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1.
The primary aim of this study was to examine the reliability and validity of a Turkish version of the Distance Education Learning
Environment Survey (DELES) in post-secondary distance education. The second aim was to investigate empirically the conceptualisation
of the distance education learning environment as a singular latent construct, within a second-order factorial structure that
consists of six first-order factors. The DELES is a 34-item instrument for assessing social-psychological perceptions among
distance education students. The tested hypotheses concerned key antecedents and consequences of the factorial structure of
DELES in the Turkish context using confirmatory factor analyses. Principal component analysis of the Turkish data revealed
six main factors of interest, which corresponded to the hypothesised constructs in the original DELES. The data suggested
good reliability and validity for the Turkish DELES (DELES-TR) relative to the original version. Further, second-order analyses
were conducted with two complementary samples to demonstrate the validity of six dimensions of the DELES-TR and their contributions
to an overall factorial structure of social-psychological learning environment in distance education. Initial support for
the second-order factorial validity of DELES-TR was found. Results indicate that a dimensional model of DELES-TR with the
six first-order factors provided a superior fit to the data than first-order DELES-TR with six factors. Additionally, an investigation
was conducted regarding associations between the DELES-TR’s psychosocial scales and a student satisfaction scale. This study
is unique in its focus on the learning environment in distance education in the Turkish setting. 相似文献
2.
3.
Özlem Karaırmak 《International journal for the advancement of counseling》2018,40(3):326-342
Counseling self-efficacy is defined as a counselor’s beliefs regarding their ability to counsel a client effectively. Larson et al. (1992) developed the Counseling Self-Estimate Inventory (COSE) to determine counselors’ self-efficacy in the dimensions of microskills, counseling process, difficult client behavior, cultural competence, and awareness of values. The COSE has been used widely in the United States as well as being adapted to other cultures. The purpose of the present study was to obtain validity and reliability evidence for the COSE in a Turkish sample towards the creation of a Turkish version (COSE-TR). Analyses regarding internal consistency and construct validity were undertaken via CFA and EFA, and divergent and convergent validity assessments were performed. The devised COSE-TR obtained a Cronbach alpha coefficient of .92. Exploratory factor analysis suggested a four-factor model with 53.82% of the total variance explained, which the CFA also supported. The COSE-TR correlated negatively with trait anxiety as measured on the ‘State-Trait Anxiety Inventory Scale’ (involving only Trait anxiety STAI-T; Spielberger 1983), but positively with generalized self-efficacy as measured via the ‘General Self-Efficacy Scale’ (GSE; Schwarzer and Jerusalem 1995). As for language equivalence, there was no difference between the means of total scores obtained from the original COSE and the created Turkish shorter version. Results revealed that the shortened COSE-TR can be regarded as a valid and reliable instrument for measuring counseling self-efficacy with Turkish counselors. Implications for counseling psychology, counselor education and supervision in developing nations and the transculturality of counseling self-efficacy are discussed. 相似文献
4.
Betz编制的数学焦虑量表(MAS)在国际上得到了广泛使用,中文版MAS具有较高内部一致性信度、分半信度和重测信度;探索性因素分析的有关结果证明MAS包含两个主要的因素,验证性因素分析表明双因素结构的模型数据具有较优的拟合指数;MAS和MSES的相关课程分量表存在较高相关,表明量表具有较好的预测效度;就MAS的预测效度而言,证据仍显单薄. 相似文献
5.
MS Ruth Coulson 《Research in Science Education》1992,22(1):101-105
The attitude towards science of first year early childhood education students was explored using an instrument developed for
the purpose. The instrument comprises four Likert-type scales, biographical items and two open-ended attitude items. The four
scales, characterised as ‘confidence’, ‘enjoyment’, ‘usefulness’ and ‘appropriateness of science for young children’, were
supported by varimax factor analysis and had reliabilities from 0.83 to 0.88. Use of the combined scales as a general ‘attitude
towards science’ scale was supported by principal components analysis; reliability for the combined scale was 0.94. Comments
made in response to the open-ended items supported the validity of the scales. For the student group as a whole, mean scores
on all scales were slightly to moderately positive, with the highest mean being for the ‘science for young children’ scale.
Students who had studied at least one science subject at Year 12 level had significantly higher scores on all scales than
students who had not studied science at senior level.
Australia.Specializations: early childhood science education, biological aspects of child development, conservation biology of gulls. 相似文献
6.
The integrated-skills approach (ISA), which incorporates the four language skills-reading, writing, speaking, and listening-has
become a dominant trend in FL college instruction in Taiwan. The purpose of the study was to examine how the ISA is being
used in Taiwan’s EFL college classes, develop an understanding of students’ satisfaction with the integrated-skill class and
authentic activities, and determine if students’ views about separated-skill instruction changed during the year of coursework.
Data were collected from a questionnaire survey, interviews of students, and classroom observation. The results indicated
that the instructor provided a wide range of authentic materials and class activities, allowing students to interact with
texts and each other in a seamless integration of the four language skills. 90% of students recommended continuing to implement
the ISA in class for the next academic year. Survey and interview data revealed that under teachers’ class structures, students
changed their views on EFL instruction. 相似文献
7.
Zeynep Mine Derince 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,29(1):377-395
After passing their university entry exam, students who wish to study a subject at one of the Turkish universities offering
English-medium courses attend a one-year preparatory class. At the end of this, they need to pass an English language proficiency
exam in order to be admitted to their chosen course of study. The existing curriculum for such preparatory classes is designed
to be taught in English only and very much oriented towards passing the concluding standardised language proficiency exam
at the end. This approach does not teach the students any of the skills they will need for their further study, such as how
to think critically or to question their own conditioning and political attitudes. Using a different methodology, the author
of this paper conducted an in-class project with students learning English in a Turkish state university’s preparatory class.
The project was carried out within a framework of critical pedagogy and used both Turkish and English during the phases of
research and discussion. Evaluating the students’ own reflections on the experience as well as their final presentations which
were prepared in English, the author suggests that the critical pedagogy approach in combination with a maximum use of students’
means of expression and language resources led to a more meaningful learning experience – both for the students and for herself
– as well as a more efficient and lasting English language proficiency. 相似文献
8.
John W. Lounsbury Jacob J. Levy Soo-Hee Park Lucy W. Gibson Ryan Smith 《Learning and individual differences》2009,19(4):411-418
Based on samples of 398 middle school students, 568 high school students, and 1159 college students, self-directed learning was found to be related to cumulative grade-point-average at all levels as well as to Big Five personality traits (Openness, Conscientiousness, Emotional Stability, and Extraversion), narrow personality traits (Optimism, Career-Decidedness, Work Drive, and Self-Actualization), vocational interests (Realistic, Investigative, Artistic, and Conventional, as well as Science, Medicine, and Mathematics), cognitive aptitudes, and life as well as college satisfaction. Based on an additional sample of 4125 college students, a confirmatory factor analysis was used to verify a single factor structure for our 10-item measure of self-directed learning. Results were discussed in terms of personality characteristics of self-directed learners, the trans-situational validity of self-directed learning in academic settings, multiple forms of evidence of the construct validity of self-directed learning, and implications for future research and practice. 相似文献
9.
通过文献查阅、问卷调查和个案访谈编制我国大学生心理社会能力初测量表。探索性因素分析(n=691)确定该量表22道题项,抽取情绪管理、自我认知、社会适应和人际交往四个因子。验证性因素分析(n=500)及信效度检验结果表明该量表结构合理,拟合度良好,具有较好的结构效度及内部一致性信度,可以作为我国大学生心理社会能力的测量工具。 相似文献
10.
Perry den Brok Sibel Telli Jale Cakiroglu Ruurd Taconis Ceren Tekkaya 《Learning Environments Research》2010,13(3):187-204
The purposes of this study were to examine how Turkish students perceived their biology classroom environment, how their perceptions
compared to those of students in other countries, and what classroom learning environment profiles could be discerned in Turkish
high school biology classrooms. Data were gathered from 1,474 high school students in four inner city schools, in Bursa, Turkey.
A total of 11 biology teachers participated in the study with 52 of their classes. Data on students’ perceptions of their
learning environment were collected with the What Is Happening In this Class? (WIHIC) questionnaire. Results indicated that
Turkish classrooms were perceived as being low in terms of Teacher Support and high in terms of Task Orientation. Six distinct
classroom learning environment profiles were found: the ‘self-directed learning classroom’, ‘task-oriented cooperative learning
classroom’, ‘mainstream classroom’, ‘task-oriented individualised classroom’, ‘low-effective learning classroom’ and ‘high-effective
learning classroom’. The most common profile was the ‘mainstream classroom’ for which all WIHIC scales had medium–high scores. 相似文献
11.
Timothy Teo Işıl Kabakçı Yurdakul Ömer Faruk Ursavaş 《Interactive Learning Environments》2016,24(6):1231-1244
This study aims to explore the digital natives among a sample of pre-service teachers and in the process, examine the validity of a Turkish adaptation of the digital native assessment scale (DNAS) [Teo, T., & Fan, X. (2013). Coefficient alpha and beyond: Issues and alternatives for educational research. The Asia-Pacific Education Researcher, 22(2), 209–213]. Five hundred and fifty-seven participants completed a survey questionnaire in Turkish measuring their responses on the DNAS, developed from a proposed four-factor research. Confirmatory factor analysis and multiple indicators, multiple causes modelling were used to analyse the data and an acceptable fit was found, suggesting that the DNAS is a valid measure for participants who are older living in another culture. While the pre-service teachers had mostly regarded themselves as digital natives, significant differences were only found by years of computer use and perceived competence but no significant differences were found for gender and age. 相似文献
12.
Although prior research has shown that experts tend to overestimate or underestimate what laypersons actually know, little
is known about the specific consequences of biased estimations for communication. To investigate the impact of biased estimations
of a layperson’s knowledge on the effectiveness of experts’ explanations, we conducted a web-based dialog experiment with
45 pairs of experts and laypersons. We manipulated the experts’ mental model of the layperson by presenting them either valid
information about the layperson’s knowledge or information that was biased towards overestimation or underestimation. Results
showed that the experts adopted the biased estimations and adapted their explanations accordingly. Consequently, the laypersons’
learning from the experts’ explanations was impaired when the experts overestimated or underestimated the layperson’s knowledge.
In addition, laypersons whose knowledge was overestimated more often generated questions that reflected comprehension problems.
Laypersons whose knowledge was underestimated asked mainly for additional information previously not addressed in the explanations.
The results suggest that underestimating a learner during the instructional dialog is as detrimental to learning as is the
overestimation of a learner’s knowledge. Thus, the provision of effective explanations presupposes an accurate mental model
of the learner’s knowledge prerequisites. 相似文献
13.
Gulcin Tan-Sisman Meral Aksu 《International Journal of Science and Mathematics Education》2012,10(2):363-385
“Knowing and doing measurement” is a fundamental competency in real life since measuring attributes of objects in appropriate
units and using measuring tools assist students to quantify and understand the world. For this reason, the study of measurement
has a special place in every mathematics curriculum. Among the domains of measurement, length measurement is extremely important
for students to understand basic ideas about measurement and to construct bases for more advance topics as area and volume
measurement. However, research on students’ understanding of length measurement reveals serious difficulties varying from
incorrect alignment with a ruler to confusion of perimeter with area. One of the reasons for students’ struggles in measurement
is considered as weaknesses in the intended (written) curriculum. In this respect, this study was designed to investigate
the content of length measurement in the Turkish mathematics curriculum (1st–fifth grade) in terms of its potential to support
students’ understanding. For this purpose, the Turkish Mathematics Curriculum Guide was carefully analyzed by considering
main components of the curriculum (e.g. learning objectives). In spite of some weaknesses, the length measurement content
in the curriculum seems to provide meaningful opportunities for students to develop the concepts and skills involved in length
measurement. 相似文献
14.
In this study, students’ perceptions of the classroom learning environment in Arab elementary schools were investigated. The
sample included 261 students from Grades 5 and 6. The questionnaire was developed at an Arab college of teacher education
by 16 fourth-year student teachers who were completing their studies toward a BEd degree. Articles on classroom learning environment
were distributed to the students, who then wrote items to assess learning environment. The items were evaluated for content
validity in relation to the Arab school culture, language, teachers’ teaching, students’ learning styles, teacher–student
relations, order and organisation, discipline and behaviours. The Classroom Learning Environment of Elementary Students (CLEES)
questionnaire consists of 32 items in four scales: Teacher’s Image, Group Work, Students’ Participation, and Order and Organisation.
The CLEES was used in a pilot study in two Grade 5 and 6 classes in order to validate it. The student teachers administered
the questionnaire to students in elementary schools. Data were analysed using SPSS (e.g. factor analysis and one-way ANOVA)
to validate the CLEES. No significant differences were found between boys and girls in classroom learning environment. However,
significant differences in CLEES perceptions were found between students from different grades (Grade 5 vs. Grade 6), age
groups and schools. The results are explained in the discussion section in relation to the characteristics of their schools. 相似文献
15.
Examining the structure of vocational interests in Turkey in the context of the personal globe model
Bade Vardarlı Ragıp Özyürek Kerrie G. Wilkins-Yel Terence J. G. Tracey 《International Journal for Educational and Vocational Guidance》2017,17(3):347-359
The structural validity of the Personal Globe Inventory-Short (PGI-S: Tracey in J Vocat Behavi 76:1–15, 2010) was examined in a Turkish sample of high school and university students. The PGI-S measures eight basic interest scales, Holland’s (Making vocational choice, Prentice-Hall, Englewood Cliffs, 1997) six types, Prediger’s (J Vocat Behav 21:259–287, 1981) people/things, data/ideas dimensions, and prestige. After adapting the original PGI-S items into Turkish (PGI-S-T), the inventory was administered to high school students (N = 605) and university students (N = 359). The fit of Holland’s RIASEC and the PGI eight type model were examined separately using the randomization test of hypothesized order relations. Results indicated a strong fit for both the eight type and the RIASEC model. Expected significant differences were found between PGI-S-T subscales across gender and age. The results support the structural validity of the adapted PGI-S-T in a Turkish sample. 相似文献
16.
Julie Mathews 《Higher Education》2007,53(5):645-673
In 1993, Turkey’s Higher Education Council (YOK) launched a program to sponsor thousands of students for graduate study abroad,
in the hopes of building up a base of highly qualified, foreign educated faculty for 24 newly established universities nationwide.
With an incoming new YOK administration in 1995, dramatic changes were made in the program’s selection procedures. One of
the key elements of these changes was the inclusion of a high foreign language proficiency requirement, which served both
to meet certain ideological goals of the new administration as well as presuming to reduce the high degree of student failure
abroad. In addition to assessing the overall success of the scholarship program in light of the changes made, this study provides
another look at the connection between language proficiency and academic success, with both qualitative and quantitative data
collected from 23 ‘YOK scholars’. Although finding a positive relation between language proficiency and academic success,
the study suggests that rather than having solved the scholarship program’s problems by imposing high language proficiency
requirements, the new YOK administration actually reduced even further the program’s ability to successfully supply faculty
to the new universities. Recommendations are made for the Turkish and similar foreign study programs. 相似文献
17.
Irina Tsybina Luigi E. Girolametto Elaine Weitzman Janice Greenberg 《Early Childhood Education Journal》2006,34(2):177-185
This study examined linguistic recasts provided by 16 early childhood educators to preschool children learning English as a second language (EL2). Recasts are semantic and syntactic revisions of children’s utterances. The educator–child interactions were filmed during book reading and play dough activities with small groups of four children, one of whom was EL2. The EL2 children were rated by their educators as having less well-developed expressive language skills than their unilingual peers. However, despite this finding, educators provided similar rates of recasts to both groups of children. Eight EL2 children with the lowest expressive language skills demonstrated fewer uptakes of their educator’s recasts in comparison to EL2 children with higher expressive language skills. The implications of this study include increasing the rate of recasts and reducing their complexity to provide language-learning opportunities for all preschool children, especially for those learning English as a second language. 相似文献
18.
L. Figueredo 《Reading and writing》2006,19(8):873-905
Currently, there is a practical demand and necessity for research on how English-as-a-second language (ESL) learners acquire literacy skills, such as spelling. One important issue of this research agenda is how ESL learners apply first-language knowledge to learning to spell in English. Twenty-seven studies were reviewed that investigated the influence of the first language on ESL learners’ development of English spelling skill. Evidence was found for both positive and negative transfer of first-language knowledge and processes to ESL learners’ English spelling. These results are in agreement with theoretical propositions about the interdependence between first- and second-language academic skills [e.g., Cummins, J. (1981). In California State Department of Education (Ed.), Schooling and language minority students: A theoretical framework (pp. 3–49). Los Angeles: Evaluation, Dissemination, and Assessment Center, California State University, Los Angeles]. The findings are discussed in relation to the ESL learner’s first-language proficiency level and distance between first language and English. Comparisons are drawn between ESL learners’ and English monolinguals’ spelling development and suggestions for future research are provided. 相似文献
19.
Tony Brown 《Educational Studies in Mathematics》2010,75(3):329-343
Mathematics education research must enable adjustment to new conditions. Yet such research is often conducted within familiar
conceptualisations of teaching, of learning and of mathematics. It may be necessary to express ourselves in new ways if we
are to change our practices successfully, and potential changes can be understood in many alternative, sometimes conflicting,
ways. The paper argues that our entrapment in specific pedagogic forms of mathematical knowledge and the styles of teaching
that go with them can constrain students’ engagement with processes of cultural renewal and changes in the ways in which mathematics
may be framed for new purposes, but there are some mathematical truths that survive the changing circumstances that require
us to update our understandings of teaching and learning the subject. In meeting this challenge, Radford encountered a difficulty
in framing notions of mathematical objectivity and truth commensurate with a cultural–historical perspective. Following Badiou,
this paper distinguishes between objectivity, which is seen necessarily as a product of culturally generated knowledge, and
truth, as glimpsed beyond the on-going attempt to fit a new language that never finally settles. Through this route, it is
shown how Badiou’s differentiation of knowledge and truth enables us to conjure more futuristic conceptions of mathematics
education. 相似文献
20.
Mehmet Erdogan Murat Özel Muhammet Uşak Pavol Prokop 《Journal of Science Education and Technology》2009,18(3):255-264
The impact of biotechnologies on peoples’ everyday lives continuously increases. Measuring young peoples’ attitudes toward
biotechnologies is therefore very important and its results are useful not only for science curriculum developers and policy
makers, but also for producers and distributors of genetically modified products. Despite of substantial number of instruments
which focused on measuring student attitudes toward biotechnology, a majority of them were not rigorously validated. This
study deals with the development and validation of an attitude questionnaire toward biotechnology. Detailed information on
development and validation process of the instrument is provided. Data gathered from 326 university students provided evidence
for the validity and reliability of the new instrument which consists of 28 attitude items on a five point likert type scale.
It is believed that the instrument will serve as a valuable tool for both instructors and researchers in science education
to assess students’ biotechnology attitudes. 相似文献