Başarı Duyguları Ölçeği Kısa Formunun (BDÖ-K) Türk Kültürüne Uyarlanması

Yıl 2024, Cilt: 14 Sayı: 2, 548 – 575, 30.07.2024

Yafes Can Meral Güven

https://doi.org/10.18039/ajesi.1420676

Öz

Bu çalışmanın amacı Bieleke ve arkadaşlarının (2020) geliştirdiği ve öğrencilerin öğrenme, sınav ve ders ortamlarında tecrübe ettikleri farklı başarı duygularını ölçmek için geliştirilen başarı duyguları anketinin kısa formunun ortaöğretim öğrencileri örnekleminde Türk kültürüne uyarlanmasıdır. BDÖ-K üç farklı öğrenme ortamı için 24 farklı başarıya ilişkin duyguları değerlendirmek için tasarlanmış çok boyutlu ve modüler bir ölçektir. Ders, öğrenme ve sınav ilişkili bölümlerde 8 farklı başarı duygusu 32 madde ile ölçülmektedir. Çalışmada veriler 13-18 yaş arasındaki 355 Türk öğrencisinden elde edilmiştir. Ölçek on kişilik bir uzman grubu ile Türkçeye çevrilmiştir. Sonrasında tutarlılığa göre elde edilen taslak çeviri formu uzman görüşüne sunulmuş ve gerekli düzeltmeler yapılmıştır. Ölçek maddelerinin Tük dil ve kültürüne uygunluğunu değerlendirilmiş ve düzeltmelerin yapılması sonrasında tekrar İngilizceye çevrilmiş ve ölçeğin asıl formu ve elde edilen geri çeviri arasındaki tutarlılık incelenmiştir. Görünüş geçerliliği için sesli düşünme tekniği kullanılmıştır. Ölçeğin faktör yapısını incelemek amacı ile doğrulayıcı faktör analizi yapılmıştır. Analizde kullanılan modelde her bir duygu durumu tek bir faktör olarak ele alınmış ve bu duyguya ait olan maddeler ilişkili duygunun gözlenen göstergeleridir. Çalışma sonucunda elde edilen puanlara ait geçerlik ve güvenirlik kanıtlarının yüksek düzeyde olduğu ortaya koyulmuştur. Sonuç olarak bu araştırma Tük kültürüne uyarlanan BDÖ-K’nın Türkiye’de öğrencilerin başarı duygularına ilişkin duygularını incelemek amacı ile kullanılabileceğini göstermektedir.

Anahtar Kelimeler

Başarı duyguları, ders duyguları, öğrenme duyguları, ölçek uyarlama, sınav duyguları

Kaynakça

• Alpaslan, M. M. ve Ulubey, Ö. (2017). Adaptation of the teacher emotion scale into Turkish culture. Turkish Studies, 12(25), 119–130. https://doi.org/http://dx.doi.org/10.7827/TurkishStudies.12343
• Bakır, E., Uslu, N. A. ve Usluel, Y. K. (2021). Başarımla ilgili duygular anketinin öğretmen adayları için geçerleme çalışması ve kısa formu. Buca Eğitim Fakültesi Dergisi, 52, 412–438.
• Beaton, D. E., Bombardier, C., Guillemin, F., & Ferraz, M. (2000). Guidelines for the process of cross-cultural adaptation of self-report measures. SPINE, 25(24), 3186–3191. https://doi.org/10.1080/000163599428823
• Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88(3), 588–606. https://doi.org/10.1037/0033-2909.88.3.588
• Bieleke, M., Gogol, K., Goetz, T., Daniels, L., & Pekrun, R. (2020). The AEQ-S: A short version of the achievement emotions questionnaire. Contemporary Educational Psychology, 101940, 101940. https://doi.org/https://doi.org/10.1016/j.cedpsych.2020.101940
• Borsa, J. C., Damásio, B. F., & Bandeira, D. R. (2012). Cross-cultural adaptation and validation of psychological instruments: Some considerations. Paidéia, 22(53), 423–432. https://doi.org/10.1590/1982-43272253201314
• Büyüköztürk, Ş. (2018). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum (16. Baskı). Pegem Akademi Yayınclık.
• Çalık, B. (2014). The relationship between mathematics achievement emotions, mathematics self-efficacy, and self-regulated learning strategies among middle school students (Issue August). Yayımlanmamış Yüksek Lisans Tezi. Ankara: Orta Doğu Teknik Üniversitesi.
• Can, Y., Sarıkaya, E. E. ve Bardakcı, S. (2020). Başarı duyguları anketinin Türk kültürüne uyarlanması. Kastamonu Eğitim Dergisi, 28(2), 673–693. https://doi.org/10.24106/kefdergi.697110
• Cho, Y. A. (2022). The relationship between self-efficacy and achievement emotions in Korean EFL classrooms. The Asia-Pacific education researcher, 64, 193-214.
• Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Pegem Akademi.
• Esen, M. F. ve Timor, M. (2019). Çok deği̇şkenli̇ aykırı değer tespi̇ti içi̇n klasi̇k ve dayanıklı mahalanobi̇s uzaklik ölçütleri̇: Fi̇nansal veri̇ ile bi̇r uygulama. Uluslararası İktisadi ve İdari İncelemeler Dergisi. https://doi.org/10.18092/ulikidince.579570
• Geisinger, K. F. (1994). Cross-cultural normative assessment: Translation and adaptation issues influencing the normative interpretation of assessment instruments. Psychological Assessment, 6(4), 304–312. https://doi.org/10.1037/1040-3590.6.4.304
• Göçer Şahin, S., İlhan Beyaztaş, D. ve Bostancı, Y. (2020). Öğretmen duygu ölçeğinin Türk kültürüne uyarlanması. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 40(1), 1–22. https://doi.org/10.7827/turkishstudies.12343
• Haciömeroğlu, G. (2020). Öğretmen adayları için öğretmen duygu ölçeği-matematik Türkçe formu: Geçerlik ve güvenilirlik çalışması. Sakarya Üniversitesi Eğitim Fakültesi Dergisi Sakarya, 20(2), 133–147.
• Hacıömeroğlu, G., Bilgen, S. ve Tabuk, M. (2013). Başarı duygusu ölçeği-ilkokul’un Türkçe’ye uyarlama çalışması. Eğitim Bilimleri Dergisi, 38(38), 85–96. https://doi.org/10.15285/EBD.2013385568
• Hadfield, O. D., & Maddux, C. D. (1988). Cognitive style and mathematics anxiety among high school students. Psychology in the Schools, 25(1), 75–83. https://doi.org/10.1002/1520-6807(198801)25:1<75::AID-PITS2310250113>3.0.CO;2-F
• Hambleton, R. K., & Patsula, L. (1999). Increasing the validity of adapted tests: Myths to be avoided and guidelines for improving test adaptation practices. Journal of Applied Testing Technology, 53(9), 1689–1699.
• Harrington, D. (2008). Assessing confirmatory factor analysis model fit and model revision. Confirmatory factor analysis (1st Editio). Oxford University Press.
• Jöreskog, K. G., & Sörbom, D. (1993). Lisrel 8: Structural equation modelling with the SIMPLIS command language. Scientific Software International, Inc.
• Kline, R. B. (2011). Principles and practice of structural equation modeling (Third Edit). The Guilford Press. Macías León, K., de las Heras Pérez, M. Á., Romero Fernández, R., González Castanedo, Y., & Sáenz-López, P. (2022). Validation of the Achievement Emotions Questionnaire for experimental science education (AEQ-S). Behavioral Sciences, 12(12). https://doi.org/10.3390/bs12120480
• Maneesriwongul, W., & Dixon, J. K. (2004). Instrument translation process: A methods review. Journal of advanced nursing. Archives of Otolaryngology–Head and Neck Surgery, 48(2), 175–186. https://doi.org/10.1001/archotol.1987.01860040098030
• Manley, M. J., & Rosemier, R. A. (1972). Developmental trends in general and test anxiety among junior and senior high school students. The Journal of Genetic Psychology, 120, 219–226.
• Marsh, H. W., Balla, J. R., & McDonald, R. P. (1988). Goodness-of-fit indexes in confirmatory factor analysis: The effect of sample size. Psychological Bulletin, 103(3), 391–410. https://doi.org/10.1037/0033-2909.103.3.391
• Nasser, F., Takahasi, T., Benson, J., Takahashi, T., & Benson, J. (1997). The structure of test anxiety in israeli-arab high school students: An application of confirmatory factor analysis with miniscales, Anxiety, Stress, & Coping: Anxiety, Stress, & Coping An International Journal, 10(2), 129–151. https://doi.org/10.1080/10615809708249298
• Pekrun, R. (2000). A social-cognitive, control-value theory of achievement emotions. In J. Heckhausen (Ed.), Motivational psychology of human development: Developing motivation and motivating development (pp. 143–163). Elsevier Science.
• Pekrun, R. (2005). Progress and open problems in educational emotion research. Learning and Instruction, 15(5), 497–506. https://doi.org/10.1016/j.learninstruc.2005.07.014
• Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9
• Pekrun, R., Frenzel, A. C., Goetz, T., Perry, R. P., Pekrun, R., & Schutz, P. A. (2007). The control-calue theory of achievement emotions. An integrative approach to emotions in education. Emotion in Education, 13–36. https://doi.org/10.1016/B978-012372545-5/50003-4
• Pekrun, R., & Frese, M. (1992). Emotions in work and achievement. International Review of Industrial and Organizational Psychology, 7(January 1992), 153–200. https://www.researchgate.net/publication/284585219
• Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36–48. https://doi.org/10.1016/j.cedpsych.2010.10.002
• Pekrun, R., Goetz, T., Perry, R. P., Kramer, K., Hochstadt, M., Molfenter, S., Hoschstadt, M., & Molfenter, S. (2004). Beyond test anxiety: Development and validation of the Test Emotions Questionnaire (TEQ). Anxiety, Stress and Coping: An International Journal, 17(3), 287–316. https://doi.org/10.1080/10615800412331303847
• Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002a). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–106. https://doi.org/10.1207/S15326985EP3702_4
• Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002b). Beyond coping: Meeting goals, visions, and challenges. In E. Frydenberg (Ed.), Beyond Coping: Meeting Goals, Visions and Challenges (pp. 149–173). Oxford University Press.
• Pekrun, R., & Stephens, E. J. (2010). Achievement emotions: A control-value approach. Social and Personality Psychology Compass, 4(4), 238–255. https://doi.org/10.1111/j.1751-9004.2010.00259.x
• Qinthara, M. F., Anshari, N. I., Bagaskara, B., Dan, R., Adhitya, Y., Al, F., Suryadimulya, F., & Fitriana, E. (2023). Benarkah lagging audiovisual dapat memunculkan emosi ?: Sebuah kajian emotional stimulus. Journal of Psychological Science & Profession, 7(1), 81–89.
• Ranđelović, K., & Kostić, J. O. (2022). Boredom and online learning motivated attention and regulation strategies during covid-19. Psychological Applications and Trends 2022, 5(May), 310–314. https://doi.org/10.36315/2022inpact072
• Ranellucci, J., Robinson, K. A., Rosenberg, J. M., Lee, Y., Roseth, C. J., & Linnenbrink-Garcia, L. (2021). Comparing the roles and correlates of emotions in class and during online video lectures in a flipped anatomy classroom. Contemporary Educational Psychology, 65(March), 101966. https://doi.org/10.1016/j.cedpsych.2021.101966
• Sánchez-Rosas, J. (2015). The achievement emotions questionnaire-Argentine (AEQ-AR): Internal and external validity, reliability, gender differences and norm-referenced interpretation of test scores. Revista Evaluar, 15(1). https://doi.org/10.35670/1667-4545.v15.n1.14908
• Schutz, P. A., Pekrun, R., & Phye, G. D. (2007). Emotion in education (Vol. 10). CA: Academic Press.
• Şimşek, Ö. (2007). Yapısal eşitlik modellemesine giriş; Temel ilkeler ve LİSREL uygulamaları. Ekinoks Yayıncılık.
• Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (Fifth Edit). Pearson. https://doi.org/10.1515/snde-2014-0102
• Tavşancıl, E. (2006). Tutumların ölçülmesi ve SPSS ile veri analizi (3. Baskı). Nobel Yayın Dağıtım.
• Trigueros, R., & Aguilar-Parra, J. M. (2022). Adaptation and testing of the factorial structure of the Achievement Emotional Questionnaire-Short to the Spanish context of physical education classes. European Physical Education Review, 28(3), 777–796. https://doi.org/10.1177/1356336X221082993
• Wang, J., & Wang, X. (2020). Structural equation modeling applications using Mplus (Second Edi). John Wiley & Sons.
• Yılmaz, V. ve Çelik, H. (2009). LISREL ile yapısal eşitlik modellemesi-I. Pegem Akademi.

Adaptation of the Short Form of the Achievement Emotions Scale (AEQ-S) into Turkish Culture

Yıl 2024, Cilt: 14 Sayı: 2, 548 – 575, 30.07.2024

Yafes Can Meral Güven

https://doi.org/10.18039/ajesi.1420676

Öz

The purpose of this study is to adjust the short version of the achievement emotions scale created by Bieleke et al. (2020) to Turkish culture in a sample of secondary school students in order to quantify the many emotions experienced by students in learning, exam, and classroom situations. The AEQ-S is a modular and multidimensional scale designed to assess 24 different achievement emotions for three different study environments. In the course, learning and examination related sections, 8 different achievement emotions are measured by 32 items. Data for the study were collected from 355 Turkish students aged 13 to 18. A panel of eleven professionals translated the scale into Turkish. Following that, the draft translation form generated through consistency was presented to expert opinion, and the necessary revisions were made. The scale items’ adaptability to the Turkish language and culture was assessed, and after changes were made, they were translated back into English, and the consistency between the original form of the scale and the resulting back translation was investigated. A technique of thinking aloud was used for appearance validity. CFA was used to investigate the scale’s factor structure. In the model used in the analysis, each emotional state was considered as a single factor and the items belonging to this emotion were the observed indicators of the associated emotion. The study found that the validity and reliability evidence of the acquired scores was at a high level. As a result, it is proposed that the AEQ-S, which has been customized for Turkish culture, be used in the Turkish setting.

Anahtar Kelimeler

Achievement emotions, course emotions, learning emotions, scale adaptation, test emotions

Kaynakça

• Alpaslan, M. M. ve Ulubey, Ö. (2017). Adaptation of the teacher emotion scale into Turkish culture. Turkish Studies, 12(25), 119–130. https://doi.org/http://dx.doi.org/10.7827/TurkishStudies.12343
• Bakır, E., Uslu, N. A. ve Usluel, Y. K. (2021). Başarımla ilgili duygular anketinin öğretmen adayları için geçerleme çalışması ve kısa formu. Buca Eğitim Fakültesi Dergisi, 52, 412–438.
• Beaton, D. E., Bombardier, C., Guillemin, F., & Ferraz, M. (2000). Guidelines for the process of cross-cultural adaptation of self-report measures. SPINE, 25(24), 3186–3191. https://doi.org/10.1080/000163599428823
• Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88(3), 588–606. https://doi.org/10.1037/0033-2909.88.3.588
• Bieleke, M., Gogol, K., Goetz, T., Daniels, L., & Pekrun, R. (2020). The AEQ-S: A short version of the achievement emotions questionnaire. Contemporary Educational Psychology, 101940, 101940. https://doi.org/https://doi.org/10.1016/j.cedpsych.2020.101940
• Borsa, J. C., Damásio, B. F., & Bandeira, D. R. (2012). Cross-cultural adaptation and validation of psychological instruments: Some considerations. Paidéia, 22(53), 423–432. https://doi.org/10.1590/1982-43272253201314
• Büyüköztürk, Ş. (2018). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum (16. Baskı). Pegem Akademi Yayınclık.
• Çalık, B. (2014). The relationship between mathematics achievement emotions, mathematics self-efficacy, and self-regulated learning strategies among middle school students (Issue August). Yayımlanmamış Yüksek Lisans Tezi. Ankara: Orta Doğu Teknik Üniversitesi.
• Can, Y., Sarıkaya, E. E. ve Bardakcı, S. (2020). Başarı duyguları anketinin Türk kültürüne uyarlanması. Kastamonu Eğitim Dergisi, 28(2), 673–693. https://doi.org/10.24106/kefdergi.697110
• Cho, Y. A. (2022). The relationship between self-efficacy and achievement emotions in Korean EFL classrooms. The Asia-Pacific education researcher, 64, 193-214.
• Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Pegem Akademi.
• Esen, M. F. ve Timor, M. (2019). Çok deği̇şkenli̇ aykırı değer tespi̇ti içi̇n klasi̇k ve dayanıklı mahalanobi̇s uzaklik ölçütleri̇: Fi̇nansal veri̇ ile bi̇r uygulama. Uluslararası İktisadi ve İdari İncelemeler Dergisi. https://doi.org/10.18092/ulikidince.579570
• Geisinger, K. F. (1994). Cross-cultural normative assessment: Translation and adaptation issues influencing the normative interpretation of assessment instruments. Psychological Assessment, 6(4), 304–312. https://doi.org/10.1037/1040-3590.6.4.304
• Göçer Şahin, S., İlhan Beyaztaş, D. ve Bostancı, Y. (2020). Öğretmen duygu ölçeğinin Türk kültürüne uyarlanması. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 40(1), 1–22. https://doi.org/10.7827/turkishstudies.12343
• Haciömeroğlu, G. (2020). Öğretmen adayları için öğretmen duygu ölçeği-matematik Türkçe formu: Geçerlik ve güvenilirlik çalışması. Sakarya Üniversitesi Eğitim Fakültesi Dergisi Sakarya, 20(2), 133–147.
• Hacıömeroğlu, G., Bilgen, S. ve Tabuk, M. (2013). Başarı duygusu ölçeği-ilkokul’un Türkçe’ye uyarlama çalışması. Eğitim Bilimleri Dergisi, 38(38), 85–96. https://doi.org/10.15285/EBD.2013385568
• Hadfield, O. D., & Maddux, C. D. (1988). Cognitive style and mathematics anxiety among high school students. Psychology in the Schools, 25(1), 75–83. https://doi.org/10.1002/1520-6807(198801)25:1<75::AID-PITS2310250113>3.0.CO;2-F
• Hambleton, R. K., & Patsula, L. (1999). Increasing the validity of adapted tests: Myths to be avoided and guidelines for improving test adaptation practices. Journal of Applied Testing Technology, 53(9), 1689–1699.
• Harrington, D. (2008). Assessing confirmatory factor analysis model fit and model revision. Confirmatory factor analysis (1st Editio). Oxford University Press.
• Jöreskog, K. G., & Sörbom, D. (1993). Lisrel 8: Structural equation modelling with the SIMPLIS command language. Scientific Software International, Inc.
• Kline, R. B. (2011). Principles and practice of structural equation modeling (Third Edit). The Guilford Press. Macías León, K., de las Heras Pérez, M. Á., Romero Fernández, R., González Castanedo, Y., & Sáenz-López, P. (2022). Validation of the Achievement Emotions Questionnaire for experimental science education (AEQ-S). Behavioral Sciences, 12(12). https://doi.org/10.3390/bs12120480
• Maneesriwongul, W., & Dixon, J. K. (2004). Instrument translation process: A methods review. Journal of advanced nursing. Archives of Otolaryngology–Head and Neck Surgery, 48(2), 175–186. https://doi.org/10.1001/archotol.1987.01860040098030
• Manley, M. J., & Rosemier, R. A. (1972). Developmental trends in general and test anxiety among junior and senior high school students. The Journal of Genetic Psychology, 120, 219–226.
• Marsh, H. W., Balla, J. R., & McDonald, R. P. (1988). Goodness-of-fit indexes in confirmatory factor analysis: The effect of sample size. Psychological Bulletin, 103(3), 391–410. https://doi.org/10.1037/0033-2909.103.3.391
• Nasser, F., Takahasi, T., Benson, J., Takahashi, T., & Benson, J. (1997). The structure of test anxiety in israeli-arab high school students: An application of confirmatory factor analysis with miniscales, Anxiety, Stress, & Coping: Anxiety, Stress, & Coping An International Journal, 10(2), 129–151. https://doi.org/10.1080/10615809708249298
• Pekrun, R. (2000). A social-cognitive, control-value theory of achievement emotions. In J. Heckhausen (Ed.), Motivational psychology of human development: Developing motivation and motivating development (pp. 143–163). Elsevier Science.
• Pekrun, R. (2005). Progress and open problems in educational emotion research. Learning and Instruction, 15(5), 497–506. https://doi.org/10.1016/j.learninstruc.2005.07.014
• Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9
• Pekrun, R., Frenzel, A. C., Goetz, T., Perry, R. P., Pekrun, R., & Schutz, P. A. (2007). The control-calue theory of achievement emotions. An integrative approach to emotions in education. Emotion in Education, 13–36. https://doi.org/10.1016/B978-012372545-5/50003-4
• Pekrun, R., & Frese, M. (1992). Emotions in work and achievement. International Review of Industrial and Organizational Psychology, 7(January 1992), 153–200. https://www.researchgate.net/publication/284585219
• Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36–48. https://doi.org/10.1016/j.cedpsych.2010.10.002
• Pekrun, R., Goetz, T., Perry, R. P., Kramer, K., Hochstadt, M., Molfenter, S., Hoschstadt, M., & Molfenter, S. (2004). Beyond test anxiety: Development and validation of the Test Emotions Questionnaire (TEQ). Anxiety, Stress and Coping: An International Journal, 17(3), 287–316. https://doi.org/10.1080/10615800412331303847
• Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002a). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–106. https://doi.org/10.1207/S15326985EP3702_4
• Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002b). Beyond coping: Meeting goals, visions, and challenges. In E. Frydenberg (Ed.), Beyond Coping: Meeting Goals, Visions and Challenges (pp. 149–173). Oxford University Press.
• Pekrun, R., & Stephens, E. J. (2010). Achievement emotions: A control-value approach. Social and Personality Psychology Compass, 4(4), 238–255. https://doi.org/10.1111/j.1751-9004.2010.00259.x
• Qinthara, M. F., Anshari, N. I., Bagaskara, B., Dan, R., Adhitya, Y., Al, F., Suryadimulya, F., & Fitriana, E. (2023). Benarkah lagging audiovisual dapat memunculkan emosi ?: Sebuah kajian emotional stimulus. Journal of Psychological Science & Profession, 7(1), 81–89.
• Ranđelović, K., & Kostić, J. O. (2022). Boredom and online learning motivated attention and regulation strategies during covid-19. Psychological Applications and Trends 2022, 5(May), 310–314. https://doi.org/10.36315/2022inpact072
• Ranellucci, J., Robinson, K. A., Rosenberg, J. M., Lee, Y., Roseth, C. J., & Linnenbrink-Garcia, L. (2021). Comparing the roles and correlates of emotions in class and during online video lectures in a flipped anatomy classroom. Contemporary Educational Psychology, 65(March), 101966. https://doi.org/10.1016/j.cedpsych.2021.101966
• Sánchez-Rosas, J. (2015). The achievement emotions questionnaire-Argentine (AEQ-AR): Internal and external validity, reliability, gender differences and norm-referenced interpretation of test scores. Revista Evaluar, 15(1). https://doi.org/10.35670/1667-4545.v15.n1.14908
• Schutz, P. A., Pekrun, R., & Phye, G. D. (2007). Emotion in education (Vol. 10). CA: Academic Press.
• Şimşek, Ö. (2007). Yapısal eşitlik modellemesine giriş; Temel ilkeler ve LİSREL uygulamaları. Ekinoks Yayıncılık.
• Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (Fifth Edit). Pearson. https://doi.org/10.1515/snde-2014-0102
• Tavşancıl, E. (2006). Tutumların ölçülmesi ve SPSS ile veri analizi (3. Baskı). Nobel Yayın Dağıtım.
• Trigueros, R., & Aguilar-Parra, J. M. (2022). Adaptation and testing of the factorial structure of the Achievement Emotional Questionnaire-Short to the Spanish context of physical education classes. European Physical Education Review, 28(3), 777–796. https://doi.org/10.1177/1356336X221082993
• Wang, J., & Wang, X. (2020). Structural equation modeling applications using Mplus (Second Edi). John Wiley & Sons.
• Yılmaz, V. ve Çelik, H. (2009). LISREL ile yapısal eşitlik modellemesi-I. Pegem Akademi.

Toplam 46 adet kaynakça vardır.

Ayrıntılar

Kaynak Göster

Download or read online: Click here