Okul Öncesi Çocuklar için Bağımsız Öğrenme Davranışları Ölçeği 3-5 (BÖD 3-5): Türkçe Formu için Geçerlik ve Güvenirlik Çalışması

Seda Saraç, Sema Karakelle, David Whitebread

Öz


Bu çalışmanın amacı 3-5 yaş grubu çocukların özdüzenleyerek öğrenme becerilerini öğretmen gözlemi yoluyla ölçmek amacıyla Whitebread vd. (2009) tarafından geliştirilmiş olan Çocuklar için Bağımsız Öğrenme Davranışları Ölçeği (BÖD 3-5)’in Türkçe formunun psikometrik özelliklerinin incelenmesidir. Bu amaç doğrultusunda iki farklı örneklem grubu ile çalışma yapılmıştır. Ölçeğin faktör yapısını incelemek amacıyla Açıklayıcı Faktör Analizi tekniği kullanılmıştır. Ölçme aracının güvenirliği için madde-toplam puan korelasyonları incelenmiş, Cronbach Alfa katsayısı hesaplanmış ve alt-üst gruplar karşılaştırması yapılmıştır. Analiz sonuçları BÖD 3-5’in Türkçe formunun Türkiye’deki çocukların özdüzenleyerek öğrenme davranışlarını değerlendirmek amacıyla kullanılabilecek geçerli ve güvenilir bir ölçme aracı olduğunu göstermiştir. 

The aim of this study is to investigate the psychometric properties of the Turkish form of Children’s Independent Learning Development Checklist (CHILD 3-5), developed by  (Whitebread et al., 2009) and colleagues for assessing young children’s self-regulated learning. Towards this aim, data were gathered from two different samples. Explatory Factor Analysis was used to investigate the factor structure of the scale. For reliability, item-total score correlation, Cronbach Alpha coefficient and difference between the upper 27% and lower 27% of the total group were calculated. Results showed that the Turkish form of CHILD 3-5 scale is a reliable and valid tool to be used for assessing young children’s self-regulated learning. 


Tam Metin:

PDF

Referanslar


Adagideli, F. H. (2013). Investigation of young children's metacognitive and self-regulatory abilities in mathematics activities. Yayımlanmamış yüksek lisans tezi, Boğaziçi Üniversitesi, İstanbul, Türkiye.

Aktamış, H. ve Uça, S. (2010). Motivasyonel, bilişsel ve bilişüstü yeterlilikler ölçeği’nin Türkçeye uyarlanması. İlköğretim Online, 9(3), s. 980-989.

Almeqdad, Q., Al-Hamouri, F., Zghoul, R., Al-Rousan, A., & Whitebread, D. (2016). Cross Cultural Indicators of Independent Learning in Young Children: A Jordanian Case. The Spanish Journal of Psychology, 19. doi:10.1017/sjp.2016.35.

Altun, S. & Erden, M. (2007). Ogrenmede motive edici stratejiler olceginin gecerlik ve guvenilirlik çalismasi. Edu7, 2(3), 1-16

Annevirta, T. & Vauras, M. (2006). Developmental changes of metacognitive skill in elementary school children. The Journal of Experimental Education, 74, 197- 225 DOI: 10.3200/JEXE.74.3.195-226

Annevirta, T., & Vauras, M. (2001). Metacognitive knowledge in primary grades: a longitudinal study. European Journal of Psychology of Education, 16, 257–282. doi : 10.1007/ BF03173029

Aydın, S., Keskin, M. Ö., & Yel, M. (2014). Öz-düzenleme ölçeğinin Türkçe uyarlaması: Geçerlik ve güvenirlik çalışması. Turkish Journal of Education, 3(1), 24-33. DOI: 10.19128/turje.181073

Berk, L.E., Mann, T.D., & Ogan, A.T. (2006). Make-believe play: Wellspring for the development of self-regulation. In D.G. Singer, R. Golinkoff, & K. Hirsh-Pasek (Eds.), Play = learning: How play motivates and enhances children’s cognitive and social-emotional growth (pp. 74 – 100). New York: Oxford University Press.

Bjorklund, D.F. , & Douglas, R.N. (1997). The development of memory strategies. In N. Cowan (Ed.), The development of memory in childhood (pp. 201–246). Hove, UK: Psychology Press

Blair, C., & Razza, R.P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647-663. doi: 10.1111/j.1467-8624.2007.01019

Blöte, A. W., Resing, W. C. M., Mazer, P., & Van Noort, D. A. (1999). Young children’s organizational strategies on a same– different task: A microgenetic study and a training study. Journal of Experimental Child Psychology, 74, 21–43. doi: 10.1006/jecp .1999.2508.

Bodrova, E. & Leong, D. J. (2007). Tools of the mind: the Vygotskian approach to early childhood education (2nd ed.). Columbus, OH: Merrill/Prentice Hall.

Bowman, B. T., Donovan, M. S., & Burns, M. S. (2001). Eager to learn: Educating our preschoolers. [Full report and executive summary.]. Washington, DC: National Academy Press. doi: 10.17226/ 9745.

Bronson, M. B. (2000). Self-regulation in early childhood. New York: The Guilford.

Bryce, D. & Whitebread, D. (2012). The development of metacognitive skills: Evidence from observational analysis of young children’s behavior during problem-solving. Metacognition and Learning, 7, 197-217. doi:10.1007/s11409-012-9091-2.

Bryce, D., Whitebread, D. & Szúcs, D. (2015). The relationships among executive functions, meta- cognitive skills and educational achievement in 5- and 7 year-old children. Metacognition and Learning, 10, 181–198, doi:10.1007/ s11409-014-9120-4

Büyüköztürk, Ş. (2005). Sosyal Bilimler için Veri Analizi El Kitabı. Ankara: Pegem A.

Calero, M. D., Carles, R., Mata, S., & Navarro, E. (2010). Differences In Skills And Behaviour Between Preschool Groups of High and Low Educational Performance. Revista Electrónica de Investigación y Evaluación Educativa. R.E.L.I.E.V.E, 16 (2), 1-17.

Case, R. (1991). Stages in the development of the young child's first sense of self. Developmental Review, 11, 210-230. doi: 10.1016/0273-2297(91)90010-L

Çokluk, Ö., Şekercioğlu, G., ve Ş. Büyüköztürk (2012) Sosyal Bilimler için Çok Değişkenli Istatistik: SPSS Ve LISREL Uygulamaları. 2.Baskı. PEGEM-Akademi. ANKARA

Costello, A. B. & Osborne, J. W. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment, Research & Evaluation, 10(7). Available online from http://pareonline.net/pdf/v10n7.pdf.

Denham S.A., Warren-Khot H.K., Bassett H.H., Wyatt T., Perna A.(2012) Factor Structure Of Self-Regulation In Pre-Schoolers: Testing Models Of A Field-Based Assessment For Predicting Early School Readiness. Journal of Experimental Child Psychology. 111: 386–404. doi: 10.1016/j.jecp.2011.10.002

Dinsmore, D., Alexander, P., & Loughlin, S. (2008). Focusing the conceptual lens on metacognition, self- regulation, and self-regulated learning. Educational Psychology Review, 20, 391-409. doi:10.1007/s10648-008-9083-6

Eisenberg, N., Smith, C.L., Sadovsky, A. and Spinrad, T.L. (2004) Effortful Control: Relations with Emotion Regulation, Adjustment, and Socialization in Childhood. In: Baumeister, R.F. and Vohs, K.D., Eds., Handbook of Self-Regulation: Research, Theory, and Applications, Guilford Press, New York, 259-282.

Erkuş, A. (2005). Bilimsel Araştırma Sarmalı, Ankara: Seçkin.

Flavell, J. H. (1977). Cognitive development. Englewood Cliffs, NJ: Prentice-Hall Publishing.

Gillespie, L. G., and Seibel, N. L. (2006) Self-Regulation: A Cornerstone of Early Childhood Development, Young Children, 61, pp. 34-39.

Grau, V. & Whitebread, D. (2012). Self and social regulation of learning during collaborative activities in the classroom: The interplay of individual and group cognition. Learning and Instruction, 22,401-412. doi:10.1016/j.learninstruc.2012.03.003

Hargreaves, D. J., Robson, S., Greenfield, S., & Fumoto, H. (2014). Ownership and autonomy in early learning: The Froebel research fellowship project, 2002–2015. Journal of Early Childhood Research, 12, 308–321. doi:10.1177/1476718X14536718

Kadıoğlu, C., Uzuntiryaki, E., & Çapa Aydın, Y. (2011). Özdüzenleyici Öğrenme Stratejileri Ölçeğinin (ÖÖSÖ) Geliştirilmesi. Eğitim ve Bilim, 36(160).

Karakelle, S., & Saraç, S.(2007). Çocuklar için üst bilişsel farkındalık ölçeği (ÜBFÖ-Ç) A ve B formlari: Geçerlik ve güvenirlik çalışması. Türk Psikoloji Yazilari, 10(20), 85-103.

Keren, G., & Fridin, M. (2014). Kindergarten Social Assistive Robot (KindSAR) for children's geometric thinking and metacognitive development in preschool education: a pilot study. Computers in Human Behavior, 35, 400-412., doi: 10.1016/j.chb.2014.03.009

Kopp, C.B. (1982). Antecedents of self-regulation: A developmental perspective. Developmental Psychology, 18, 199-214. doi:10.1037/00121649.18.2.199

Larkin, S. (2006). Collaborative group work and individual development of metacognition in the early years. Research in Science Education, 44(2), 1 – 6. doi: 10.1007/s11165-006-8147-1

Perels, F., Merget-Kullmann, M., Wende, M., Schmitz, B., & Buchbinder, C. (2009). Improving self-regulated learning of preschool children: evaluation of training for kindergarten teachers. British Journal of Educational Psychology, 79, 311-327. doi: 10.1348/000709908X322875.

Perry, N. (1998). Young children’s self-regulated learning and contexts that support it. Journal of Educational Psychology, 90(4), 715–729. doi:10.1037/0022-0663.90.4.715

Perry, N. E., & VandeKamp, K. O. (2000). Creating classroom contexts that support young children’s development of self-regulated learning. International Journal of Educational Research, 33, 821–843.

Pintrich, P.R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts. P.R. Pintrich & M. Zeidner (Eds.), Handbook of Self-Regulation, (pp. 451-502) San Diego, CA: Academic Press.

Ponitz, Claire Cameron, McClelland, Megan M., Jewkes, Abigail M., Connor, Carol McDonald, Farris, Carrie L. and Morrison, Frederick J. (2008). "Touch Your Toes! Developing a Direct Measure of Behavioral Regulation in Early Childhood." Early Childhood Research Quarterly 23(2): 141-158. doi: 10.1016/j.ecresq.2007.01.004

Robson, S. (2010). Self-regulation and metacognition in young children's selfinitiated play and Reflective Dialogue, International Journal of Early Years Education, 18(3), 227-241. doi: 10.1002/berj.3205

Schneider, W. , & Bjorklund, D.F. (1998). Memory. In W. Damon (Series Ed., and D. Kuhn & R.S. Siegler (Vol. Eds.), Handbook of child psychology: Vol. 2. Cognition, perception and language (5th ed.). New York: Wiley .

Schunk, D. H., & Zimmerman, B. J. (1994). Self-regulation of learning and performance. Hillsdale, N.J: Lawrence Erlbaum.

Shonkoff, J. P. & Phillips, D.A. (2000). From Neurons to Neighborhoods: The Science of Early Childhood Development. Washington, DC: National Academy Press. doi: 10.17226/ 9824.

Sperling, R.A., R.T. Walls, and Hill L. A. (2000). Early relationships among self-regulatory constructs: Theory of mind and pre-school children’s problem solving. Child Study Journal 30(4). 233-252. doi:

Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. Boston: Pearson/Allyn & Bacon.

Tezbaşaran, A. (1996). Likert Tipi Ölçek Geliştirme Kılavuzu. Ankara: Türk Psikologlar Derneği Yayınları.

Turgut, M. F. ve Baykul, Y. (2010). Eğitimde Ölçme ve Değerlendirme. Ankara: PegemA.

Ursache, A., Blair, C., & Raver, C. C. (2012). The promotion of self-regulation as a means of enhancing school readiness and early achievement in children at risk for school failure. Child Development Perspectives, 6, 122–128.doi: 10.1111/j.1750-8606.2011.00209.x

Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: conceptual and methodological considerations. Metacognition and Learning, 1, 3–14. doi: 10.1007/ s11409-006-6893-0.

Whitebread, D., & Coltman, P. (2010) Aspects of pedagogy supporting metacognition and mathematical learning in young children; evidence from an observational study. ZDM The International Journal on Mathematics Education, 42 (2), 163-178. doi: 10.1007/s11858-009-0233-1.

Whitebread, D., Bingham, S., Grau, V., Pino-Pasternak, D., & Sangster, C. (2007). Development of metacognition and self-regulated learning in young children: Role of collaborative and peer-assisted learning. Journal of Cognitive Education and Psychology, 6, 433-455. doi:10.1891/194589507787382043

Whitebread, D., Coltman, P., Pino-Pasternak, D., Sangster, C., Grau, V., Bingham, S. & Demetriou, D. (2009). The development of two observational tools for assessing metacognition and self-regulated learning in young children. Metacognition and Learning, 4,63-85. doi:10.1007/s11409-008-9033-12012)

Wolters, C. A. (2003). Understanding procrastination from a self-re- gulated learning perspective. Journal of Educational Psychology, 95, 179-187. doi:10.1037/0022-0663.95.1.179

Zimmerman ve Martinez-Ponz, 1990,

Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25, 3-17. doi: 10.1207/s15326985ep2501_2

Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In P. Pintrich, M. Boekaerts, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Orlando, FL: Academic Press.

Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background methodological developments, and future prospects. American Educational Research Journal, 45(1) 166-183. doi: 10.3102/0002831207312909

Zimmerman, B. J. & Schunk, D. H. (2011). Handbook of self-regulation of learning and performance. New York, NY: Routledge.

Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. Journal American Educational Research, 23, 614-628. doi: 10.3102/00028312023004614

Zimmerman, B. J., & Schunk, D. H. (2001). Self-regluated learning and academic achievement (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.


Refback'ler

  • Şu halde refbacks yoktur.




Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

 

 

 

Creative Commons Lisansı

İlköğretim Online Dergisi Creative Commons Alıntı-Gayriticari 4.0 Uluslararası Lisansı ile lisanslanmıştır.

ISSN: 1305-3515