|
Issue Information Issue Informationpp. i - vi | DOI: 10.29329/ijpe.2024.1055 Abstract Keywords: |
|
Original Articles Examination of Scale Development and Adaptation Studies Published in the Field of Educational SciencesMüge Vural, Ahmet Egemen Akmençe & Murat Tuncer pp. 1 - 17 | DOI: 10.29329/ijpe.2024.1055.1 Abstract The aim of this study is to examine the scale development and adaptation studies in the subject area of educational sciences published in TR-index in 2023 in terms of subject area, rotation method, confirmatory factor analysis (CFA) fit indices, number of modifications, type of scale developed, number of items before and after exploratory factor analysis (EFA), number of dimensions, sample sizes and reliability methods. For this purpose, document analysis method, one of the qualitative research designs, was used. A total of 84 scale development and adaptation studies were accessed by examining the issues published in 2023 of 184 journals in the TR-index and listed in the subject area of "Education, educational research", and the final sample was determined as 61 studies by removing 23 scale studies that were not in the field of educational sciences. Of the identified studies, 48 were scale development and 13 were scale adaptation studies. As a result of the research, it was determined that most of the studies were prepared on the subject of competence/self-efficacy, Varimax rotation method was frequently used, CFA fit index values were appropriate, there were no modifications in most of the studies, most of the studies were prepared with a five-point Likert-type scale, the difference in the number of items before and after EFA was not very large, most of the scales consisted of three dimensions, the sample selection was generally 251-500 people and EFA and CFA samples were different, and Cronbach's Alpha method was frequently used as a reliability method. The results obtained were supported by the literature and various suggestions were made. Keywords: Scale Development, Scale Adaptation, Scale, Scale Review |
|
An Examination of the Relationship Between Reading Culture and Mathematical Literacy Self-Efficacy of Pre-Service Teachers
Ruhan Karadağ Yılmaz, Tuğba Horzum & İlhan Koyuncu pp. 18 - 41 | DOI: 10.29329/ijpe.2024.1055.2 Abstract The aim of this study is to examine the correlation between reading culture and the mathematical literacy self-efficacy among pre-service teachers and assesses these variables in relation to several factors. Utilizing convenience sampling, the research sample consists of 562 pre-service teachers studying in mathematics and primary school teaching programs in seven different universities. Data was gathered using the Reading Culture and Mathematical Literacy Self-Efficacy Scales, along with a personal information form. Both descriptive and inferential statistical methods were employed to analyze the data. Results revealed a significant but low-level correlation between reading culture, its sub-dimensions, and mathematical literacy self-efficacy levels among pre-service teachers. Notably, pre-service teachers engaging with scientific books demonstrated higher mathematical literacy self-efficacy than those preferring literary books. In addition, pre-service teachers’ scores of mathematical literacy self-efficacy and reading culture are not independent of the department they study in. Reading culture, gender, and department were significant predictors of mathematical literacy. Keywords: mathematical literacy, reading culture, reading habit, self-efficacy |
International Association of Educators.