Beden Eğitimi için Başarı Duyguları Ölçeği’nin (BE-BDÖ) Türkçeye Uyarlanması

Year 2024, Volume: 9 Issue: 2, 132 - 148, 30.06.2024

Mehmet Ceylan , Ünal Karlı

https://doi.org/10.25307/jssr.1416025

Abstract

Duygular, öğrencilerin bilişsel gelişimlerini ve performanslarını, kişiliklerini ve karakterlerini, psikolojik ve fiziksel sağlıklarını etkilemektedir. Bir duygu türü olan başarı duyguları ise, modern çağ eğitiminde ve modern toplumda en sık görülen, işlevsel olarak da en önemli duygu türleri arasındadır. Başarı duyguları ile ilgili çalışmaların beden eğitimi alanında ülkemizde eksikliğinin hissedilmesi bu çalışmanın yapılmasını gerekli kılmıştır. Bu nedenle çalışmada, Fierro-Suero ve diğerleri (2020) tarafından geliştirilen Beden Eğitimi için Başarı Duyguları Ölçeği’ni (BE-BDÖ) Türkçeye uyarlamak amaçlanmıştır. 369 ortaokul öğrencisinden veriler toplanmıştır. Ölçeğin geçerlilik ve güvenirliğini ölçmek için Doğrulayıcı Faktör Analizi (DFA), madde toplam korelasyonu, Cronbach’s Alpha, Spearman Brown, test-tekrar test (N=90) ve ölçüm değişmezliği analizleri yapılmıştır. DFA sonucunda uyum iyiliği ve faktör yük değerlerinin kabul edilir ve iyi seviyede olduğu görülmüştür. Ölçeğin alt faktörlerinin Cronbach’s Alpha değerleri .620 ile .815 arasında değişmektedir. Spearman Brown katsayısı .767 ve test-tekrar test sonucu .91 olarak bulunmuştur. Ölçüm değişmezliği analizi sonucunda erkek ve kız öğrenciler arasında farklılık olmadığı görülmüştür. Ayrıca ölçek boyutları pozitif ve negatif duygular altında olmak üzere ikinci düzey faktör analizi ile doğrulanmıştır. Analizler sonucunda, ölçeğin Türk popülasyonu üzerinde yapılacak çalışmalarda kullanılması için geçerli ve güvenilir bir ölçme aracı olduğu görülmüştür.

Keywords

Başarı duyguları, Beden eğitimi ve spor, Kontrol-değer teorisi

Adaptation of the Achievement Emotions Questionnaire for Physical Education (AEQ- PE) to the Turkish Language

Abstract

Emotions affect students' cognitive development and performance, their personality and character, and their psychological and physical health. As a type of emotion, achievement emotions are among the most common and functionally important emotions in modern education and modern society. Lack of studies relevant to achievement emotions in the field of physical education in our country made this study necessary to be conducted. Therefore, the study aimed to adapt the Achievement Emotions Questionnaire for Physical Education (AEQ-PE) developed by Fierro-Suero et al. (2020) into Turkish. Data were collected from 369 secondary school students. Confirmatory Factor Analysis (CFA), item-total correlation, Cronbach's Alpha, Spearman Brown, test-retest (n= 90) and measurement invariance analyses were conducted to measure the validity and reliability of the scale. As a result of CFA, goodness-of-fit and factor loading values were found to be at acceptable and good levels. Cronbach's Alpha values of the sub-factors of the scale ranged between .620 and .815. The Spearman Brown coefficient was .767 and the test-retest result was .91. The measurement invariance analysis showed that there was no difference between the male and female students. In addition, the scale dimensions under positive and negative emotions were confirmed by second-order factor analysis. As a result of the analyses, the scale was found to be a valid and reliable measurement tool for the studies which will be conducted on Turkish population.

Keywords

Achievement emotions, Physical education and sport, Control-value theory

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