International Journal of Psychology and Educational Studies

The Academic Motivation Scale: Evaluation Evidence of Intrinsic, Extrinsic, and Amotivation in Faculty of Education ‏Students

Mahmoud Ali Moussa, Abdul Nasser El Sayed Amer — Fri, 16 Aug 2024 00:00:00 +0300

The study aimed to develop and validate academic motivation measures among university students. The study adopted the correlational method. An available sample of university students selected from the Faculty of Education, Suez Canal University. The study sample consisted of 453 people. The scales responded online to the students after they accepted the informed consent and wrote their data online in the same submission file. The study investigated the factor structures of the Academic Motivation Scale (three-, four, five-, and seven-factor models). The seven-factor model, the four-factor model, and the five-factor model were the most appropriate. According to the convergent validity, it was positively associated with the motives of autonomy and measures of cognitive styles, However, the lack of motivation subscale was nonsignificant with the Cognitive Styles scale and the Self-motivation subscale. The study indicates the psychological validity of the academic motivation scale for university students.

Development of the Career Transition to Higher Education Scale

Osman Söner, Olcay Yılmaz — Fri, 16 Aug 2024 00:00:00 +0300

The aim of this study was to develop a novel assessment tool utilizing Schlossberg's 4S model (Situation, Self, Support, and Strategies), with a specific focus on assessing the career transition of high school senior students to university. The study group consisted of high school students from five different high schools. The pilot and trial administration involved a total of 85 individuals; the exploratory factor analysis included an additional 1099 participants, and the confirmatory factor analysis collected data from 273 individuals. The reliability and validity approaches employed, such as expert opinions, exploratory and confirmatory factor analysis, test-retest administration, item discrimination, internal consistency findings, and model fit indices, all demonstrated satisfactory values, indicating that the scale is valid and reliable. The factor analysis research reveals that the scale comprises three distinct dimensions: situation, self, and support, with a total of 23 items. However, the dimension of strategies is needed to demonstrate an adequate fit for this research's specific demographics. This assessment instrument is anticipated to substantially impact the field of education by enhancing the ability of school counselors and teachers to intervene more effectively in students' career planning efforts.

Exploring the Psychometric Properties of Mathematics Homework Scales in the Turkish Educational Context

Süleyman Avcı, Mustafa Özgenel — Fri, 16 Aug 2024 00:00:00 +0300

The purpose of this study was to adapt the Expectancy Value Scale, Students' Motivation for Homework Scale, Homework Interest Scale, Homework Affective Attitude Scale, Math Homework Purposes Scale into Turkish and to develop the Homework Self Efficacy Scale. 1555 middle school students of 5th and 8th grades participated in the study. The students were enrolled in 66 classes in eight schools located in a large metropolitan city in northwestern Turkey. 48.35% of the students were female and the mean age was 11.94 years. For the convergent validity of the scales, the variables of homework completion, homework time, and academic achievement were preferred. Exploratory and confirmatory factor analyses confirmed the construct validity of all scales. Only the students' motivation for homework scale was found to form a third dimension different from the original. The validity and reliability analyses demonstrated that the five scales are suitable for use in homework research at the middle school level. Moreover, according to the results of psychometric evaluation, the developed Homework Self-Efficacy Scale proved to be a valid and reliable instrument for measuring middle school students' self-efficacy perceptions toward mathematics homework.

Adaptation of the Decision to Forgive Scale to Turkish Culture: Validity and Reliability Study

Gülbin Demir Celayir, Ece Yağcı Akgündüz, Simel Parlak, Halil Ekşi — Fri, 16 Aug 2024 00:00:00 +0300

This study aims to adapt the Decision to Forgive Scale, initially developed by Davis et al. (2015), for use in Turkish culture. The focus is on evaluating the scale's validity and reliability within the Turkish context, providing researchers and counselors with a tool to measure the decision to forgive, separate from the act of forgiveness itself. The adaptation process involved linguistic equivalence studies, where five bilingual individuals translated the scale into Turkish. The translated version was then back-translated into English for comparison. Confirmatory Factor Analysis (CFA) was conducted with data from 297 participants to assess the construct validity of the scale. Criterion validity was evaluated through correlation with the Heartland Forgiveness Scale’s Forgiveness of Others subscale (HFS-FO). Reliability was tested using Cronbach’s alpha. The CFA results confirmed that the Turkish version of the Decision to Forgive Scale has a one-dimensional structure with high model fit indices (e.g., RMSEA = .08, CFI = .99). The scale demonstrated high internal consistency with a Cronbach’s alpha of .91. Criterion validity analysis showed a significant positive correlation (r = .527) with the HFS-FO. The Turkish adaptation of the Decision to Forgive Scale is valid and reliable. This scale can effectively measure the decision to forgive among Turkish individuals, offering a valuable tool for both research and therapeutic settings. It can help understand and enhance forgiveness-related processes and interventions in Turkish culture.

The Examination of the Counseling Supervision Effect on Personal and Professional Development of First-Time Supervisees

Mesut Gönültaş, Betül Meydan, Ali Serdar Sağkal — Sat, 26 Oct 2024 00:00:00 +0300

The study investigated how clinical supervision affects the personal and professional development of first-time supervisees. The explanatory sequential mixed methods research design was employed in the study. Quantitative data was collected using a single group pretest-posttest experimental design to evaluate the impact of supervision on the personal and professional development of counselors in training. Individual interviews were conducted with 51 volunteer participants who were counselors in training at a state university in western Türkiye. Paired-sample t-tests were used to analyze the quantitative data, while content analysis was employed for the qualitative data. The findings showed that supervision significantly enhanced the counselors in training's effective counselor characteristics and self-awareness management strategies. However, there were no significant differences in hindering self-awareness and professional disposition. The qualitative analysis revealed that counselors in training who participated in supervision gained a deeper understanding of counseling procedures and techniques, increased trust in the profession, and improved self-efficacy. Counselors in training also highlighted the positive impact of their supervisor and group supervision format on their development. The results of the study suggest the significance of supervision in counselor education. It is recommended that the variables included in the current research and the effect of supervision should be examined in more studies.