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    DUYURU 2

    Dergimizin haziran sayısı editörlüğünü Hacettepe Üniversitesi'nden Prof. Dr. Emine YILMAZ yapmaktadır.

     


Abstract


AUTONOMOUS MOTIVATION INVENTORY IN EDUCATION ADAPTATION TO TURKISH: VALIDITY AND RELIABILITY STUDY
In this study, it was aimed to adapt to Turkish and Turk culture the Autonomous motivation for teaching by Roth et al. (2007) based on Self-Determination Theory by Deci and Ryan (1989). The study was conducted with two different working groups. The first working group consisted of 118 teachers working in Denizli in 2017-2018 academic year for pilot implementation. The second working group of the study consisted of 304 teachers who were working in different provinces in the 2017-2018 academic year and volunteered to participate online. As a result of the adaptation study, The Turkish form consisting of 16 items and 4 sub-dimensions was obtained. The point of scale, which is 5-point Likert type, the minimum-48- the highest + 48 points can be obtained. Increasing the score obtained from the scale means that the self- determined motivation level of teachers is increased while decreasing the score obtained from the scale means that teachers have nonself-determined motivation levels. The reliability coefficient (Cronbach α) of the scale was calculated for each sub-dimension, for the external regulation .86, for the introjected regulation .74, for the identified regulation .88, for the intrinsic regulation .77 was found. Then, confirmatory factor analysis (CFA) was performed to examine the construct validity of the Turkish version of the factor structure of the original form of the Inventory. In this context, it can be said that the “Autonomous Motivation Inventory in Teaching, Turkish version” will contribute to the field as a valid and reliable scale.

Keywords
Teacher motivation, autonomous motivation, scale adaptation


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