Turkiye Klinikleri Journal of Sports Sciences

.: ORIGINAL RESEARCH
Beden Eğitimi Dersinde Üçlü Yeterlik Algılarının Değerlendirilmesi: Ölçek Uyarlama Çalışması
The Evaluation of Tripartite Efficacy Beliefs in Physical Education Class: Scale Adaptation Study
Nurgül KESKİN AKINa, F. Hülya AŞÇIb
aAğrı İbrahim Çeçen Üniversitesi Beden Eğitimi ve Spor Yüksekokulu, Antrenörlük Eğitimi Bölümü, Ağrı, TÜRKİYE
bMarmara Üniversitesi Spor Bilimleri Fakültesi, Beden Eğitimi ve Spor Öğretmenliği Bölümü, İstanbul, TÜRKİYE
Turkiye Klinikleri J Sports Sci. 2021;13(2):302-11
doi: 10.5336/sportsci.2020-79776
Article Language: TR
Full Text
ÖZET
 Amaç: Bu çalışmada, beden eğitiminde üçlü yeterlik algılarını değerlendirmek amacıyla geliştirilen Beden Eğitimi Öz-Yeterlik, Beden Eğitimi Diğer-Yeterlik ve Beden Eğitimi İlişki Temelli Öz-Yeterlik Ölçeklerinin Türkçe formlarının ortaokul öğrencilerinde geçerlik ve güvenirliğinin incelenmesi amaçlanmıştır. Gereç ve Yöntemler: Çalışmaya 122'si kız (X=12,32±0,89), 139'u erkek (X=12,51±0,88) toplamda 261 (X=12,42±0,89) öğrenci katılmıştır. Üç faktörlü ilişkili ölçüm modelinde yer alan Beden Eğitimi Öz-Yeterlik Ölçeği, Beden Eğitimi Diğer-Yeterlik Ölçeği ve Beden Eğitimi İlişki Temelli Öz-Yeterlik Ölçeği 5'li Likert tipindedir. Ölçeklerin yapı geçerliğini test etmek amacıyla, doğrulayıcı faktör analizi kullanılmıştır. Yakınsak geçerlik için ortalama açıklanan varyans [average variance extracted (AVE)] ve bileşik güvenirlik [composite reliability (CR)], ıraksak geçerlik için paylaşılan varyansın karesinin ortalaması [average shared squared variance (ASV)] ve maksimum paylaşılan varyansın karesi [maximum shared squared variance (MSV)] değerleri incelenmiştir. Ölçeklerin güvenirliğini belirlemek için ise Cronbach alfa iç tutarlık ve CR katsayıları hesaplanmıştır. Bulgular: Doğrulayıcı faktör analizi sonuçları ölçeklerin özgün yapısı ile benzerdir. Elde edilen uyum indeksleri model uyumunun iyi olduğunu göstermektedir (x2 /sd=1,66, karşılaştırmalı uyum indeksi=0,95, artan uyum indeksi=0,95, TuckerLewis indeksi=0,95, standardize edilmiş ortalama hataların karekökü=0,05, ortalama hata karekök yaklaşımı=0,05). Faktör yükleri, Öz-Yeterlik Ölçeğinde 0,56-0,84 arasında, Diğer-Yeterlik Ölçeği'nde 0,68-0,84 arasında, İlişki Temelli Öz-Yeterlik Ölçeği'nde ise 0,68-0,80 arasında değerler almıştır. Hesaplanan AVE, CR, ASV ve MSV değerleri, öz-yeterlik, diğer-yeterlik ve ilişki temelli öz-yeterlik ölçeklerinin yakınsak ve ıraksak geçerliğinin sağlandığını göstermiştir. Cronbach alfa katsayıları Öz-Yeterlik Ölçeği için 0,90, Diğer-Yeterlik Ölçeği 0,93 ve İlişki Temelli Öz-Yeterlik Ölçeği için 0,93 olarak hesaplanmıştır. CR katsayıları sırasıyla 0,90, 0,92 ve 0,92 olarak bulunmuştur. Cronbach alfa ve CR katsayıları ölçeklerin güvenirliğini desteklemiştir. Sonuç: Bu sonuçlar, Beden Eğitimi Öz-Yeterlik Ölçeği, Beden Eğitimi DiğerYeterlik Ölçeği ve Beden Eğitimi İlişki Temelli Öz-Yeterlik Ölçeği'nin Türkçe formlarının, ortaokul öğrencilerinde üçlü yeterlik algılarının değerlendirilmesi için geçerli ve güvenilir olduğunu göstermektedir.

Anahtar Kelimeler: Beden eğitimi; üçlü yeterlik algıları; öz-yeterlik; diğer-yeterlik; ilişki temell öz-yeterlik
ABSTRACT
 Objective: The study was aimed to investigate the validity and reliability of Turkish versions of Self-Efficacy, Other-Efficacy and Relation-Inferred Self-Efficacy Scales which are measuring tripartite efficacy perceptions of middle school students in physical education class. Material and Methods: One hundred and twenty two girl (X=12.32±.89) and 202 boy (X=12.51±.88) totally 261 (X=12.42±.89) students participated in this study. The three-factor related measurement model which includes Self-Efficacy, Other-Efficacy and Relation-Inferred Self-Efficacy Scales is 5 point Likert type. First order three factor correlated confirmatory factor analysis was used to test construct validity of the scales. In order to determine the convergent and divergent validity average variance extracted (AVE), composite reliability (CR), average shared squared variance (ASV) and maximum shared squared variance (MSV) values were calculated. Cronbach's Alpha and CR coefficients were calculated for determining reliability of the scales. Results: Confirmatory factor analysis results provided support for the three factor model. The obtained fit indices showed that the model fit was good (x2 /sd=1.66, comparative fit ındex=0.95, incremental fit index=0.95, Tucker-Lewis Index=0.95, standardized root mean squar residual=0.05, root mean square error approximation=0.05). Factor loadings values were between 0.56-0.84 in Self-Efficacy Scale, between 0.68-0.84 in Other-Efficacy Scale, between 0.68-0.80 in Relation-Inferred Self-Efficacy Scale. AVE, CR, ASV and MSV values indicated that convergent validity and divergent validity of the self-efficacy, other-efficacy and relation-inferred self-efficacy scales were supported. Cronbach's alpha coefficients were calculated as 0.90 for Self-Efficacy Scale, 0.93 for Other-Efficacy Scale, 0.93 for Relation-Inferred Self-Efficacy Scale. CR coefficients were found as 0.90, 0.92 and 0.92, respectively. Cronbach's alpha and CR coefficients supported reliability of the scales. Conclusion: These results showed that the Turkish versions of Self-Efficacy, Other-Efficacy and Relation-Inferred Self-Efficacy Scales in Physical Education are valid and reliable for evaluating the tripartite efficacy perceptions of Turkish middle school students.

Keywords: Physical education; tripartite efficacy beliefs; self-efficacy; other-efficacy; relation-inferred self-efficacy
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