Journal of Measurement and Evaluation in Education and Psychology-EPOD最新文献

{"title":"Çocuklar İçin “Hayır” Diyebilme Becerisi Ölçeği: Geçerlik ve Güvenirlik Çalışması","authors":"Ferat Yilmaz, M. A. Sözer","doi":"10.21031/EPOD.350631","DOIUrl":"https://doi.org/10.21031/EPOD.350631","url":null,"abstract":"Bu arastirmada, cocuklarin “hayir” diyebilme becerilerini degerlendirmeye yonelik bir olcegin gelistirilmesi amaclanmaktadir. Bu calismanin katilimcilarini, HO’nun kapsam gecerligini saglamak uzere HO’de yer alan maddeler hakkinda gorusu alinan uzmanlar ile HO’nun yapi gecerligi, olcum guvenirligi ve madde ayirt ediciligi hakkinda fikir edinmek icin HO’de yer alan maddeleri puanlamasi istenen ilkokul 4. sinif ogrencileri olusturmaktadir. Bu arastirmada veri toplama araci olarak sirasiyla HO’ye ait 24 maddelik 3’lu Likert, 22 maddelik 3’lu Likert, 12 maddelik 3’lu Likert ve 12 maddelik 5’li Likert olmak uzere dort ayri taslak form kullanilmistir. Bu formlarin gelistirilme sureci, asagida ayrintili bir bicimde aciklanmaya calisilmistir. HO’nun kapsam gecerligini degerlendirmek amaciyla uzman gorusu alinmistir. Yapi gecerligi icin acimlayici ve dogrulayici faktor analizleri gerceklestirilmistir. HO’den elde edilen olcumlerin guvenirligi, Cronbach Alfa ve test yarilama (esdeger yarilar) yontemlerinin kullanilmasiyla analiz edilmistir. Duzeltilmis madde toplam korelasyonlari ile bagimsiz orneklemler icin t-testi sonuclarindan yola cikilarak olcekte yer alan maddelerin ayirt edicilikleri hakkinda bir fikir edinilmistir. Bu calismanin sonuclari, cocuklarin “hayir” diyebilme becerileri ile ilgili yapilacak calismalarda HO’nun gecerli ve guvenilir sonuclar verebilecek bir olcme araci olarak kullanilabilecegini ortaya koymustur.","PeriodicalId":43015,"journal":{"name":"Journal of Measurement and Evaluation in Education and Psychology-EPOD","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2018-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49272582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Impact of Q-matrix Misspecification and Model Misuse on Classification Accuracy in the Generalized DINA Model","authors":"M. Gao, M. Miller, Ren Liu","doi":"10.21031/EPOD.332712","DOIUrl":"https://doi.org/10.21031/EPOD.332712","url":null,"abstract":"This simulation study explored the impact of Q-matrix misspecification and model misuse on examinees’ classification accuracy within the generalized deterministic input, noisy “and” gate (G-DINA) model framework under the different conditions. The data was generated by saturated G-DINA model. Along with the generating model, two reduced models were used to fit the data: the additive CDM (A-CDM) and DINA model. The manipulated conditions included number of respondents, attribute correlations and test length. Two types of classification accuracy were examined: the overall classification accuracy and the class-specific classification accuracy. Results showed that the Q-matrix misspecification influenced classification accuracy more ominously than model misuse. The proportion of examinees classified correctly for each latent class was related to the types of Q-matrix misspecification. More test items had greater positive impact on classification accuracy than more respondents taking the test.","PeriodicalId":43015,"journal":{"name":"Journal of Measurement and Evaluation in Education and Psychology-EPOD","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2017-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45093049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Likert Tipi Ölçeklerde Olumsuz Madde ve Kategori Sayısı Sorunu: Rasch Modeli ile Bir İnceleme","authors":"M. İlhan, Neşe Güler","doi":"10.21031/epod.321057","DOIUrl":"https://doi.org/10.21031/epod.321057","url":null,"abstract":"This study addressed reverse directional item and the number of response categories problems in Likert-type scales. The Fear of Negative Evaluation Scale (FNES) and the Oxford Happiness Questionnaire (OHQ) were used as data collection tools. The data of the study were analyzed according to the Rasch model. The analysis found that the observed and expected test characteristic curves were largely overlapped, each of the three rating scales worked effectively, and the differences between response categories could be distinguished successfully by the participants in straightforward directional items. On the other hand, it was determined that there were significant differences between the observed and expected test characteristic curves in reverse directional items. It was also found that no matter which one of these three, five and seven-point rating scales was used, the participants could not distinguish the response categories of the reverse directional items on the FNES and the OHQ. Afterwards, the reverse directional items were removed from the data file, and the analysis was repeated. The analysis results revealed that  item discrimination, reliability coefficients for person facet, separation ratios and Chi square values calculated for the facets of person and items were higher in five-pointed rating compared to three and seven pointed rating.","PeriodicalId":43015,"journal":{"name":"Journal of Measurement and Evaluation in Education and Psychology-EPOD","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2017-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49403586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Factors Predicting Mathematics Achievement of 8th Graders in TIMSS 2015","authors":"M. Sarı","doi":"10.21031/EPOD.303689","DOIUrl":"https://doi.org/10.21031/EPOD.303689","url":null,"abstract":"Bu calismada TIMSS 2015 uygulamasinda ele alinan ogrenci, ogretmen ve okul faktorlerinin Turkiye’deki sekizinci sinif ogrencilerinin matematik basarilari ile nasil bir iliski icinde oldugunun arastirilmasi amaclanmistir. Iliskisel tarama modeline gore tasarlanan arastirmanin calisma grubunu, Uluslararasi Matematik ve Fen Egilimleri Arastirmasi 2015 uygulamasina katilan 6079 ogrenci ve 220 ogretmen olusturmustur. Arastirmanin veri toplama araclari, TIMSS 2015 uygulamasinda elde edilen ogrenci ve ogretmen anketleri ile matematik basari testinden olusmaktadir. Verilerin analizinde, matematik basari puanlari bagimli degisken; ogrenci ve ogretmen ozellikleri degiskenleri bagimsiz degisken olacak sekilde hiyerarsik regresyon analizi yontemi kullanilmistir. Arastirmadan elde edilen bulgulara gore, ogrenci ile ilgili degiskenlerin TIMSS 2015’teki matematik basarisindaki farkliliklarin %34’unu acikladigi gorulmustur. Duyussal alan boyutunda yer alan oz-yeterlik inanci 8.sinif ogrencilerinin TIMSS 2015’te matematik basarilarini yordamada en onemli degiskendir. Oz-yeterlik inancindan sonra matematik basarisini yordamada diger bir onemli degisken ogrencilerin evde sahip olduklari egitimsel kaynaklari olmustur. Duyussal alan icerisinde yer alan tutum ile matematik basarisi arasinda negatif yonde bir iliski bulunmustur. Matematige verilen onem ile ogrencilerin matematik basarilari arasinda ise anlamli bir iliski cikmamistir. Arastirmada okul algisi boyutu altinda ele alinan zorbalik, okula aidiyet ve ogretim etkinlikleri ile matematik basarisi arasinda anlamli bir iliski olup bu iliski goreli olarak matematik basarisini yordamada daha az oneme sahiptir. Ogrenmede cevre faktoru altinda ele alinan okulda basariya verilen onem, guvenli ve duzenli okul ortami, okul kosullari, is tatmini, ogretmenin karsilastigi sorunlar ve ogrencilerden kaynakli sorunlarin hepsi bir araya geldiginde okullardaki 8. siniflar arasi basari farkinin %29’unu aciklamaktadir. Ogrenmede cevre faktorunde yer alan okulda basariya verilen onem ve ogrencilerden kaynakli sorunlar ogrencilerin matematik basarisini yordamada iki onemli degisken olmustur","PeriodicalId":43015,"journal":{"name":"Journal of Measurement and Evaluation in Education and Psychology-EPOD","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2017-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43686720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Monte Carlo Simulation Studies in Item Response Theory with the R Programming Language","authors":"O. Bulut, Önder Sünbül","doi":"10.21031/EPOD.305821","DOIUrl":"https://doi.org/10.21031/EPOD.305821","url":null,"abstract":"Monte Carlo simulation studies play an important role in operational and academic research in educational measurement and psychometrics. Item response theory (IRT) is a psychometric area in which researchers and practitioners often use Monte Carlo simulations to address various research questions. Over the past decade, R has been one of the most widely used programming languages in Monte Carlo studies. R is a free, open-source programming language for statistical computing and data visualization. Many user-created packages in R allow researchers to conduct various IRT analyses (e.g., item parameter estimation, ability estimation, and differential item functioning) and expand these analyses to comprehensive simulation scenarios where the researchers can investigate their specific research questions. This study aims to introduce R and demonstrate the design and implementation of Monte Carlo simulation studies using the R programming language. Three IRT-related Monte Carlo simulation studies are presented. Each simulation study involved a Monte Carlo simulation function based on the R programming language. The design and execution of the R commands is explained in the context of each simulation study.","PeriodicalId":43015,"journal":{"name":"Journal of Measurement and Evaluation in Education and Psychology-EPOD","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2017-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42765654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sınıf Etkinliklerim Ölçeği’nin (SEÖ) Türk Kültürüne Uyarlanması: Geçerlik ve Güvenirlik Çalışması","authors":"K. Z. Deniz, A. G. Saranlı","doi":"10.21031/EPOD.291825","DOIUrl":"https://doi.org/10.21031/EPOD.291825","url":null,"abstract":"Ogrencilerin sinif etkinliklerine ilgi duymalari, etkinlik konularindan zevk almalari, etkinligin konusuyla ilgili secim yapabilmeleri ve etkinlikler sirasinda sinirlarini zorlayabilmeleri, ust duzey ogrenmelerin altinda yatan temel unsurlardandir. Egitsel etkinligin ilgi cekici, zevkli, secim yapabilmeye ve sinirlari zorlamaya olanak taniyan ozelliklerinin olmasi, ayni zamanda 21. Yuzyilin egitim sistemindeki neredeyse tum egitsel icerik, surec ve urunde bulunmasini istedigimiz ozelliklerdendir. Bu ozelliklerin olculmesi de dolayisiyla buyuk onem tasimaktadir. Bu calismanin amaci, Gentry ve Gable (2001) tarafindan Amerika Birlesik Devletleri’nde gelistirilen; gelistirildigi kulturdeki farkli ogrenci gruplarina uygulanan ve ayrica Kore, Cin ve Arap dillerine cevrilen ve Guney Kore kulturune de uyarlama calismasi yapilmis olan Sinif Etkinliklerim Olcegi’nin Turk kulturune uyarlamasini gerceklestirmektir. Bu dogrultuda arastirma, 2015-2016 egitim-ogretim yilinda 3., 4., 5., 6., 7. ve 8. siniflarda ogrenim goren toplam 214 ogrenciden elde edilen veri ile yurutulmustur. Olcegin gecerlik calismasi kapsaminda orijinal olcek gelistirme calismasinda elde edilen faktor yapisi Dogrulayici Faktor Analizi (DFA) ile test edilmistir. Ayrica gecerlik calismasi olarak madde-toplam korelasyonlari ve boyutlar arasi korelasyon analizleri gerceklestirilmistir. Olcegin guvenirlik calismasinda Cronbach alfa guvenirlik katsayisi kestirilmistir. Elde edilen bulgulara gore olcegin faktor yapisi orijinal olcek gelistirme calismasina paralel olarak dogrulanmistir. Ayrica Cronbach alfa degerlerinin 0,82 ile 0,90 arasinda oldugu gorulmektedir. Yapilan bu calismalar ile olcegin, Turk kulturunde kullanimi icin gerekli gecerlik ve guvenirlik kanitlari saglanmis ve olcek farkli calismalar icin kullanilmak uzere alana kazandirilmistir.","PeriodicalId":43015,"journal":{"name":"Journal of Measurement and Evaluation in Education and Psychology-EPOD","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2017-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48736074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Puanlayıcılar Arası Güvenirlik Belirleme Tekniklerinin Karşılaştırılması","authors":"Özge Bikmaz Bilgen, N. Doğan","doi":"10.21031/EPOD.294847","DOIUrl":"https://doi.org/10.21031/EPOD.294847","url":null,"abstract":"Bu arastirmada dereceli puanlama anahtari turu ve puanlayici sayisi degisiminin, puanlayici guvenirligini belirlemede kullanilan tekniklerden elde edilen sonuclar uzerindeki etkisi incelenmistir. Arastirmanin calisma grubu, 50 ogrenci ve puanlama yapan 10 ogretmenden olusmaktadir. Betimsel nitelik tasiyan arastirmada puanlayici guvenirligini belirlemede Kappa istatistik teknigi, log linear analiz teknigi ve Krippendorff alfa teknigi kullanilmistir. Puanlayici sayisi degisiminin puanlayici guvenirligine etkisini incelemek adina belirtilen uc teknik kullanilarak iki, bes ve on puanlayici arasindaki uyum duzeyleri hesaplanmistir. Arastirmada uc teknikten elde edilen analiz sonuclarinda, analitik puanlama anahtari kullanimiyla elde edilen puanlarda, puanlayici sayisi artisinin guvenirlik duzeyini dusurdugu tespit edilmistir. Uc teknikle yapilan analizlerde, en yuksek guvenirlik degerleri iki puanlayici kullanildiginda elde edilmis, puanlayici sayisi artirildikca guvenirligin dustugu saptanmistir. Analitik puanlama anahtarini olusturan kategoriler incelendiginde kategoriler arasinda objektiflik duzeyine dayali olarak, puanlayicilarin uyum duzeylerinde degiskenlik oldugu saptanmistir.  Arastirmanin sonucunda, kullanilan tekniklerden Kappa teknigi ve Krippendorff alfa tekniginin paralel sonuclar verdigi gorulmustur. Bununla birlikte Krippendorff alfa tekniginin puanlayici sayisi degisiminden Kappa teknigine gore daha az etkilendigi belirlenmistir. Log-linear analiz tekniginin ise degiskenler arasindaki etkilesimleri ve uyumsuzluk kaynagini gosteren daha kapsamli ve genis bilgi sagladigi tespit edilmistir.  Sonuc olarak, daha detayli olcme sonuclari elde edilmek istendiginde alt kategorilerden olusan analitik puanlama anahtari kullanilarak toplanan puanlarin, kategorik veri analizi icin uygun olan log-linear analiz tekniginin; daha genel olcme sonuclarina ulasilmak istendiginde ise butunsel puanlama anahtari ile elde edilen puanlarin Krippendorff alfa tekniginin kullanilmasinin uygun oldugu dusunulmektedir.","PeriodicalId":43015,"journal":{"name":"Journal of Measurement and Evaluation in Education and Psychology-EPOD","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2017-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49132977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Duygusal Kıskançlık Ölçeği Üniversite Öğrencileri Formu: Geçerlik ve Güvenirlik Çalışmaları","authors":"S. Kızıldağ","doi":"10.21031/EPOD.302673","DOIUrl":"https://doi.org/10.21031/EPOD.302673","url":null,"abstract":"Bu calismanin amaci, Duygusal Kiskanclik Olcegi Universite Ogrencileri Formu’nun gecerlik ve guvenirlik calismalarini yapmaktir. Duygusal Kiskanclik Olcegi Universite Ogrencileri Formu uc faktor (degersizlik hissi; iliskisel doyumsuzluk ve askin yitimi ve beraber zaman gecirmede isteksizlik) ve 17 maddeden olusmaktadir.  Arastirmanin iki calisma grubu bulunmaktadir. Birinci calisma grubunu 158’si kadin (%37) ve 92’si erkek (%37) toplam 250 universite ogrencisi; ikinci calisma grubunu da test tekrar test guvenirlik analizleri icin calismaya dahil edilen 18’si kadin (%54.5) ve 15’i erkek (%45.5) toplam 33 universite ogrencisi olusturmaktadir . Guvenirlik analizleri kapsaminda Cronbach alfa guvenirlik katsayisi, madde toplam korelasyonlari ve test-tekrar test guvenirligi incelenmistir. Olcegin Cronbach alfa degeri .94; test-tekrar test korelasyon katsayisi .97 bulunmustur . Olcek madde toplam korelasyon degerlerinin  .43 ile .79 arasinda degistigi gozlenmektedir. Gecerlik analizi kapsaminda, yapi gecerligi ve yordama gecerligine bakilmistir. Dogrulayici faktor analizleri sonucunda uc faktorlu model incelendiginde χ²=334.29, χ²/df=2.88; RMSEA=.09, NFI=.88, CFI=.92, IFI=.92, TLI=.91 ve RFI=.86 degerleri elde edilmistir. Bu degerler modelin veri uygunlugunun yeterli oldugunu gostermektedir. Ozetle, olcegin universite ogrencileri uzerinde yapilan gecerlik ve guvenirlik calismalari sonuclari, bu olcegin universite ogrencilerinin kiskanclik duzeyini olcebilecek niteliklere sahip oldugunu gostermektedir.","PeriodicalId":43015,"journal":{"name":"Journal of Measurement and Evaluation in Education and Psychology-EPOD","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2017-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45826775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Türkiye’deki Öğretmenlerin Karşılaştıkları Mesleki Sorunların İkili Karşılaştırma Yöntemi İle Ölçeklenmesi","authors":"Yasemin Esen, Filiz Temel, Ergül Demir","doi":"10.21031/EPOD.297901","DOIUrl":"https://doi.org/10.21031/EPOD.297901","url":null,"abstract":"Bu calismada ogretmenlerin yasadiklari mesleki sorunlari belirlemek ve bu sorunlari temsil eden sorun alanlarinin onem duzeyini ikili karsilastirma yontemi ile olceklemek amaclanmistir. Calisma tarama modelinde yurutulmustur. Arastirmanin orneklemini Turkiye’de 2015-2016 egitim ve ogretim yilinda Milli Egitim Bakanligi’na (M.E.B.) bagli devlet okullarinda gorev yapmakta olan 484 ogretmen olusturmaktadir. Veri toplama araci olarak arastirmacilar tarafindan gelistirilmis olan “Ogretmenlik Meslegi Mesleki Sorunlar Formu” kullanilmistir. Verilerin analizinde, Thurstone’nun karsilastirmali yargilar kanununun III. Hal denklemi ile olcekleme yontemi kullanilmistir. Arastirma sonucunda elde edilen bulgulara gore ogretmenlerin mesleki sorunlari, ogretmen yetistirme sorunlari ve ogretmen niteligi, ozluk haklari ve ekonomik sorunlar, mesleki sayginin azalmasi, M.E.B. politikalari ile ilgili sorunlar, sendikal faaliyetlerle ilgili sorunlar, is yukunun fazlaligi, okuldaki idari sorunlar, fiziki kosullar ve alt yapi yetersizligi, veli ile ilgili yasanan sorunlar, ve ogrenci ile ilgili sorunlar temalari altinda toplanmistir. Ogretmenlere gore en onemli sorun alani M.E.B. egitim politikalari olarak gorulmustur. Bunu sirasi ile mesleki sayginligin azalmasi, fiziki kosullar ve alt yapi yetersizligi, ogrenci ile yasanan sorunlar, ozluk haklari ve ekonomik sorunlar, okuldaki idari sorunlar, ogretmen yetistirme ve ogretmen niteligi, veli ile ilgili yasanan sorunlar, is yuku fazlaligi, sendikal faaliyetlerle ilgili sorunlar takip etmistir. Ogretmenlerin mesleki sorun alanlari kidem degiskenine gore incelendiginde 0-10 yillik ogretmenler mesleki sayginligi en onemli sorun alani olarak gorurken, 11-45 yillik ogretmenler MEB politikalarini en onemli sorun alani olarak gormustur.","PeriodicalId":43015,"journal":{"name":"Journal of Measurement and Evaluation in Education and Psychology-EPOD","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2017-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48522193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Scaling of Preservice Teachers’ Motivational Factors in Choosing the Teaching Profession","authors":"Sakine Gocer Sahin, S. Gelbal","doi":"10.21031/EPOD.280207","DOIUrl":"https://doi.org/10.21031/EPOD.280207","url":null,"abstract":"In this research, the reasons of preservice teachers’ choice of the teaching profession has been studied using the method of pair-wise comparison. Data was acquired by 1137 preservice teachers studying in various departments of seven different universities in Turkey. Overall, it was found that preservice teachers have chosen the teaching profession due to easy work conditions. It was found that female preservice teachers chose the teaching profession because of their sympathy towards it, whereas male preservice teachers chose it since their university admission exam scores were just enough for teaching programs. According to the departments of faculties of education, it was determined that psychological counseling and guidance department preservice teachers chose the teaching profession since it ensured employment, Turkish and English teaching department preservice teachers chose it since they liked it, primary school teachers and primary Math preservice teachers chose it because the work conditions were convenient. According to the places they lived in and the departments, there was no hierarchy regarding reasons why they choose the teaching profession. When the reasons of choosing the teaching profession according to level of income were examined the results that the first reason was the same in all three departments. While this was the seventh reason for the preservice teachers who had teachers in their families, it was the eighth reason for the preservice teachers who didn’t have any relatives who are teachers.","PeriodicalId":43015,"journal":{"name":"Journal of Measurement and Evaluation in Education and Psychology-EPOD","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2016-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68252658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}