Alpas, M., & Akçakın, M. (2003). Vineland Uyum Davranıs Ölçegi-
Arastırma Formu’nun Dogumdan 47 Aylıga kadar olan Türk Bebekleri
İçin Uyarlama, Güvenirlik ve Geçerlik Çalısması. Türk Psikoloji
Dergisi, 18 (52), 57-76.
Askar, P., & Dönmez, O. (2004). Egitim Yazılımı Gelistirme Öz-Yeterlik
Algısı Ölçegi. Egitim Bilimleri ve Uygulama, 3 (6), 259-268.
Bailey, P., Onwuegbuzie, A. J., & Daley, C. E. (2000). Using learning style to
predict foreign language achievement at college level. System, 28, 115-
133.
Balcı, A. (2001). Sosyal bilimlerde arastırma: Yöntem, teknik ve ilkeler.
Ankara: Pegem Yayıncılık.
Brown, H. D. (2000). Principles of language learning and teaching. New
York: Longman
Bryman, A., & Cramer, D. (1997). Quantitative data Analysis with SPSS for
windows: A guide for social scientists. New York: Routledge .
Bulus, M. (2001). Kisi algı ölçeginin ögretmen adayları için güvenirlik ve
geçerlik çalısması. Egitim arastırmaları, 5, 29-35.
Büyüköztürk, S. (2002). Sosyal bilimler için veri analizi el kitabı. Ankara:
PegemA Yayıncılık.
Chapelle, C. A. (1995). Field-dependence/field-independence in L2 classroom.
In J. M. Reid (Ed.), Learning styles in ESL/EFL classroom (158-
168). Boston: Heinle and Heinle.
Choi, I., Lee, S. J., & Jung, J. W. (2008). Designing Multimedia Case-
Based Instruction Accommodating Students' Diverse Learning
Styles. Journal of Educational Multimedia and Hypermedia, 17, (1),
5-25.
Cohen, A. D., & Dörnyei, Z. (2002). Focus on the language learner:
Motivation, styles, and strategies. In N. Schmitt (Ed.), An introduction
to applied linguistics, (170-190). London: Arnold.
Cohen, A. D., Oxford, R. L., & Chi, J. C. (2001). Learning style survey.
Online: http//carla.acad.umn.edu/profiles/Cohen-profile.html.
Dag, ,. (2002). Kontrol odagı ölçegi (KOÖ): Ölçek gelistirme, güvenirlik ve
geçerlik çalısması. Türk Psikoloji Dergisi, 17 (49), 77-90.
Demirbas, O., & Demirkan, H. (2007). Learning Styles of Design Students
and the Relationship of Academic Performance and Gender in
Design Education. Learning and Instruction. 17, (3), 345-359.
Demirel, B. (2006). The Effectiveness of establishing Meaningful Groups in
Terms of Their Learning Styles and Administrating Teachers
Accordingly. Yüksek Lisans Tezi. Anadolu Üniversitesi Egitim
Bilimleri Enstitüsü.
Dörnyei, Z. (2005). Psychology of the Language Learner: Individual
Differences in second Language Acqusition. London: Lawrence
Erlbaum Associates Publishers.
Dörnyei, Z., & Skehan, P. (2003). Individual differences in second language
learning. In C. J. Doughty & M. H. Long (Eds.), The handbook of
second language acquisition, (589-630). Oxford: Blackwell.
Ehrman, M. E. (1998). Field independence, field dependence, and field
sensivity in another light. In J. M. Reid (Ed.), Understanding learning
styles in the second language classroom, (62-70). Upper Saddle
River, RJ: Prentice-Hall Regents.
What is validity and reliability study of learning style survey?
Egitimde Kuram ve Uygulama / Journal of Theory and Practice in Education
http://eku.comu.edu.tr/index/5/2/mocesur_sfer.pdf 308
Ehrman, M. E. (1999). Ego boundaries and tolerance of ambiguity in second
language learning. In J. Arnold (Ed.), Affect in language learning
(68-76). Cambridge: Cambridge University Press.
Ehrman, M. E. (2001). Bringing learning strategies to the learner: The FSI
language learning consultation service. In J. E. Alatis & A. Tan (Eds.),
Language in our time: Bilingual education and official English,
Ebonics and standart English, immigration and Unz Initiative , (41-58).
Washigton, DC: Georgetown University.
Ehrman, M. E.,& Leaver, B. L. (2003). Cognitive styles in the service of
language learning. System, 31, 391-415.
Ehrman, M. E., Leaver, B. L., & Oxford, R. L. (2003). A brief overview of
individual differences in second language learning. System, 31, 313-
330.
Ehrman, M. E., & Oxford, R. L. (1990). Adult language learning styles and
strategies in an intensive training setting. Modern Language Journal,
54(3), 311-327.
Ehrman, M. E., & Oxford, R. L. (1995). Cognition plus: Correlates of
language learning success. Modern Language Journal, 79(1), 67-89.
Ergin, D.Y. (1995). Ölçeklerde Geçerlik ve Güvenirlik. M.Ü. Atatürk Egitim
Fakültesi Egitim Bilimleri Dergisi, 7,125-148.
Fer, S. (2005). Düsünme Stilleri Envanterinin Geçerlilik ve Güvenirlik
Çalısması. EDAM
Gregorc, A. R. (1982). Style delineator. Maynard, MA: Gabriel Systems.
Guilford, J. P. (1967). The nature of human intelligence. New York:
MacGraw-Hill.
Hoffman, S. Q. (1997). Field dependence/independencein second language
acquisition and implications for educators and instructional designers.
Foreign Language Annals, 18, 333-340.
Hovardaoglu, S. & Sezgin, N. (1998). Egitimde ve psikolojide ölçme
standartları. Ankara: Türk Psikologlar Dernegi ve ÖSYM yayını.
Jie, L., & Xiaoqing, Q. (2006). Language Learning Styles And Learning
Strategies Of Tertiary-level English Learners In China. RELC, 37(1),
67-70.
Johnson, J., Prior, S., & Artuso, M. (2000). Field dependence as a factor in
second language communicative production. Language learning,
50(3), 529-567.
Karasar, N. (1994). Bilimsel Arastırma Yöntemi. Ankara: 3A Arastırma
Danısmanlık Limited.
Khalil, A. (2005). Assessment of Language Learning Strategies Used by
Palestinian EFL Learners. Foreign Language Annals, 38(1), 108-
119.
Kulaksızloglu, A., Dilmaç, B., Eksi, H., & Otrar, M. (2003). Uyum ÖlçegiÜniversite
Formu’nun Dilsel Esdegerlik, Geçerlik ve Güvenirlik
Çalısması. Egitim Bilimleri ve Uygulama, 2 (3), 49-63.
Lincoln, F., & Rademacher, B. (2006). The Learning Styles of ESL
Students in Community Colleges. Community College Journal of
Research and Practice, 30, 485-500.
Mertens, D.M. (1998). Research methods in education and Psychology:
Integrating diversity with quantitative and qualitative approaches.
London: Sage Publications.
Morton-Rias, D., Dunn, R., Terregrossa, R., Geisert, G., Mangione, R.,
Ortiz, S. & Honigsfeld, A. (2008). Allied health students’ learning
styles with two different assessments. Journal of College Student
Retention: Research, Theory & Practice, 9(2), 233-250.
Oxford, R. L. (1993). Style Analysis Survey (SAS). Tuscaloosa: University
of Alabama. (Reprinted in Oxford, 1999; Reid, 1995).
Oxford, R. L. (1995). Gender differences in language learning styles: What do
they mean? In J. M. Reid (Ed.), Learning Styles in the ESL/EFL
classroom (34-46). Boston: Heile and Heinle.
Oxford, R. L. (1999). ‘Style wars’ as a source of anxiety in language
classrooms. In D. J. Young (Ed.), Affect in foreign language and
second language learning, (216-237). Boston: MacGraw-Hill.
Oxford, R. L. & Ehrman, M. E. (1993). Second language research on
individual differences. Annual Review of Applied Linguistics, 13,
188-205.
Oxford, R. L., Ehrman, M. E. & Lavine, R. Z. (1991). “Style wars”: Teacherstudent
style conflicts in the language classroom. In S. Magnan (Ed.),
Challenges in the 1990s for college foreign language programs, (1-25),
Boston, MA: Heinle & Heinle.
Osborne, J.W., & Costello, A.B. (2004). Sample size and subject to item ratio
in principal components analysis. Practical Assessment, Research &
Evaluation, 9(11). Retrieved April 12, 2005 from
http://PAREonline.net/getvn.asp?v=9&n=11
Özçelik, D.A. (1998). Ölçme ve degerlendirme. Ankara: ÖSYM yayınları,
no:1998-8.
Özgüven, ,. E. (1994). Psikolojik testler. Ankara: Yeni Dogus Matbaası.
Preacher, K. J., & MacCallum, R.C. (2002). Exploratory factor analysis in
behavior genetics research: Factor recovery with smallsample size.
Behavior Genetics, 32 (2), 153-161.
Reid, J. M. (Ed.) (1995). Learning Styles in the ESL/EFL classroom.
Boston: Heinle and Heinle
Reid, J. M. (Ed.) (1998). Understanding Learning Styles in the Second
Language classroom. Upper Saddle River, NJ: Prentice-Hall Regents.
What is validity and reliability study of learning style survey?
Egitimde Kuram ve Uygulama / Journal of Theory and Practice in Education
http://eku.comu.edu.tr/index/5/2/mocesur_sfer.pdf 310
Riding, R. (1991). Conitive Styles Analysis. Birmingham: Learning and
Training Technology.
Riding, R. (2000). Cognitive Style: A Review. In Riding & S. G. Rayner
(Eds.), Interpersonal perspectives on individual differences (Volume 1,
Cognitive Styles, 315-344). Stamford, CT: Ablex.
Riding, R., & Cheema, I. (1991). Cognitive Styles: An overview and
integration. Educational Psychology, 11(3-4), 193-215.
Sapnas, K.G. (2004). Letters to the Editor: Determining adequate sample size.
Journal of Nursing Scholarship, 36(1), 4, www. Retrieved August 03,
2004 from blackwell-synergy.com
Skehan, P. (1998). A cognitive approach to language learning. Oxford:
Oxford University Press.
Snow, R. E., Corno, L., & Jackson, D. N. (1996). Individual differences in
affective and conative functions. In D. C. Berliner & R. C. Calfee
(Eds.), Handbook of educational psychology, (243-310). New York:
Macmillian.
Sternberg, R. J., & Grigorenko, E. L. (2001). A capsule history of theory and
research on styles. In R. J. Sternberg & L. F. Zhang (Eds.),
Perspectives on thinking, learning and cognitive styles, (1-21).
Mahwah, NJ: Lawrence Erlbaum Associates.
Tavsancıl, E. (2002). Tutumların Ölçülmesi ve SPSS ile Veri Analizi.
Ankara: Nobel Yayın Dagıtım.
Tekin, H. (1996). Egitimde ölçme ve degerlendirme. Ankara: Yargı yayınları,
no: 17.
Tezbasaran, A. A. (1997). Likert Tipi Ölçek Gelistirme Kılavuzu. Ankara:
Türk Psikologlar Dernegi Yayınları.
Turgut, M. F. (1997). Egitimde ölçme ve degerlendirme metodları. Ankara:
Gül Yayınevi.
Turgut, M.F., & Baykul, Y. (1992). Ölçekleme teknikleri. Ankara: ÖSYM
yayınları, no: 1992-1.
Wintergerst, A. C., DeCapua, A., & Itzen, R. C. (2001). The construct validity
of one learning styles instrument. System, 29, 385-405.
Witkin, H. A., Moore, C., Goodenough, D.R., & Cox, P. (1977). Fielddependent
and field-independent cognitive styles and their educational
implications. Review of Educational Research, 47, 1-64.
Yıldırım, C. (1999). Egitimde ölçme ve degerlendirme. Ankara: ÖSYM
yayınları, 1999-4.
Thank you for copying data from http://www.arastirmax.com
