Akademik ortamlarda olumsuz değerlendirilme korkusu ölçeğinin geliştirilmesi

Bu calismada, ortaokul 6. , 7. ve 8. sinif ogrencilerinin akademik ortamlarda yasadiklari olumsuz degerlendirilme korkusunu olcmeyi amaclayan gecerli ve guvenilir bir olcek gelistirilmesi ve ogrencilerin olcekten aldiklari puanlarin kisisel ve egitsel bazi degiskenler acisindan incelenmesi amaclanmaktadir. Arastirmanin calisma grubunu,Ankara ilinin Cankaya, Kecioren ve Altindag ilcelerinden tesadufi olarak secilen ortaokullarda ogrenim goren 6. , 7. ve 8. sinif ogrencileri olusturmaktadir. Olcegin 43 maddelik deneme formu 581 ogrenciye uygulanmis ve yapi gecerligini belirlemek amaciyla yapilan acimlayici faktor analizi sonucunda iki faktorden olusan 22 maddelik nihai form elde edilmistir. Nihai form dogrulayici faktor analizi yapmak uzere 514 ogrenciye uygulanmis ve analiz sonucunda 22 maddeden olusan iki faktorlu yapi dogrulanmistir. Olcegin butunune ait Cronbach alfa ic tutarlilik katsayisi 0.77, test-tekrar test guvenirlik katsayisi ise 0.86 olarak bulunmustur. Yapilan analizler sonrasinda gecerligi ve guvenirligi kanitlanmis olan olcek, kisisel ve egitsel bazi degiskenler acisindan incelenmesi amaciyla 1299 ogrenciye uygulanmistir. Analizler sonucunda,ogrencilerin olcekten aldiklari puanlarin akademik basari notlariyla negatif yonde orta duzeyde manidar bir iliski icinde oldugu belirlenmistir, Bunun yanisira, ogrencilerin olcekten aldiklari puanlarin anne-baba egitim durumu, anne-baba meslegi, kardes sayisi, kisilik tipi ve tercih edilen calisma turune gore manidar fark gosterdigi ve cinsiyet, sinif duzeyi, dershaneye gitme durumu ve ozel ders alma durumuna gore ise manidar fark gostermedigi belirlenmistir.Abstract The purpose of this study is to develop a valid and reliable scaling instrument that measures fear of negative evaluation that 6th,7th and 8th grade students experience in their academic enviroments and to analyze the scores acquired from this scale. The study group of this research consists of 6th,7th and 8th grade students attending in secondary schools chosen randomly from Cankaya, Kecioren and Altindag districs of Ankara. The test form of the scale that includes 43 clauses was conducted with 581 students and final form with 22 clausues and two factors was created as a result of exploratory factor analysis carried out to define the structure validity. The final form was conducted with 514 students to carry out confirmatory factor analysis. Cronbach’s alfa coefficient of internal consistency was found as 0.77 and test-retest reliability coefficient was found as 0.86. A proven valid and reliable scale was conducted with 1299 students to investigate relationships between students’ scores obtained from this scale and some personal and educational variables. As a result of analysis, it was found that there is a moderately negative significant relationship between student scores acquired from scale and students’ acedemic achievement scores. Moreover, it was found that students’ scores acquired from scale significiantly differentiate according to education level of mother and father, category of mother and fathers’ job, personality type, number of siblings, and preferred studying type; and also it was determined to no significiant difference gender, class level, situation of attending private courses and getting tutor.