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MATEMATİK MOTİVASYON ÖLÇEĞİ (MMÖ) GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI

THE MATHEMATICAL MOTIVATION SCALE (MMS) STUDY OF RELIABILITY AND VALIDITY

Journal Name:

  • The Journal of Academic Social Science Studies

Publication Year:

  • 2013
DOI: 
http://dx.doi.org/10.9761/JASSS1173

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
The objective of this study is to conduct an adaptation of Motivational Strategies Questionnaire, which is one of the sub-dimensions of Motivated Strategies for Learning Questionnaire, into Turkish with an aim to review motivational strategies used by primary school students in mathematics. Motivated Strategies for Learning Questionnaire was first developed by Pintrich et al. (1991) for the purpose of determining self-regulation and motivational strategies of the students. This study is intended for the motivational component of Motivated Strategies for Learning Questionnaire. 8 primary schools located in the city center of Balıkesir were determined for the study and 210 5th grade students studying in these primary schools participated in the research process. Articles associated with motivation contained in MSLQ were selected and translated into Turkish. Following the translation process, they were compared to previous adaptations to Turkish and relevant articles were selected. The selected articles were re-adapted to mathematics and restated in such a manner that 5th grade students in primary schools are able to understand. During the data analysis, LISREL 8.80 was used for confirmatory factor analysis to confirm the structural validity of the scale and SPSS 17.0 was applied to determine the reliability coefficient. The results of the study show that Mathematics Motivation Scale consists of six factors and internal consistency coefficient of the scale varies between .85 and .94. Total correlation coefficients of the articles vary between .62 and .89. Based on the results obtained, this scale can be said to be used for the purpose of determining the motivational strategies in mathematics used by 5th grade students in primary schools.
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Abstract (Original Language): 
Bu çalışmanın amacı Öğrenmede Motive Edici Stratejiler Ölçeği’nin alt boyutlarından biri olan Motivasyonel Stratejileri Ölçeği’ni ilkokul öğrencilerinin matematik dersinde kullandıkları motivasyon stratejilerini değerlendirmek amacıyla Türkçeye uyarlamaktır. Öğrenmede Motive Edici Stratejiler Ölçeği ilk olarak Pintrich ve arkadaşları (1991) tarafından öğrencilerin öz düzenleme ve motivasyon stratejilerini belirlemek amacıyla geliştirilmiştir. Bu çalışma Öğrenmede Motive Edici Stratejiler Ölçeğinin motivasyon ile ilgili kısmı üzerinde gerçekleştirilmiştir. Araştırma için Balıkesir il merkezi içinde bulunan 8 ilkokul belirlenmiş ve bu okullarda öğrenim gören 210 ilköğretim beşinci sınıf öğrencisi araştırma sürecine katılmıştır. MSLQ ölçeğinin motivasyon ile ilgili kısmından maddeler seçilmiş ve bu maddeler için Türkçe çeviriler yapılmıştır. Yapılan çevirilerin ardından daha önceden yapılmış Türkçe uyarlamalarla karşılaştırmalar yapılmış ve maddeler seçilmiştir. Seçilen bu maddeler matematik dersine göre yeniden uyarlanmış ve ilkokul beşinci sınıf öğrencilerinin anlayabileceği şekilde yeniden ifade edilmiştir. Elde edilen verilerin analizinde ölçeğin yapı geçerliğini belirlemek amacıyla LİSREL 8.80 programında doğrulayıcı faktör analizi ve güvenilirlik katsayısının tespiti için SPSS 17.0 programından yararlanılmıştır. Çalışmasının sonuçlarına göre Matematik Motivasyon Ölçeği’nin altı faktörden oluştuğu, ölçeğin iç tutarlılık katsayısının .85 ila .94 arasında değiştiğini göstermektedir. Madde toplam korelasyon değerleri ise .62 ila .89 arasındadır. Elde edilen bu sonuçlara göre ölçeğin ilköğretim beşinci sınıf öğrencilerinin matematik dersinde kullandıkları motivasyonel stratejileri belirlemek amacıyla kullanılabileceği söylenebilir.
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