Scale Development

PEDİATRİ HEMŞİRELERİNİN ROLLERİ VE FONKSİYONLARI ÖLÇEĞİNİN UYGULANMASININ GELİŞTİRİLMESİ: GÜVENİRLİĞİ VE GEÇERLİLİĞİ

by Devrim ALICI

Developing a Scale for Innovation Management at Schools: A Study of Validity and Reliability

by Halil Eksi

Tuncer BÜLBÜL
Educational Sciences: Theory & Practice - 12(1) • Winter • 168-174

The purpose of this study is to develop a valid and reliable assessment tool for use in determining the competencymore The purpose of this study is to develop a valid and reliable assessment tool for use in determining the competency
beliefs of school administrators about innovation management. The scale applied to a study group of 216 school
administrators, after work Centered on assessing intelligibility and specialized opinion. Exploratory and confirmatory
factor analysis has been applied to determine the construct validity of the scale. Cronbach Alpha inner consistency
coefficient was calculated to determine the reliability of the scale. The corrected item-total correlations
were initially calculated to determine how efficient the items covered by the scale are in distinguishing between
people by the aspect they measure and t-test was conducted to determine whether there exists any significant
difference between the item average scores of top 27% and bottom 27% groups. As a result of exploratory factor
analysis of the scale, the scale was identified to consist of four sub-dimensions, including Project Management,
Organizational Culture and 32 5-point Likert items. The factor value loads of items covered by the scale vary in a
range of 0.51 to 0.77. The four-factor structure of the scale is also affirmed by the confirmatory factor analysis. The
corrected item-total correlations of the scale items ranged from 0.77 to 0.39. Based on result of t test performed
between the item average scores of top 27% and bottom 27% groups, it was observed that differences had been
significant for all items and factors. The inner consistency factor for the entire scale was calculated as 96. The
inner consistency coefficients of the scale’s sub-dimensions varied between 85 and 94. The findings of this study
reveal that Innovation Management Scale at Schools is a valid and reliable measuring tool that can be used to
determine the competence beliefs of school administrators on innovation management.

The Teacher Altruism Scale: Development, Validity and Reliability

by Halil Eksi

Haluk YAVUZER, Esra İŞMEN-GAZİOĞLU, Arma¤an YILDIZ, İlkay DEMİR, Filiz MEŞECİ, Ayşegül KILIÇASLAN, Çare SERTELİN
Educational Sciences: Theory & Practice
6 (3) • September 2006 • 964-972

The aim of the present study is to develop a self report scale measuring teachers’ altruistic
behaviors. 359... more The aim of the present study is to develop a self report scale measuring teachers’ altruistic
behaviors. 359 teachers participated in the pre-test, criterion validity and test
re-test validity studies. Factor analysis, to test the structural validity, was resulted in 4
factors with 18 items. To test the criterion validity, the Altruism Scale (Akbaba, 1994)
was used as an external criterion. Results showed that total scores of the two scales
correlated (r = 0.60). The internal consistency of the scale is α =0,73. The Guttman
split half coefficient of the scale is =0,78. Test re-test correlation of the total score is
0,88. Results revealed that the psychometric properties of the scale was sufficient.

The Validity and Reliability of the Problematic Internet Usage Scale

by Halil Eksi

Esra CEYHA*, Aydoğan Aykut CEYHAN, Ayşen GÜRCAN
Educational Sciences: Theory & Practice
7 (1) • January 2007 • 411-416

In this research, it was aimed to develop an instrument for determining problematic
internet usage of university... more In this research, it was aimed to develop an instrument for determining problematic
internet usage of university students. Factorial structure of the data collected from
1658 university students revealed three factors. Of these, the first factor is called negative
consequences of the internet and accounted for 25.36% of the variance, the second
factor is called social benefit / social comfort and accounted for 14.62% of the variance,
and the third factor is called excessive usage and explained 8.98 % of the variance.
All three factors consisting of 33 items accounted for the 48.96% of the total
variance. It was found that the scale was able to discriminate problematic internet use
with respect to the time spent on the internet and individuals’ perception of themselves
as the internet addicts. The correlation between the scale and the Davis’s Online
Cognitive Scale-Turkish adaptation (Keser Özcan ve Buzlu, 2005) was found as
0.61. Internal consistency coefficient of the scale (α) was found to be 0.94. Item total
correlations ranged between 0.31 and 0.70 (p<.001). Test-re-test reliability coefficient
was found to be 0.81 and split half reliability coefficient was found to be 0.83. Thus,
the scale called as “the Problematic Internet Usage Scale” was developed.

The Interpretation Efficacy of Interest Inventory Profile Scores

by Halil Eksi

Ragıp ÖZYÜREK
Educational Sciences: Theory & Practice
6 (3) • September 2006 • 838-846

This study is aimed at finding which factors constitute the interpretation skills of interest
inventory profile... more This study is aimed at finding which factors constitute the interpretation skills of interest
inventory profile scores and what kind of relationship these factors exhibit with
the constructs of measuring counseling skills. Also, the intention is to analyze whether
the scores change depending on various independent variables. Two studies have
been conducted in relation to these aims. The sample of the study was guidance
teachers (n = 892) in the first study; whereas, the undergraduate counseling and guidance
(PCG) students (n = 245) have participated in the second study. The findings
reveal that profile interpretation skills have a two-component structure, and the twofactors
model – instead of one factor model - reflects a better fit of the database for the
sampling of guidance and counseling department graduates. These two measures point
out significant relationships with the measures about the school counseling skills.
Also, they indicate significant differences according to the professional experience,
the departments from which the participants graduate, and the class levels. In the discussion
part, it was considered that another dimension -entitled as matching and interpretation-
could be taken into account and some suggestions have been given.

Teachers' Attitudes toward Reporting Child Sexual Abuse: Problems with Existing Research Leading to New Scale Development

by Mehdi Rassafiani

Validity and Reliability of the Thinking Styles Inventory

by Halil Eksi

Seval FER
Educational Sciences: Theory & Practice
5 (1) • May 2005 • 55-68

This study investigated the validity and reliability of the Turkish version of the
Thinking Styles Inventory... more This study investigated the validity and reliability of the Turkish version of the
Thinking Styles Inventory (Sternberg & Wagner, 1992) within the framework of
Sternberg’s (1988) theory of mental self-government. The inventory was administered
to 402 prospective teachers who were enrolled in English, Mathematics, and
Science Teaching Programs at Yildiz Technical University, in Istanbul, Turkey. The
prospective teachers were from various universities such as Istanbul ( 24%), Bogazici
(19%), Yildiz Technical (19%), Fatih (19%), and other (19%). Pearson product
moment correlation coefficients between the Turkish and English versions of the
inventory ranged from, 0.40 to 0.99, with the exception of items 4 and 73, which indicated
acceptable reliability. All the correlation coefficients were significant at 0.01
level. The results of factor analysis for construct validity of the inventory addressed
13 subscales under the five dimensional constructs with 70 items. The total internal
consistency of the scale’s items was 0.89. Findings demonstrated that the subscales
had internal consistency and item-total correlations ranged from 0.37 to 0.88. Testretest
reliability scores for the subscales ranged between 0.63 and 0.78. The results
were discussed in terms of the validity and reliability of the Turkish version.

Emotional promiscuity: consequences for health and well-being

by Daniel Nelson Jones

The Reliability and Validity of the Resilience Scale for Adults-Turkish Version

by fatih çetin

Development and Validation of the Personal Nostalgia Scale

by Christopher Marchegiani

Journal of Marketing Communications (2011): 1-22.

An empirical assessment of the Communication Components Inventory

by Shaughan Keaton

Keaton, S. A. & Bodie, G. B. (in press).  An empirical assessment of the 
Communication Components Inventory.  The Family Journal.

This paper attempts to demonstrate the psychometric properties and evidence of validity for a measure recently... more This paper attempts to demonstrate the psychometric properties and evidence of validity for a measure recently proposed in this journal, the Communication Components Inventory (Keteyian, 2011).  Across two studies, a total of 903 undergraduate students completed one of two response
formats—dichotomous and scaled—of the CCI and the Multiple Intelligence scale (MIS: Chapman & Chislett, 2005).  The dichotomous response format poorly represented the data, as did the scaled response format. However, because of the latter’s superior reliability estimates it was chosen for refinement.  Through the use of confirmatory factor analysis, the revised CCI replicated the data accurately.  In both data samples, bivariate correlations between the CCI-R and a measure of learning styles were moderate to large, providing initial validity evidence for an important construct to counselors and their clients. 

The development of a new scale for measuring national, civic and cultural identity in Turkey

by Ahmet Coymak

Society is considered to refer to a community with many interrelated institutions constructed formally or informally... more Society is considered to refer to a community with many interrelated institutions constructed formally or informally by people. Without doubt, individuals do not have a sense of belonging to a society or nation as a single category, but more likely as a multitude of social groups or categories, such as race, citizenship, religion, language, culture, gender, etc. In the 21st century, to understand individuals' sense of belonging to society is a more crucial issue than in past centuries given the continuous globalization movement and the ensuing need to reconsider the meaning of the nation-state. For this reason, we developed a new scale that captured individuals' identification with their ethnic-national, citizenship and cultural groups, as independent social categories. The scale was administered to 239 students and non-students in different cities in Turkey. The results of factor analyses confirmed the independent existence of the three types of identification, but also showed solidarity as a separate dimension of identification. All factors were reliable. We tested the construct validity of the scale in relation to other ethnic identity measures. We were able to test the predictive validity of our scale by comparing the levels of different identities between Turkish and Kurdish participants. As expected, Turks showed a significantly higher sense of national and cultural identification than Kurds, but both groups displayed similar levels of civic identification and solidarity. This poses a challenge to the assumption that social cohesion has to be achieved just by identification with a single national or societal group.

Basic and advanced measurement models for confirmatory factor analysis

by Lucy Ford

The revised Global Perceptions of Intergenerational Communication scale

by Shaughan Keaton

Keaton, S. A., & McCann, R. M. (2011, June).  The revised Global Perceptions of Intergenerational Communication scale.  Presented at the annual International Communication Association, Boston.

The Global Perceptions of Intergenerational Communication (GPIC) scale (McCann, 2003; McCann, Cargile, Giles, &... more The Global Perceptions of Intergenerational Communication (GPIC) scale (McCann, 2003; McCann, Cargile, Giles, & Bui, 2004) has been constructed and utilized to test hypotheses and research questions about intra- and inter- generational communication perceptions.  Previous use of factor analysis has resulted in three- and four-factor solutions for the GPIC.  Confirmatory factor analysis was used in this study to construct measurement models for three and four factor solutions.  Independent data were obtained from surveys given to college-aged participants (N = 607) in the US, UK, Japan and Taiwan.  Results indicated a need for refinement to achieve well fitting overall intercultural models.  After removing low loading items, elegant, reliable, well-fitting
GPIC models are shown and discussed in comparison.

Revisiting the Listening Styles Profile (LSP-16): A confirmatory factor analytic approach to scale validation and reliability estimation

by Graham Bodie

Mental self-government: Development of the additional Democratic Learning Style Scale using Rasch measurement models.

by Tine Nielsen

Mental Self-government: development and validation of a Danish self-assessment learning styles inventory using Rasch measurement models

by Tine Nielsen

A SCALE DEVELOPMENT STUDY OF INTEGRATION OF ICT INTO LEARNING AND TEACHING PROCESS ACCORDING TO TPACK

by Filiz Kuşkaya Mumcu

Published in Turkish.

Mumcu, F. K. ve Usluel, Y. K. (2010). Teknolojik pedagojik içerik bilgisi modeline göre BİT’in öğrenme-öğretme sürecine entegrasyonuyla ilgili ölçek geliştirme çalışması. Presented at the 10th International Educational Technology Conference (IETC), 26th – 28th April, İstanbul, Turkey.

This study aims to develop a scale about integration of information and communication technologies (ICT) into learning... more This study aims to develop a scale about integration of information and communication technologies (ICT) into learning and teaching process under technological pedagogical content knowledge (TPACK) model. For this aim, a scale was developed by researchers and applied to 327 teachers from 21 primary schools in Ankara, capital of Turkiye. In order to find out validity and reliability of the scale, confirmatory factor analysis and Cronbach Alpha coefficient were used. Confirmatory factor analysis revealed that TPACK scale consists of 15 items and four sections, and the scale is at an acceptable degree of goodness of fit. As a result of analysis according to TPACK model 4 items were identified as technological knowledge; 4 items were identified as technological content knowledge; 4 items were identified as technological pedagogical knowledge; and 3 items were identified as technological pedagogical content knowledge. Cronbach’s  coefficient of reliability in the analysis was examined and found to be .96. On the basis of factor scores, Cronbach’s  coefficients are .86 for technological knowledge, .85 for technological content knowledge, .93 for technological pedagogical knowledge and .91 for technological pedagogical
content knowledge.