You are here

İNGİLİZCEYİ YABANCI DİL OLARAK ÖĞRENEN ÖĞRENCİLERDE TRİCE AKADEMİK KONTROL ODAĞI ÖLÇEĞİNİN TEK BOYUTLU FAKTÖR YAPISININ ÖN İNCELEMESİ

A PRELIMINARY INVESTIGATION OF UNIDIMENSIONAL FACTOR STRUCTURE OF TRICE ACADEMIC LOCUS OF CONTROL SCALE IN EFL STUDENTS

Journal Name:

Publication Year:

Author Name
Abstract (2. Language): 
Locus of control is one of the major factors of school/academic performance. People who have external locus of control believe that life events are controlled by fate, chance, or luck. Conversely, those who have internal locus of control believe that life events are influenced by their behavior. The aim of this study is to check psychometric properties (i.e. the reliability and validity) of Trice Academic Locus of Control Scale using a sample of 402 EFL students involved in tertiary education in Europe (Nmales = 198, 50.5%;Nfemales = 204, 49.5%; Mage = 21.56, SDage = 1.88). Their ages ranged between 18 and 27 years old. After excluding eight items with poor psychometric characteristics, a unidimensional underlying factor structure was examined of the TALCS from the data. The reliability coefficient (Cronbach's Alpha) for the revised version of the TALCS scale was .96. The mean value of their years of study was calculated as M = 3.02 whereas the standard deviation was SD = 1.24. Gender differences in academic locus of control were not statistically significant at predefined alpha level of .05. The correlation between participants' academic locus of control and their age was very small and statistically insignificant. Some implications of these findings were discussed as well as suggestions for future studies in this field of pedagogic psychology.
Abstract (Original Language): 
Denetim odağı okul ve akademik performansının önde gelen belirleyici faktörlerindendir. Dışa yönelik denetim odağı olanlar olayların kader, şans ve başka güçler tarafından kontrol edildiğine inanırlar. Bunun aksine, içsel denetim odağı olanlar hayattaki olayların kendi davranışları tarafından etkilendiğine inanırlar. Bu çalışmanın amacı Türkiye’de üniversite seviyesinde İngilizceyi Yabancı Dil Olarak (EFL) öğrenen ve Türkiye’nin Ege Bölgesinde bir üniversitede okumakta olan 402 katılımcı üzerinde Trice Akademik Kontrol Ölçeğinin güvenirliğini ve geçerliğini ortaya çıkarmaktır. Katılımcıların yaşları 18 ve 27 arasında değişkenlik göstermektedir. Çok kuvvetli olmayan sekiz tane metrik unsur çıkarıldıktan sonra verilerden TALCS’ın tek boyutlu öncelikli faktör yapısı incelenmiştir. TALCS ölçeğinin güvenirlik katsayısı (Cronbach’ın Alfası) α = .96’ya eşitti. Öğrencilik yıl sürelerinin ortalama değeri M=3.02 olmasına karşın standart sapma SD=1.24’dür. Akademik kontrol odağı üzerindeki cinsiyet farklılıklarının ise istatiksel olarak önemli olmadığı ve önceden tanımlanan alfa. 05 seviyesinde olduğu görülmüştür. Katılımcıların okuma sürelerinin aritmetik ortalaması M=3.02 olmasına karşın SD= 1.24 olarak ortaya çıkmıştır. Katılımcıların akademik kontrol odağı ve yaşları ile korelasyonunun düşük ve istatistiksel olarak anlamlı olduğu ortaya çıkmıştır. Araştırma bulgularının sonuçları tartışılmış olup pedagojik psikoloji alanında ileride yapılabilecek çalışmalar için önerilerde bulunulmuştur.
325
336

REFERENCES

References: 

AKIN, A. (2007). The academic locus of control scale: A validity and reliability study.
Cukurova University Faculty of Education Journal, 34 (3), pp. 9-17.
BALBAG, Z., CEMREK, F., MUTLU, T. (2010).The role of self-esteem, locus of
control and big five personality traits in predicting hopelessness. Procedia Social and
Behavioral Sciences, 9, pp. 1788-1792. doi:10.1016/j.sbspro.2010.12.401.
BLANCHARD-FIELDS, F., IRION, J. C. (1988). The relation between locus of
control in coping in two contexts: Age as a moderator variable. Psychology and Aging, 3,
pp. 197-203.
CAIRNS, E., McWHIRTER, L., DUFFY, U., BARRY, R. (1990). The stability of selfconcept
in late adolescence: Gender and situational effects. Personality and Individual
Differences, 11, pp. 937-944.
CLARKE, D. (2004). Neuroticism: moderator or mediator in the relation between locus
of control and depression. Journal Personality and Individual Differences, 37, pp. 245-258.
DURNA, U., SENTURK, F. K. (2012). A study to determine the locus of control of
university students with the contribution of different variables. Zonguldak Karaelmas
University Journal of Social Sciences, 8 (15), pp. 37-48
GORUSCH, R. L. (1983). Factor analysis (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum
Associates.
HAIDER ZAIDI, I. , NAEEM MOHSIN, M. (2013). Locus of control in graduation
students. International Journal of Psychological Research, 6 (1), pp. 15-20.
KARADENİZ, 2016; (32)
336
HASAN, S. S. , KHALID, R. (2014). Academic locus of control of high and low
achieving students. Journal of Research and Reflections in Education, 8 (1), pp. 22-33.
HATCHER, L. (1994). A step-by-step approach to using the SAS® system for factor
analysis and structural equation modeling. Cary, N.C.: SAS Institute, Inc.
KAZAK ÇETINKALP, Z. (2010). The relationship between academic locus of control
and achievement goals among physical education teaching program students. World
Applied Sciences Journal, 10 (11), pp. 1387-1391.
LEVENSON, H. (1972). Distinction within the concept of internal-external control:
Development of a new scale. Proceedings of the Annual Convention of the American
Psychological Association, 7, pp. 261-262.
McLEOD, M., CARTER, V., NOWICKI, S., TOTTENHAM, D., WAINWRIGHT, P.,
& WYNER, D. (2015). Evaluating the study abroad experience using the framework of
Rotter’s Social learning theory. The Interdisciplinary Journal of Study Abroad, 26, pp. 30-
38.
NAIK, A. R. (2015). A study on locus of control among college students of Gulbarga
City. The International Journal of Indian Psychology, 2 (4), pp. 47-54.
RINN, A. N., BOAZMAN, J., JACKSON, A., BARRIO, B. (2014). Locus of control,
academic self-concept, and academic dishonesty among high ability college students.
Journal of the Scholarship of Teaching and Learning, 14, pp. 88-114.
doi:10.14434/josotl.v14i4.12770.
ROTTER, J. (1966). Generalized expectancies for internal versus external control of
reinforcement. Psychological Monographs, 80 (1), pp.609.
ROTTER, J. B. (1990). Internal versus external control of reinforcement. American
Psychologist, 45 (4), pp. 489-493.
SAGONE, E. , DE CAROLI, M. E. (2014). Locus of control and academic selfefficacy
in university students: the effects of self-concepts. Procedia – Social and
Behavioral Sciences, 114, pp. 222-228.
SARICAM, H. (2015). Academic locus of control and motivational persistence:
Structural equation modeling. Journal of Educational Sciences Research, 5 (1), 79-92.
doi:10.12973/jesr. 2015.51.5.
STIPEK, D. J., WEISZ, J. R. (1981). Perceived personal control and academic
achievement. Review of Education Research, 51, pp. 101-137.
TRICE, A. D. (1985). An Academic locus of control scale for college students.
Perceptual and Motor Skills, 61, pp. 1043-1046.
YESILYURT, E. (2014). Academic locus of control, tendencies towards academic
dishonesty and test anxiety levels as the predictors of academic self-efficacy: Educational
Sciences: Theory & Practice, 14 (5), pp. 1945-1956. doi:10.12738/estp.2014.5.1841.

Thank you for copying data from http://www.arastirmax.com