The Scale of Learning Strategies for Distance Education Students: The Study of Adaptation to Turkish

Autor/inn/en	Kolburan Geçer, Aynur; Topal, Arzu Deveci
Titel	The Scale of Learning Strategies for Distance Education Students: The Study of Adaptation to Turkish
Quelle	In: Journal of Learning and Teaching in Digital Age, 8 (2023) 2, S.257-266 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kolburan Geçer, Aynur) ORCID (Topal, Arzu Deveci)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Learning Strategies; Distance Education; Test Construction; Turkish; Foreign Countries; Test Validity; Test Reliability; Questionnaires; Time Management; Cognitive Processes; Communication Skills; Thinking Skills; Factor Analysis; College Students; Turkey; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Distance study; Distance learning; Fernunterricht; Testaufbau; Türkisch; Ausland; Testvalidität; Testreliabilität; Fragebogen; Zeitmanagement; Cognitive process; Kognitiver Prozess; Kommunikationsstil; Denkfähigkeit; Faktorenanalyse; Collegestudent; Türkei
Abstract	The aim of this study is to conduct a validity and reliability study for adaptation of the scale of learning strategies (the Motivated Strategies for Learning Questionnaire) to Turkish, which was developed by Pintrich, Smith, Garcia and McKeachie (1991) and adapted by Meijs et al. (2019) for distance education students. The Scale of Learning Strategies for Distance Education Students is a scale consisting of 25 items and 5 factors (management of time and effort, complex cognitive strategies use, simple cognitive strategies use, communication with others, and academic thinking). After testing equivalance of Turkish form, the validity and reliability studies of the Scale of Learning Strategies for Distance Education Students were conducted with participation of 411 students studying in different departments of Kocaeli University in the fall semester of the 2021-2022 academic year. Confirmatory Factor Analysis (CFA) method was used for the adaptation of the scale, the significance of the differences between item average scores of the groups over and below 27% were examined with Cronbach's alpha internal consistency coefficients, corrected item-total correlations, and t-test in order to determine the relability. As a result of normality test and first CFA, the 2nd and 6th items in the time and effort management sub-dimension were excluded from the scale in accordance with expert opinions due to fact that their standardized regression coefficients were not significant (p>0.05). When the fit indices were examined as a result of the analysis, the findings were as follows X[superscript 2]/sd =2.594, RMSEA= 0.064, SRMR= 0.0616, GFI= 0.894, NFI= 0.879, TLI= 0.908, CFI= 0.921 and IFI=0,922. The corrected total correlations of the scale items ranged between 0.37 and 0.68. The results of t-test applied to the scores of the groups over and below 27% were found to be significant for all items. Cronbach's alpha coefficient for the reliability of the overall scale was calculated as 0.915. Reliability for sub dimensions: Management of time and effort [alpha]=0,69; Complex cognitive strategy use [alpha]= 0,82; Simple cognitive strategy use [alpha]=0,87; Contacts with others [alpha]=0,76; Academic thinking [alpha]=0,88. A significant correlation was determined between the sub-dimensions of the scale and between the subdimensions and the total. According to these findings, adaption of the scale to Turkish is valid and reliable. (As Provided).
Anmerkungen	Journal of Learning and Teaching in Digital Age. Gazi University, Gazi Faculty of Education, Department of Computer and Instructional Technologies Teaching, Bosna Building Room 430, Yenimahalle, Ankara, Turkey 06500. e-mail: joltida.info@gmail.com; Web site: https://dergipark.org.tr/en/pub/joltida
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01