Academic self-control scale for secondary school students: Validity and reliability study

Year 2020, , 290 - 306, 31.10.2020

Hanife Büyük , Selahiddin Öğülmüş , Emine Gül Kapçı

https://doi.org/10.19128/turje.778117

Cited By: 4

Abstract

Academic self-control refers to the individual's self-control behaviors in the academic field. The study reported in this article aims to develop a valid and reliable instrument for evaluating the academic self-control behaviors of secondary school students between the ages of 11-14. The study sample consists of 1087 students (female n = 545; male n = 539; unreported n = 3) in Ankara, Turkey. As a result of the Principal Component Analysis (PCA) conducted to evaluate the construct validity of the Academic Self-Control Scale (ASCS), two factors named "academic perseverance" and "academic attention" were determined. These factors explained 47.11% of the variance in the participants’ academic self-control scores. Additionally, Confirmatory Factor Analysis (CFA) results confirmed the suitability of the factor structure. The Academic Perseverance Scale was used for criterion validity, and a positive correlation (.74) was found. The internal consistency reliability measured using Cronbach Alpha was found .81. The test-retest reliability result was .93. These findings indicate that the ASCS could be used to assess academic self-control of secondary school students.

Keywords

Academic self-control, Adolescence, Scale development, Self-control

Ortaokul öğrencilerinde akademik öz denetim ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması

Abstract

Akademik öz denetim, bireyin akademik alanla ilişkili öz denetim davranışlarını ifade etmektedir. Bu çalışmada 11-14 yaş aralığındaki ortaokul öğrencilerinin akademik alanda gösterdikleri öz denetim davranışlarını değerlendiren geçerli ve güvenilir bir ölçme aracı geliştirmek amaçlanmıştır. Çalışma grubunu Ankara İli’nde toplam üç ortaokulda öğrenim gören 1087 öğrenci (kız n = 545; erkek n = 539; cinsiyetini belirtmeyen n = 3) oluşturmaktadır. Akademik Öz Denetim Ölçeği’nin (AÖDÖ) yapı geçerliğini test etmek üzere yapılmış olan Temel Bileşenler Analizi (TBA) sonucunda “akademik sebat” ve “akademik dikkat” olarak adlandırılan iki faktör belirlenmiştir. Bu faktörler varyansın %47.11’ini açıklamıştır. Ayrıca, Doğrulayıcı Faktör Analizi (DFA) sonuçları faktör yapısının uygunluğunu desteklemiştir. Ölçüt geçerliği için kullanılan Akademik Azim Ölçeği ile AÖDÖ arasındaki korelasyon .74 olarak bulunmuştur. Cronbach Alfa ile değerlendirilen iç tutarlık güvenirliği .81 ve dört hafta ara sonucunda elde edilen test tekrar test güvenirliği .93 olarak hesaplanmıştır. Bu sonuçlar AÖDÖ’nin ortaokul öğrencilerinde akademik öz denetimin ölçülmesine yönelik uygulama ve araştırmalarda kullanım değerinin olduğuna işaret etmektedir.

Keywords

Akademik öz denetim, Ergenlik, Ölçek geliştirme, Öz denetim

References

• Arbuckle, J. L. (2010). Amos (Version 19.0) [Computer Program]. Chicago: SPSS.
• Arnesen, T., Elstad, E., & Christophersen, T. A. (2017). How Finnish and Swedish learners’ academic self-control relates to time spent online in class, perceptions of educator qualities, and school appreciation: A cross-sectional comparison. Educational Science, 7, 68. DOI: 10.3390/educsci7030068
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Rewiev, 84(2), 191-215. DOI: 10.1037/0033-295X.84.2.191
• Baumeister, R. F. (2002). Yielding to temptation: Self-control failure, impulsive purchasing and consumer behavior. Journal of Consumer Research, 28(4), 670-676. DOI: 10.1086/338209
• Baumeister, R. F., & Vohs, K. D. (2007). Self-regulation, ego depletion and motivation. Social and Personality Psychology Compass, 1(1), 115 – 128. DOI: 10.1111/j.1751-9004.2007.00001.x
• Blakemore, S. J., den Ouden, H., Choudhury, S., & Frith, C. (2007). Adolescent development of the neural circuitry for thinking about intentions. Social Cognitive and Affective Neuroscience, 2, 130–139. DOI: 10.1093/scan/nsm009
• Bozgün, K., & Başgül, M. (2018). Akademik azim ölçeğinin Türkçe’ye uyarlanması: Geçerlik ve güvenirlik çalışması. [Adaptation of academic grit scale to Turkish: Validity and reliability study]. Akademik Sosyal Araştırmalar Dergisi, 6(85), 435-445. DOI: 10.16992/ASOS.14521
• Bridgett, D. J., Burt, N. M., Edwards, E. S., & Deater-Deckard, K. (2015). Intergenerational transmission of self-regulation: A multidisciplinary review and integrative conceptual framework. Psychological Bulletin, 141(3), 602–654. DOI: 10.1037/ a0038662
• Brunner, M. & Süß, H. (2005). Analyzing the reliability of multidimensional measures: An example from intelligence research. Educational and Psychological Measurement, 65(2), 227-240. DOI: 10.1177/0013164404268669
• Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik. [Multivariate statistics for social sciences]. Ankara: Pegem A Yayıncılık.
• Casey, B., & Caudle, K. (2013). The teenage brain: Self-control. Current Directions in Psychological Science, 22(2), 82–87. DOI: 10.1177/0963721413480170
• Cauffman, E., Steinberg, L., & Piquero, A. (2005). Psychological, neuropsychological, and psychophysiological correlates of serious antisocial behavior in adolescence: The role of self-control. Criminology, 43, 133–176. DOI: 10.1111/j.0011-1348.2005.00005.x
• Cho, Y. I., Kim, J. S., & Kim, J. O. (2018). Factors influencing adolescents’ self-control according to family structure. Journal of Child and Family Studies, 27(11), 3520-3530. DOI: 10.1007/s10826-018-1175-4
• Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297-334. DOI: 10.1007/BF02310555
• DeVellis, R. F. (2017). Scale development: Theory and applications. Tarık Totan (Ed). Ankara: Nobel Akademi Yayıncılık.
• Duckworth, A. L., & Seligman, M. (2017). The science and practice of self-control. Perspectives on Psychological Science, 12(5), 715–718. DOI: 10.1177/1745691617690880
• Duckworth, A. L., Gendler, T. Z., & Gross, J. J. (2014). Self-control in school-age children, Educational Psychologist, 49(3), 199-217. DOI: 10.1080/00461520.2014.926225
• Duckworth, A. L., Taxer, J. L., Eskreis-Winkler, L., Galla, B. M., & Gross, J. J. (2019). Self-control and academic achievement. Annual Review Psychology, 70, 373-399. DOI: 10.1146/annurev-psych-010418-103230
• Durmaz, M. (2012). Ortaöğretim öğrencilerinin (10. sınıf) temel psikolojik ihtiyaçlarının karşılanmışlık düzeyleri, motivasyon ve Matematik kaygısı arasındaki ilişkilerin belirlenmesi. [Identifying the relationships among the degrees of basic pyschological needs satisfaction, motivation and Mathematics anxiety of high school students (10th grade)]. (Unpublished master’s thesis). Abant İzzet Baysal University, Institute of Educational Sciences, Bolu.
• George, D. & Mallery, M. (2010). SPSS for Windows step by step: A simple guide and reference, 17.0 update (10a ed.) Boston: Pearson.
• Gottfredson, M. R., & Hirschi, T. (1990). A general theory of crime. Stanford University Press.
• Gross, J. J., & Thompson, R. A. (2007). Emotion regulation: Conceptual foundations. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 3–23). New York, NY: Guilford.
• Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (2010). Multivariate data analysis (7th ed.). Upper Saddle River, NJ: Prentice Hall, Inc.
• IBM Corp. (2015). IBM SPSS Statistics for Windows (Version 23.0). Armonk, NY: IBM Corp.
• Jackson, D. L., Gillaspy, J. A., & Purc-Stephenson, R. (2009). Reporting practices in confirmatory factor analysis: An overview and some recommendations. Psychological Methods, 14, 6-23. DOI: 10.1037/a0014694
• Jöreskog, K. G., & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Chicago: Scientific Software International.
• Kapıkıran, Ş. (2012). Validity and reliability of the academic resilience scale in Turkish high school. Education, 132, 474-483.
• Karasar, N. (2004). Bilimsel araştırma yöntemi [Scientific research method]. (15. edition). Ankara: Nobel Yayın Dağıtım.
• Kennett, D. J. (1994). Academic self-management counselling: preliminary evidence for the importance of learned resourcefulness on program success. Studies on Higher Education, 19(3), 295-307.
• Kennett, D. J., & Keefer, K. (2006). Impact of learned resourcefulness and theories of intelligence on academic achievement of university students: An integrated approach. Educational Psychology, 26, 441–457. DOI:10.1080/01443410500342062
• Kennett, D. J., & Reed, M. J. (2009). Factors influencing academic success and retention following a 1st-year postsecondary success course. Educational Research and Evaluation, 15, 153–166. DOI:10.1080/13803610902804382
• Kennett, D. J., Reed, M. J., & Stuart, A. S. (2013). The impact of reasons for attending on academic resourcefulness and adjustment. Active Learning in Higher Education, 14(2), 123-133. DOI: 10.1177/1469787413481130
• Kline, T. J. B. (2005). Psychological testing: A practical approach to design and evaluation. Thousand Oaks: Sage.
• Marcoulides, G., & Schumacher, R. (2001). New developments and techniques in structural equation modelling. London: Lawrence Erlbaum.
• Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(3), 267-281. DOI: 10.1002/pits.20149
• Martin, R. D., & Kennett, D. J. (2018). To be kind or not to be kind: The moderating role of self-compassion in the relationship between general resourcefulness and academic self-regulation. The Journal of Social Psychology, 158(5), 626-638. DOI: 10.1080/00224545.2017.1407286
• Martin, R. D., Kennett, D. J., & Hopewell, N. (2019). Examining the importance of academic-specific self-compassion in the academic self-control model. The Journal of Social Psychology, 159, 1-16. DOI: 10.1080/00224545.2018.1555128
• Mertler, C. A., & Vannatta, R. A. (2005). Advanced and multivariate statistical methods: Practical application and interpretation. 3rd Edition, Pyrczak, Los Angeles.
• Ministry of National Education (2017). Press briefing report of Council on Education and Training. Ankara: Author. Retrieved from http://ttkb.meb.gov.tr/meb_iys_dosyalar/2017_07/18160003_basin_aciklamasi program.pdf
• Mischel, W. (1981). Metacognition and the rules of delay. In J. H. Flavell, & L. Ross (Eds.), Social cognitive development: Frontiers and possible futures (pp. 240–272). New York, NY: Cambridge University Press.
• Mortimore, P. (1993). School effectiveness and the management of effective learning and teaching. School Effectiveness and School Improvement, 4, 290–310. DOI: 10.1080/0924345930040404
• Nebioğlu, M., Konuk, N., Akbaba S., & Eroğlu, Y. (2012). The investigation of validity and reliability of the Turkish version of the brief self-control scale. Klinik Psikofarmakoloji Bülteni, 22(4), 340– 351. DOI: 10.5455/bcp.20120911042732
• Oriol, X., Miranda, R., Oyanedel, J. C., & Torres, J. (2017). The role of self-control and grit in domains of school success in students of primary and secondary school. Frontier Psychology, 8:1716. DOI: 10.3389/fpsyg.2017.01716
• Öncü, H. (2012). Akademik özyeterlik ölçeğinin Türkçe’ye uyarlanması. [Adaptation of academic self-efficacy scale into Turkish]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 13(1), 183-206.
• Özdamar, K. (2013) Paket programlar ile istatistiksel veri analizi. [Statistical data analysis with package programs]. (Vol. 1). Ankara: Nisan Kitabevi.
• Pallant, J. (2001). SPSS Survival manual: A step by step guide to data analysis using SPSS for windows version 10. Buckingham: Open University Press.
• Rosenbaum, M. (1980). A schedule for assessing self-control behaviors: Preliminary findings. Behavior Therapy, 11(1), 109–21. DOI: 10.1016/S0005-7894(80)80040-2
• Rosenbaum, M. (1990). The role of learned resourcefulness in the self-control of health behavior. In M. Rosenbaum (Ed.), Learned resourcefulness: On coping skills, selfcontrol, and adaptive behavior (pp. 3-30). New York: Springer Publishing Co.
• Rosenbaum, M. (2000). The self‐regulation of experience: Openness and construction. In P. Dewe, A. M., Leiter, & T. Cox (Eds.), Coping, health and organizations (pp. 51–67). London: Taylor & Francis.
• Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57(5), 749–761. DOI: 10.1037/0022-3514.57.5.749
• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68. DOI: 10.1037/0003-066X.55.1.68
• Sarıçam, H. (2014). Psychometric properties of the academic locus of control scale-adolescent form. Elementary Education Online, 13(4), 1135-1144. DOI: 10.17051/io.2014.32429
• Scherer, R. F., Wiebe, F. A., Luther, D. C., & Adams, J. S. (1988). Dimensionality of coping: Factor stability using the ways of coping questionnaire, Psychological Reports, 62(3), 763-770. DOI: 10.2466/pr0.1988.62.3.763
• Steinberg, L. (2008). A social neuroscience perspective on adolescent risk-taking. Developmental Review, 28(1), 78–106. DOI: 10.1016/j.dr.2007.08.002
• Tabachnick, B.G., & Fidell, L.S. (2001). Using multivariate statistics. 4th Edition, Allyn and Bacon, Boston.
• Tangney, J. P., Baumeister, R. F., & Boone, A. L. (2004). High self-control predicts good adjustment, less pathology, better grades, and interpersonal success. Journal of Personality and Social Psychology, 72(2), 271-324. DOI: 10.1111/j.0022-3506.2004.00263.x
• UNESCO. (2020). COVID-19 educational disruption and response. Retrieved from https://en.unesco.org/covid19/educationresponse.