective efficacy in changing societies. In A. Bandura (Ed), Self-efficacy in changing societies (pp. 1-45). Cambridge: Cambridge University Press.

  • Bandura, A. (1997). Sef-efficacy: The exercise of control. New York: Freeman.

  • Bandura, A. (2006). Guide for creating self-efficacy scales. In F. Pajares & T. Urdan (Eds.), Sels-efficacy beliefs of adolescents (pp. 307-337). Connecticut: Information Age Publishing.

  • Büyükikiz, K. K. (2011). Türkçeyi yabancı dil olarak öğrenenlerin yazma becerileri ile öz yeterlilik algıları arasındaki ilişki üzerine bir araştırma. Yayınlanmamış doktora tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.

  • Chang, L. Y-H. (2010). Group processes and EFL learners’ motivation: A study of group dynamics in EFL classrooms. TESOL Quarterly, 44(1), 129-154.

  • Ching, L., Myles, J & Curtis, A. (2004). Targeting language support for non-native english-speaking graduate students at a canadian university. TESL Canada Journal/Revue TESL Du Canada, 21(2), 50-71.

  • Crookes, G. & Schmidt, R.W. (1991). Motivation: Reopening the research agenda. Language Learning, 41(4), 469-512.

  • Cumming, A., Kim, T.-Y., & Eouanzoui, K. B. (2007). Motivations for ESL writing improvement in pre- university contexts . In G. Rijlaarsdam (Series Ed.), S.Hidi & P. Boscolo (Volume Eds.) Studies in writing, Volume 19, Writing and motivation (pp.93-111). Oxford: Elsevier.

  • Demir, T. (2011). İlköğretim öğrencilerinin yaratıcı yazma becerileri ile yazma özyeterlik algısı ve başarı amaç yönelimi türleri ilişkisinin değerlendirilmesi. Yayınlanmamış doktora tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.

  • Dörnyei, Z. (1990). Conceptualizing motivation in foreign language learning. Language Learning, 40(1), 45-78.

  • Dörnyei, Z. & Csizér, K. (2002). Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. Applied Linguistics, 23(4), 421-462.

  • Erkuş, A. (2003). Psikometri üzerine yazılar. Ankara: Türk Psikologlar Derneği Yayınları.

  • Gardner, R. C. & Lambert W. E. (1959). Motivational variables in second-language acquisition. Canadian Journal of Psychology, 13(4), 166-272.

  • Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.

  • He, T. (2008) Reading for different goals: The interplay of EFL college students’ multiple goals, reading strategy use and reading comprehension. Journal of Research in Reading, 31(2), 224–242.

  • Jöreskog, K. & Sörbom, D. (1993) Lirsel 8: Structural equation modeling with the SIMPLIS command language. USA: Scientific Software International.

  • Kalaycı, Ş. (2006). Faktör Analizi, Ş. Kalaycı (Ed.) SPSS Uygulamalı Çok Değişkenli İstatistik Teknikleri (ss. 321- 331). Ankara: Asil Yayın Dağıtım.

  • Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd Ed.). New York: Guilford Press.

  • Koul, R., Roy, L., Kaewkuekool, S., & Ploisawaschai, S. (2009). Multiple goal orientations and foreign language anxiety. System, 37(2), 676-688.

  • Lamb, M. (2007). The impact of school on EFL learning motivation: An indonesian case study. TESOL Quarterly, 41(4), 757-780.

  • Likert, R. (1967) The method of constructing an attitude scale (1932). In M. Fishbein (Ed.), Readings in attitude theory and measurement (pp.90-95). Newyork: John Willey & Sons Inc.

  • Mori, S. & Gobel, P. (2006). Motivation and gender in the Japanese EFL classroom. System, 34(2), 194-210.

  • ÖSYM (2011). 2010-2011 Öğretim Yılı Yükseköğretim İstatistikleri, [Online]: http://www.osym.gov.tr/belge/1- 12654/2010-2011-ogretim-yili-yuksekogretim-istatistikleri.html adresinden 21 Ocak 2012 tarihinde indirilmiştir.

  • Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578.

  • Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading & Writing Quarterly, 19(2), 139-158.

  • Pajares, F. (2007). Empirical properties of a scale to assess writing self-efficacy in school contexts. Measurement and Evaluation in Counseling and Development, 39(4), 239-249.

  • Pajares, F. (2008). Motivational role of self-efficacy beliefs in self regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self regulated learning, theory, research and applications (pp. 111-140). USA: Taylor and Francis Group, LLC.

  • Pajares, F., Valiante, G. & Cheong, Y. F. (2007). Writing self-efficacy and its relation to gender. In G. Rijlaarsdam (Series Ed.) and S.Hidi & P. Boscolo (Volume Eds.) (Eds.), Writing motivation and writing competence: A developmental perspective. studies in writing, Volume 19, Writing and motivation (pp.141159). Oxford: Elsevier.

  • Roettger, D., Szymczuk, M. & Millard, J. (1979). Validation of a reading attitude scale for elementary students and an investigation of the relationship between attitude and achievement. Journal of Educational Research, 72(3), 138-142.

  • Rosenfeld, M., Leung, S., & Oltman, P. (2001). The reading, writing, speaking, and listening tasks important for academic success at the undergraduate and graduate levels. TOEFL Monograph 21. Princeton, NJ: Educational Testing Service.

  • Sasaki, M. (2011). Effects of varying lengths of study-abroad experiences on japanese EFL students' L2 writing ability and motivation: A longitudinal study. TESOL Quarterly, 45(1), 81-105.

  • Schumacker, R. E. & Lomax, R. G. (2004). A beginner’s guide to structural equation modeling, (2nd Ed.). New Jersey: Lawrence Erlbaum Associates, Publishers.

  • Schunk, D. H. (1981). Modeling and attributional effects on children’s achievement: A self efficacy analysis. Journal of Educational Psychology, 73(1), 93-105.

  • Schunk, D. H. (1982). Effects of effort attributional feedback on children’s perceived self-efficacy and achievement. Journal of Educational Psychology, 74(4), 548-556.

  • Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational Psychologist, 25(1), 71-86.

  • Schunk, D. H. & Ertmer, P. A. (2000). Self regulation and academic learning: self-efficacy enhancing interventions. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp. 631649). San Diego: Academic Press.

  • Schunk, D. H. & Pajares, F. (2002). The development of academic self efficacy. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 15-31). Michigan: Academic Press.

  • Schunk, D. H. & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35-53). New York: Routhledge.

  • Şimşek, Ö. F. (2007). Yapısal Eşitlik Modellemesine Giriş. Ankara: Ekinoks Yayıncılık.

  • Tezbaşaran, A. (1997). Likert Tipi Ölçek Geliştirme Kılavuzu. Ankara: Türk Psikologlar Derneği Yayınları.

  • Wood, R. & Bandura, A. (1989). Impact of conceptions of ability on self-regulatory mechanisms and complex decision making. Journal of Personality and Social Psychology, 56(3), 407-415.

  • Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivasion for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29(3), 663

                                                                                                                                                                                                        
  • Article Statistics