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Başarı Duyguları Anketinin Türk Kültürüne Uyarlanması

Year 2020, Volume: 28 Issue: 2, 673 - 693, 20.03.2020
https://doi.org/10.24106/kefdergi.697110

Abstract

Bu çalışmanın amacı, Pekrun, Goetz ve Perry (2002) tarafından öğrencilerin akademik ortamlarda yaşadığı başarı duygularını ölçmek için geliştirilen Başarı Duyguları Anketini (BDA) Lise öğrencileri örnekleminde Türk dili ve kültürüne uyarlamaktır. BDA, öğrencilerin başarı duygularını üç farklı bölümde (Ders, Sınav ve Öğrenmeye İlişkin Duygular) ve 24 farklı ölçekle değerlendirmek için tasarlanmış çok boyutlu bir öz bildirim aracıdır. Ders ile ilişkili başarı duyguları ölçekleri toplamda 80 maddeden oluşmaktadır ve keyif, umut, gurur, öfke, kaygı, utanma, umutsuzluk ve sıkılma olmak üzere 8 ölçekten oluşmaktadır. Öğrenme ile ilişkili başarı duygu-ları ölçekleri 75 maddeden oluşmaktadır ve ders duyguları ölçekleri ile aynı duyguları ölçmektedir. Sınav ile ilişkili duygular bölümü toplam 77 maddeden ve keyif, umut, gurur, öfke, kaygı, utanma, umutsuzluk ve rahatlama olmak üzere 8 ölçekten oluşmaktadır. BDA modüler olarak tasarlanmıştır ve araştırmacının ihtiyacı doğrultusunda şekillendirilebilir. Çalışmada veriler 14-19 yaş arasındaki 1155 Türk öğrencisinden (%59.6 kadın, %40.4 erkek) elde edilmiştir. Uyarlama aşamasında ölçek maddeleri dört İngilizce öğretmeni ve bir İngilizce okutmanı tarafından birbirlerinden bağımsız olarak Türkçeye çevrilmiştir. Araştırmacılar tarafından çeviriler incelenerek en tutarlı şekilde çevrilen maddeler seçilmiştir. Ölçek maddeleri daha sonra iki Türk Dili ve Edebiyatı Öğretmeni tarafından Türk diline uygunluğu açısından incelenmiştir. Uyarlanan ölçeğin faktör yapısını incelemek için doğrulayıcı faktör analizi gerçekleştirilmiştir. Pekrun ve diğerlerinin (2011) çalışmasına dayanarak ölçeklerin faktör yapısı üç farklı model karşılaştırarak incelenmiştir. Model 1 tek faktörlü yapıdadır ve ölçek maddeleri duygu durumuna ilişkin faktörün gözlenen göstergeleridir. Model 2 dört faktörlü yapıdadır ve her bir duygu durumu fizyolojik, güdüsel, bilişsel ve duyuşsal olmak üzere dört faktör altında toplanmaktadır. Model 3 ise Model 1 ve 2’nin birleştirildiği hiyerarşik bir modeldir; duygu durumu ikinci sıralı faktör; fizyolojik, güdüsel, bilişsel ve duyuşsal durumlar, birinci sıralı faktörlerdir. Çalışma sonuçları ölçekten elde edilen puanlara ait geçerlilik ve güvenilirlik kanıtlarının yüksek olduğunu göstermektedir. Buna göre, Türk kültürüne uyarlanan Başarı Duyguları Anketinin Türkiye bağlamında kullanılabileceği önerilmektedir.

References

  • Alpaslan, M. M., & Ulubey, Ö. (2017). Öğretmen Duygu Ölçeğinin Türk Kültürüne Uyarlanması. Journal of Turkish Studies, 12(25), 119–130. Artino, A. R., & Jones, K. (2012). Exploring the complex relations between achievement emotions and self-regulated learning behavio-urs in online learning. The Internet and Higher Education, 15(3), 170-175. doi:10.1016/j.iheduc.2012.01.006 Aspinwall, L. G. (1998). Rethinking the role of positive affect in self-regulation. Motivation and Emotion, 22(1), 1-22. doi:10.1023/A:1023080224401 Aydın, S. (2009). Test Anxiety among Foreign Language Learners: A Review of Literature. Journal of Language and Linguistic Stu-dies, 5(1), 127-137. Beaton, D. E., Bombardier, C., Guillemin, F., & Ferraz, M. (2001). Guidelines for the process of cross-cultural adaptation of self-report measures. Spine, 25(24), 3186-3191. doi:10.1097/00007632-200012150-00014 Bentler, P., & Bonet, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulle-tin, 88(3), 588-606. doi:10.1037/0033-2909.88.3.588 Borsa, J. C., Damásio, B. F., & Bandeira, D. R. (2012). CrossCultural adaptation and validation of psychological instruments: Some considerations. Paidéia, 22(53), 423–432. Bower, H. G. (1981). Mood and memory. American Phychologist, 36, 129-148. Buil, I., Catalan, S., & Martinez, E. (2016). Do clicker s enhance learning? A control-value theory approach. Computers & Education, 103, 170-182. doi:10.1016/j.compedu.2016.10.009 Can, Y. (2018). Öğrenci Yanıt Sisteminin Ortaöğretim Öğrencilerinin İnilizce Derslerindeki Başarıları ve Başarı Duyguları Üzerine Etkileri. Yayınlanmamış Yüksek Lisans Tezi, Gaziosmanpaşa Üniversitesi, Tokat. Çalık, B. (2014). The Relationship Between Mathematics Achievement Emotions, Mathematics Self-Efficacy, And Self-Regulated Lear-ning Strategies Among Middle School Students. Yayınlanmamış Yüksek Lisans Tezi, Orta Doğu Teknik Üniversitesi, Ankara. Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik: spss ve lisrel uygulamaları. Anka-ra: Pegem Akademi Yayıncılık. Ergür, D. O. (2004). Yabancı Dil Öğrenme Sürecinde Kaygı. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 26, 48-53. Garn, A. G., Simonton, K., Dasingert, T., & Simonton, A. (2017). Predicting changes in student engagement in university physical education: Application of control-value theory of achievement emotions. International Journal of Testing, 8, 34-54. Geisinger, K. (1994). Cross-cultural normative assessment: Translation and adaptation issues influencing the normative interpretation of assessment instrument. Psychological Assessment, 6(4), 304-312. doi:10.1037//1040-3590.6.4.304 Govaerts, S., & Gregoire, J. (2008). Development and construct validation of an academic emotions scale. International Journal of Testing, 8(1), 34-54. doi:10.1080/15305050701808649 Haciömeroğlu, G., Bilgen, S., ve Tabuk, M. (2013). Başarı duygusu ölçeği-ilkokul’un Türkçe’ye uyarlama çalışması. Eğitim Bilimleri Dergisi, 38, 85-96. doi:10.15285/EBD.2013385568. Hambleton, R. K. (1993). Translating achievement tests for use in cross-national studies. European Journal of Psychological Assess-ment, 9, 57–68. Hambleton, R.K. & Patsula, L. (1999). Increasing the validity of adapted tests: Myths to be avoided and guidelines for improving test adaptation practices. Journal of Applied Testing Technology, 1(1), 1-30. Hambleton, R. K. (2005). Issues, designs, and technical guidelines for adapting tests into multiple languages and cultures. Hambleton, R.K., Merenda, P. F. ve Spielberger, C. D. (Eds.), Adapting Educational and Psychological Tests for Cross-Cultural As-sessment (pp. 3-38). Mahwah, N.J.: Lawrence Erlbaum Associates, Publishers Harper, F. B. (1974). The comparative validity of the Mandler-Sarson Test Anxiety Questionnaire and The Achievement Anxiety Test. Educational and Psychological Measurement, 34, 961-966. Harrington D. (2008) Assessing Confirmatory Factor Analysis Model Fit and Model Revision. Confirmatory Factor Analysis. 1st ed. New York: Oxford University Press; 2009. p.1-11, 52-3. Hill, K. T., & Sarason, S. (1966). The Relation Of Test Anxiety And Defensiveness To Test And School Performance Over The Ele-mentary-School Years. Monographs of the Society for Research in Child Development, 31(2), 1-76. doi:10.2307/1165770 Hoferichter, F., Raufelder, D., Ringeisen, T., Rohrmann, S., & Bukowski, W. (2015). Assessing the Multi-faceted Nature of Test Anxiety Among Secondary School Students: An English Version of the German Test Anxiety Questionnaire. The Journal of Psychology Interdisciplinary and Applied, 34. doi:10.1080/00223980.2015.1087374 Jöreskop, K. G., & Sörborn, D. (1988). LISREL 7: A guide to the program and applications. Chicago: SPSS Inc. Kline, R. B. (2016). Principles and Practice of Structural Equation Modeling . 4th ed. New York: The Guilford Press. Kök, E. H. (2017). The Role of Perceived Teacher Affective Support And Relatedness To Peers In Achievement Emotions Of Middle School Students In Efl Classrooms. Yayınlanmamış Yüksek Lisans Tezi , Middle East Techical University, Ankara. Lowe, P. A., & Ang, R. (2012). Cross-cultural examination of test anxiety among US and Singapore students on the Test Anxiety Scale for Elementary Students. Educational Psychology, 32(1), 107-126. doi:10.1080/01443410.2011.625625 Luo, W., Lee, K., TeeNg, P., & Ong, J. (2014). Incremental beliefs of ability, achievement emotions and learning of Singapore students. Educational Psychology, 34(5), 619-634. doi:10.1080/01443410.2014.909008 Maneesriwongul, W., & Dixon, J. K. (2004). Instrument translation process: a methods review. Journal of advanced nursing, 48(2), 175-186. Marsh, H., Balla, J., & McDonald, R. (1988). Goodness-of-fit indexes in confirmatory factor analysis: The effect of sample size. Psyc-hological Bulletin, 103, 391-410. Mcgregor, H. A., & Elliot, A. (2005). The Shame of Failure: Examining the Link between Fear of Failure and Shame. Personality and Social Psychology Bulletin, 31(2), 218-231. doi:10.1177/0146167204271420 Pekrun, R. (1992). The impact of emotions on learning and achievement: Towards a theory of cognitive motivational mediators. Applied Psychology: an International Review, 41(4), 359-376. Pekrun, R. (2000). A social-cognitive, control-value theory of achievement emotions. Advances in psychology, Motivational psychology of human development: Developing motivation and motivating development (s. 143-163). içinde New York: Elsevier Science. Pekrun, R. (2005). Progress and open problems in educational emotion research. Learning and Instructions, 15, 497-506. Pekrun, R. (2006). The Control-Value Theory of achievement emotions: Assumptions, corollaries, and ımplications for educational research and practice. Educational Psychology Review, 18, 315-341. Pekrun, R., Goetz, T., Perry, R. P., Kramer, K., Hochstadt, M., & Molfenter, S. (2004). Beyond test anxiety: Development and valida-tion of the Test Emotions Questionnaire (TEQ). In Anxiety, Stress and Coping (Vol. 17). https://doi.org/10.1080/10615800412331303847 Pekrun, R., & Frese, M. (1992). Emotions in work and achievement. Internationalreview of industrial and organizational pyschology, 7, 153-200. Pekrun, R., & Stephens, E. (2010). Achievement emotions: A Control-Value Approach. Social and Personality Psychology Compass, 4(4), 238-255. doi:10.1111/j.1751-9004.2010.00259.x Pekrun, R., Frenzel, A., Goetz, T., & Perry, R. (2007). The Control-Value Theory of Achievement Emotions: An ıntegrative approach to emotions in education. R. Pekrun, & P. Schutz içinde, Emotions in Education. Elsevier Inc. doi:10.1016/B978-0-12-372545-5.X5000-X Pekrun, R., Goetz, T., & Perry, R. (2002). Academic emotions in students’ selfregulated learning and achievement: A program of quan-titative and qualitative research. Educational Psychologist, 37, 91-106. Pekrun, R., Goetz, T., Frenzel, A., Barchfeld, P., & Perry, R. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire. Contemporary Educational Psychology, 36(1), 36-48. Rosas, J. S. (2015). The Achievement Emotions Questionnaire-Argentine (AEQ-AR): internal and external validity, reliability, gender differences and norm-referenced interpretation of test scores. Laboratorio de Evaluación Psicológica y Educativa, 15(0), 41–77. Scott, M. L. (1986). Student affective reactions to oral language tests. Language Testing, 3(1), 99-118. Şimşek, Ö. (2007). Yapısal eşitlik modellemesine giriş; Temel İlkeler ve LİSREL Uygulamaları. Ankara: Ekinoks Yayıncılık. Tabachnick, B., & Fidell, L. (2013). Using Multivariate Statistics. New Jersey: Pearson Education Inc. Villavicencio, F. T., & Bernardo, A. (2013). Positive academic emotions moderate the relationship between self-regulation and academic achievement. British Journal of Educational Psychology, 83(2), 329-340. doi:10.1111/j.2044-8279.2012.02064.x Wang, J., & Wang, X. (2012). Structural Equation Modeling: Applications Using Mplus: methods and applications. (Wiley Series in Probability and Statistics). West Susex: John Wiley & Sons. Weiner, B. (1985). An Attributional Theory of Achievement Motivation and Emotion. Psychological Review, 92(4), 548-573. doi:10.1037/0033-295X.92.4.548 Weiner, B. (2010). The Development of an Attribution-Based Theory of Motivation: A History of Ideas. Educational Psychologist, 45(1), 28-38. Yılmaz, V., & Çelik, H. (2009). LISREL ile Yapısal Eşitlik Modellemesi-I. Ankara: Pegem Akademi. Young, D. J. (2008). The relationship between anxiety and foreign language oral proficiency ratings. Foreign Language Annals, 19(5), 439-445. doi:10.1111/j.1944-9720.1986.tb01032.x Youyan, N., Lau, S., & Liau, A. (2011). Role of academic self-efficacy in moderating the relation between task importance and test anxiety. Learning and Individual Differences, 21(6), 736-741. doi:10.1016/j.lindif.2011.09.005

The Adaptation of Achievement Emotions Questionnaire into Turkish Culture

Year 2020, Volume: 28 Issue: 2, 673 - 693, 20.03.2020
https://doi.org/10.24106/kefdergi.697110

Abstract

The aim of this study is to adapt the Achievement Emotions Questionnaire (AEQ) developed by Pekrun, Goetz, and Perry (2002) to the Turkish language and culture in the sample of secondary school students. AEQ is a multi-dimensional self-reporting tool designed to evaluate students’ achievement emotions on 24 different scales in three sections (Emotions related to Course, Test, and Learning). The course achievement emotions section consists of 80 items and has 8 scales: pleasure, hope, pride, anger, anxiety, shame, despair, and boredom. The learning-related achievement emotions section consists of 75 items and measures the same emotions in 8 scales. The test-related achievement emotions section consists of 77 items and has 8 scales: pleasure, hope, pride, anger, anxiety, shame, despair, and relaxation. The AEQ has a modular design that it can be reshaped according to the needs of the researcher. The data were obtained from 1155 Turkish students aged between 14 and 19 (59.6% women). The questionnaire was translated into Turkish independently by five English instructors. Authors reviewed these five different translations and kept the most consistent translations of the items. The scale was then independently examined by two different Turkish Language specialists and corrections were made on the Turkish form of the scale. In order to test the factorial structure of the achievement emotions scales, a confirmatory factor analysis was used. Based on Pekrun et al. (2011) study, the factor structure of the scales were examined by comparing three models. Model 1 is a one factor model, one latent emotion factor, with all scale items being manifest indicators. Model 2 is a four factors model representing the four emotion components: affective, cognitive, motivational, and physiological. Model 3 is a hierarchical model that integrated the perspectives of the first two models by consisting of four latent primary component factors and one latent secondary emotion factor. The results of the study revealed that the data obtained from the scales had high score validity and reliability. It is suggested that the Turkish version of the Achievement Emotions Questionnaire can be used in Turkish context. 

References

  • Alpaslan, M. M., & Ulubey, Ö. (2017). Öğretmen Duygu Ölçeğinin Türk Kültürüne Uyarlanması. Journal of Turkish Studies, 12(25), 119–130. Artino, A. R., & Jones, K. (2012). Exploring the complex relations between achievement emotions and self-regulated learning behavio-urs in online learning. The Internet and Higher Education, 15(3), 170-175. doi:10.1016/j.iheduc.2012.01.006 Aspinwall, L. G. (1998). Rethinking the role of positive affect in self-regulation. Motivation and Emotion, 22(1), 1-22. doi:10.1023/A:1023080224401 Aydın, S. (2009). Test Anxiety among Foreign Language Learners: A Review of Literature. Journal of Language and Linguistic Stu-dies, 5(1), 127-137. Beaton, D. E., Bombardier, C., Guillemin, F., & Ferraz, M. (2001). Guidelines for the process of cross-cultural adaptation of self-report measures. Spine, 25(24), 3186-3191. doi:10.1097/00007632-200012150-00014 Bentler, P., & Bonet, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulle-tin, 88(3), 588-606. doi:10.1037/0033-2909.88.3.588 Borsa, J. C., Damásio, B. F., & Bandeira, D. R. (2012). CrossCultural adaptation and validation of psychological instruments: Some considerations. Paidéia, 22(53), 423–432. Bower, H. G. (1981). Mood and memory. American Phychologist, 36, 129-148. Buil, I., Catalan, S., & Martinez, E. (2016). Do clicker s enhance learning? A control-value theory approach. Computers & Education, 103, 170-182. doi:10.1016/j.compedu.2016.10.009 Can, Y. (2018). Öğrenci Yanıt Sisteminin Ortaöğretim Öğrencilerinin İnilizce Derslerindeki Başarıları ve Başarı Duyguları Üzerine Etkileri. Yayınlanmamış Yüksek Lisans Tezi, Gaziosmanpaşa Üniversitesi, Tokat. Çalık, B. (2014). The Relationship Between Mathematics Achievement Emotions, Mathematics Self-Efficacy, And Self-Regulated Lear-ning Strategies Among Middle School Students. Yayınlanmamış Yüksek Lisans Tezi, Orta Doğu Teknik Üniversitesi, Ankara. Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik: spss ve lisrel uygulamaları. Anka-ra: Pegem Akademi Yayıncılık. Ergür, D. O. (2004). Yabancı Dil Öğrenme Sürecinde Kaygı. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 26, 48-53. Garn, A. G., Simonton, K., Dasingert, T., & Simonton, A. (2017). Predicting changes in student engagement in university physical education: Application of control-value theory of achievement emotions. International Journal of Testing, 8, 34-54. Geisinger, K. (1994). Cross-cultural normative assessment: Translation and adaptation issues influencing the normative interpretation of assessment instrument. Psychological Assessment, 6(4), 304-312. doi:10.1037//1040-3590.6.4.304 Govaerts, S., & Gregoire, J. (2008). Development and construct validation of an academic emotions scale. International Journal of Testing, 8(1), 34-54. doi:10.1080/15305050701808649 Haciömeroğlu, G., Bilgen, S., ve Tabuk, M. (2013). Başarı duygusu ölçeği-ilkokul’un Türkçe’ye uyarlama çalışması. Eğitim Bilimleri Dergisi, 38, 85-96. doi:10.15285/EBD.2013385568. Hambleton, R. K. (1993). Translating achievement tests for use in cross-national studies. European Journal of Psychological Assess-ment, 9, 57–68. Hambleton, R.K. & Patsula, L. (1999). Increasing the validity of adapted tests: Myths to be avoided and guidelines for improving test adaptation practices. Journal of Applied Testing Technology, 1(1), 1-30. Hambleton, R. K. (2005). Issues, designs, and technical guidelines for adapting tests into multiple languages and cultures. Hambleton, R.K., Merenda, P. F. ve Spielberger, C. D. (Eds.), Adapting Educational and Psychological Tests for Cross-Cultural As-sessment (pp. 3-38). Mahwah, N.J.: Lawrence Erlbaum Associates, Publishers Harper, F. B. (1974). The comparative validity of the Mandler-Sarson Test Anxiety Questionnaire and The Achievement Anxiety Test. Educational and Psychological Measurement, 34, 961-966. Harrington D. (2008) Assessing Confirmatory Factor Analysis Model Fit and Model Revision. Confirmatory Factor Analysis. 1st ed. New York: Oxford University Press; 2009. p.1-11, 52-3. Hill, K. T., & Sarason, S. (1966). The Relation Of Test Anxiety And Defensiveness To Test And School Performance Over The Ele-mentary-School Years. Monographs of the Society for Research in Child Development, 31(2), 1-76. doi:10.2307/1165770 Hoferichter, F., Raufelder, D., Ringeisen, T., Rohrmann, S., & Bukowski, W. (2015). Assessing the Multi-faceted Nature of Test Anxiety Among Secondary School Students: An English Version of the German Test Anxiety Questionnaire. The Journal of Psychology Interdisciplinary and Applied, 34. doi:10.1080/00223980.2015.1087374 Jöreskop, K. G., & Sörborn, D. (1988). LISREL 7: A guide to the program and applications. Chicago: SPSS Inc. Kline, R. B. (2016). Principles and Practice of Structural Equation Modeling . 4th ed. New York: The Guilford Press. Kök, E. H. (2017). The Role of Perceived Teacher Affective Support And Relatedness To Peers In Achievement Emotions Of Middle School Students In Efl Classrooms. Yayınlanmamış Yüksek Lisans Tezi , Middle East Techical University, Ankara. Lowe, P. A., & Ang, R. (2012). Cross-cultural examination of test anxiety among US and Singapore students on the Test Anxiety Scale for Elementary Students. Educational Psychology, 32(1), 107-126. doi:10.1080/01443410.2011.625625 Luo, W., Lee, K., TeeNg, P., & Ong, J. (2014). Incremental beliefs of ability, achievement emotions and learning of Singapore students. Educational Psychology, 34(5), 619-634. doi:10.1080/01443410.2014.909008 Maneesriwongul, W., & Dixon, J. K. (2004). Instrument translation process: a methods review. Journal of advanced nursing, 48(2), 175-186. Marsh, H., Balla, J., & McDonald, R. (1988). Goodness-of-fit indexes in confirmatory factor analysis: The effect of sample size. Psyc-hological Bulletin, 103, 391-410. Mcgregor, H. A., & Elliot, A. (2005). The Shame of Failure: Examining the Link between Fear of Failure and Shame. Personality and Social Psychology Bulletin, 31(2), 218-231. doi:10.1177/0146167204271420 Pekrun, R. (1992). The impact of emotions on learning and achievement: Towards a theory of cognitive motivational mediators. Applied Psychology: an International Review, 41(4), 359-376. Pekrun, R. (2000). A social-cognitive, control-value theory of achievement emotions. Advances in psychology, Motivational psychology of human development: Developing motivation and motivating development (s. 143-163). içinde New York: Elsevier Science. Pekrun, R. (2005). Progress and open problems in educational emotion research. Learning and Instructions, 15, 497-506. Pekrun, R. (2006). The Control-Value Theory of achievement emotions: Assumptions, corollaries, and ımplications for educational research and practice. Educational Psychology Review, 18, 315-341. Pekrun, R., Goetz, T., Perry, R. P., Kramer, K., Hochstadt, M., & Molfenter, S. (2004). Beyond test anxiety: Development and valida-tion of the Test Emotions Questionnaire (TEQ). In Anxiety, Stress and Coping (Vol. 17). https://doi.org/10.1080/10615800412331303847 Pekrun, R., & Frese, M. (1992). Emotions in work and achievement. Internationalreview of industrial and organizational pyschology, 7, 153-200. Pekrun, R., & Stephens, E. (2010). Achievement emotions: A Control-Value Approach. Social and Personality Psychology Compass, 4(4), 238-255. doi:10.1111/j.1751-9004.2010.00259.x Pekrun, R., Frenzel, A., Goetz, T., & Perry, R. (2007). The Control-Value Theory of Achievement Emotions: An ıntegrative approach to emotions in education. R. Pekrun, & P. Schutz içinde, Emotions in Education. Elsevier Inc. doi:10.1016/B978-0-12-372545-5.X5000-X Pekrun, R., Goetz, T., & Perry, R. (2002). Academic emotions in students’ selfregulated learning and achievement: A program of quan-titative and qualitative research. Educational Psychologist, 37, 91-106. Pekrun, R., Goetz, T., Frenzel, A., Barchfeld, P., & Perry, R. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire. Contemporary Educational Psychology, 36(1), 36-48. Rosas, J. S. (2015). The Achievement Emotions Questionnaire-Argentine (AEQ-AR): internal and external validity, reliability, gender differences and norm-referenced interpretation of test scores. Laboratorio de Evaluación Psicológica y Educativa, 15(0), 41–77. Scott, M. L. (1986). Student affective reactions to oral language tests. Language Testing, 3(1), 99-118. Şimşek, Ö. (2007). Yapısal eşitlik modellemesine giriş; Temel İlkeler ve LİSREL Uygulamaları. Ankara: Ekinoks Yayıncılık. Tabachnick, B., & Fidell, L. (2013). Using Multivariate Statistics. New Jersey: Pearson Education Inc. Villavicencio, F. T., & Bernardo, A. (2013). Positive academic emotions moderate the relationship between self-regulation and academic achievement. British Journal of Educational Psychology, 83(2), 329-340. doi:10.1111/j.2044-8279.2012.02064.x Wang, J., & Wang, X. (2012). Structural Equation Modeling: Applications Using Mplus: methods and applications. (Wiley Series in Probability and Statistics). West Susex: John Wiley & Sons. Weiner, B. (1985). An Attributional Theory of Achievement Motivation and Emotion. Psychological Review, 92(4), 548-573. doi:10.1037/0033-295X.92.4.548 Weiner, B. (2010). The Development of an Attribution-Based Theory of Motivation: A History of Ideas. Educational Psychologist, 45(1), 28-38. Yılmaz, V., & Çelik, H. (2009). LISREL ile Yapısal Eşitlik Modellemesi-I. Ankara: Pegem Akademi. Young, D. J. (2008). The relationship between anxiety and foreign language oral proficiency ratings. Foreign Language Annals, 19(5), 439-445. doi:10.1111/j.1944-9720.1986.tb01032.x Youyan, N., Lau, S., & Liau, A. (2011). Role of academic self-efficacy in moderating the relation between task importance and test anxiety. Learning and Individual Differences, 21(6), 736-741. doi:10.1016/j.lindif.2011.09.005
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Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Research Article
Authors

Yafes Can 0000-0001-5664-6781

Esma Emmioğlu Sarıkaya This is me

Salih Bardakçı This is me 0000-0003-1163-2794

Publication Date March 20, 2020
Published in Issue Year 2020 Volume: 28 Issue: 2

Cite

APA Can, Y., Sarıkaya, E. E., & Bardakçı, S. (2020). Başarı Duyguları Anketinin Türk Kültürüne Uyarlanması. Kastamonu Education Journal, 28(2), 673-693. https://doi.org/10.24106/kefdergi.697110

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