MIDDLE SCHOOL STUDENT ENGAGEMENT SCALE: A DEVELOPMENT, VALIDITY, AND RELIABILITY STUDY
Abstract
This study aimed to develop a psychometrically sound scale to measure middle school students' levels of student engagement. The study group consisted of 6th, 7th, and 8th grade students attending public schools in the central district of Niğde province. In the first stage, a draft scale form consisting of 59 items was administered to 267 students, and Exploratory Factor Analysis (EFA) was performed with the obtained data. As a result of EFA, it was determined that the scale consisted of four factors and 22 items, and the total variance explained was found to be 53.418%. The overall Cronbach Alpha reliability coefficient of the scale was found to be 0.767. In the second stage, the final scale was administered to 533 students, and the structural validity of the scale was tested using Confirmatory Factor Analysis (CFA). According to the results of the confirmatory factor analysis, the model's fit indices were found to be at a level considered "excellent" in the literature (χ²/df = 1.228; GFI = 0.984; AGFI = 0.980; RMSEA = 0.021; CFI = 0.994; TLI = 0.993). Thus, the Middle School Student Engagement Scale (MSES) has been developed as a valid and reliable measurement tool. In conclusion, it has been determined that the Middle School Student Engagement Scale is a valid and reliable measurement tool and can be effectively used in the field of education to assess student engagement.
Bu araştırmada, ortaokul öğrencilerinin öğrenci bağlılığı düzeylerini ölçmeye yönelik psikometrik özelliklere sahip bir ölçek geliştirilmesi amaçlanmıştır. Çalışma grubu, Niğde ili merkezindeki devlet okullarında öğrenim gören 6., 7. ve 8. sınıf öğrencilerinden oluşmaktadır. İlk aşamada, 59 maddelik taslak ölçek formu 267 öğrenciye uygulanmış ve elde edilen verilerle Açımlayıcı Faktör Analizi (AFA) gerçekleştirilmiştir. AFA sonucunda ölçeğin dört faktör ve 22 maddeden oluştuğu belirlenmiş, toplam varyans açımlama oranı %53,418 olduğu tespit edilmiştir. Ölçeğin genel Cronbach Alpha güvenirlik katsayısı 0,767 olarak bulunmuştur. İkinci aşamada, 533 öğrenciye nihai ölçek uygulanmış ve doğrulayıcı faktör analizi (DFA) ile ölçeğin yapısal geçerliliği sınanmıştır. Doğrulayıcı faktör analizi sonuçlarına göre, modelin uyum indeksleri literatürde “mükemmel” kabul edilen düzeyde bulunmuştur (χ²/sd = 1.228; GFI = 0.984; AGFI = 0.980; RMSEA = 0.021; CFI = 0.994; TLI = 0.993). Böylece, Ortaokul Öğrenci Bağlılığı Ölçeği (ÖBÖ) geçerli ve güvenilir bir ölçme aracı olarak geliştirilmiştir. Sonuç olarak, Ortaokul Öğrenci Bağlılığı Ölçeğinin geçerli ve güvenilir bir ölçme aracı olduğu ve eğitim alanında öğrenci bağlılığının değerlendirilmesinde etkin şekilde kullanılabileceği tespit edilmiştir.
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DOI: http://dx.doi.org/10.46827/ejes.v13i8.6925
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