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The aim of this study is to develop a theoretically sound, valid, and reliable scale to examine seventh and eighth grade students' attitudes towards so-called skill-based mathematics questions (SBMQ). The sample of the study was 820 seventh and eighth grade students at three different middle schools in Etimesgut District of Ankara Province. A draft item pool was crafted after a detailed literature review and the scale was finalized for the implementation after receiving expert opinions. This version of scale was administered shortly before the national examination which included skill-based questions in the 2022-2023 academic year. Exploratory and confirmatory factor analysis methods were used to examine the construct validity of the scale. The analysis resulted in 16 items in three factors (affective, cognitive, and motivational) which explained 46% of the total variance. Cronbach's alpha and composite reliability scores were above 0.70 for each factor and whole scale. The results indicated that the Attitudes Towards SBMQ Scale developed for seventh and eighth grade students is valid and reliable.

This study was designed to determine the psychometric properties of the School Readiness Assessment Tool (SRAT), a new measurement tool for assessing school readiness. The measure aims to assess preschool children's school readiness by estimating their academic, motor, social, emotional, and self regulation skills. Both academic and motor skills are assessed through direct child observation while teacher ratings evaluate social-emotional and self-regulation skills. 228 children attending preschool participated in the study's first phase and 185 children in the second phase. The results show that the items of the new measurement tool had sufficient internal consistency. Both study phases also showed strong evidence of face (content) and construct validity (i.e., convergent and concurrent validity). Overall, the results show that SRAT is a promising new measure for school readiness among preschoolers in Türkiye. In addition to the evidence from randomized control trials, studies should be conducted to determine its psychometric properties with diverse samples, such as rural children and children not enrolled in preschool education.

This study aims to understand the experiences of Turkish teachers in blended learning, the challenges they encountered, and their recommendations in this regard. The authors adapted the Blended Teaching Readiness Instrument (BTRI) (Archibald et al., 2021) to Turkish. Secondly, the reasons, challenges, and suggestions of teachers regarding blended learning were investigated. A total of 325 Turkish teachers were selected as the participant group in this survey. A criterion purposeful sampling method was used in the data collection process. The statistical analysis led to the conclusion that the BTRI, which was translated into Turkish, is a valid and reliable tool for measuring teachers' levels of readiness for blended learning in Turkiye and it can also be used to gauge the readiness of teachers. ort he qualitative aspect, inductive content analysis was used for analyzing open-ended questions of the instrument. The study both served as a reflection of Turkish teachers' positive and negative experiences regarding blended learning practices and a scale adaptation study for measuring the blended teaching readiness of Turkish teachers. It is considered that the results can help both pre-service and in-service teachers to be sensitive toward their blended teaching competencies. This study also has the potential for informing teacher education departments to equip prospective teachers with required disciplinary knowledge along with digital competencies.

The aim of this research is to adapt the 24-item "Learner Autonomy Scale" developed by Sereti and Giossos (2018) in higher education samples into Turkish by examining the psychometric properties of high school and secondary school samples, and to determine whether these groups are equivalent in terms of measurement invariance. The scale was applied in high school (n = 475) and secondary school (n = 395) samples consisting of 870 students. Different from the original four-factor scale form, EFA applied to both groups revealed a two-factor (factor load range: 0.308-0.775) and 21-item. Correlation values (r = 0.209-0.392, p?0.001) indicate that the factors are not strongly related. The factors produced adequate internal consistency coefficients ([alpha] = 0.706-0.866; [omega] = 0.708-0.871) and were validated by meeting the fit indices accepted in the literature for CFA. Measurement invariance tests revealed strong invariance for the structural and metric tests and partial invariance for the scalar test in high school and secondary school samples. More research is needed to determine why the intersections of items 19, 20, and 21 are not invariant. The main contribution to "learner autonomy" in this study is the adaptation and justification of a valid and reliable measurement tool for determining autonomy in the adolescent age group. The use of the adapted scale in different educational environments and in the examination of "autonomy" by adapting it specific to the field (science, mathematics, etc.) will provide important implications for further theoretical studies.

In this study, it was aimed to develop an achievement test taking into account the subject acquisitions of the sound and properties unit in the sixth-grade science course. In the test development phase, firstly, literature review for the study was conducted. Then, 30 multiple choice questions in align with the subject acquisition in the 2018 science curriculum. This 30-question test was presented to opinion of three academicians and a science teacher for the validity of the test. Necessary adjustments were made in line with the opinions of the experts. Subsequently, the draft test, modified according to the experts' feedback, was applied to a total of 300 seventh grade students. After the analysis, the number of questions in the test was reduced to 27. As a result of item analysis, mean difficulty index value of the test was 0.41, and item discrimination index was 0.49. The reliability analysis for the developed test was found 0.92 by calculating the KR-20 reliability coefficient value. By considering, the validity and reliability analysis results, it was concluded that the final version of the developed test, grounded in Bloom's Taxonomy, is a valid and reliable test with different difficulty levels.

This study aimed to develop a valid and reliable scale that reveals secondary school pupils' attitudes toward science literacy. The survey model, one of the quantitative research methods, was used in the study. The validity and reliability study of the scale was carried out on secondary school pupils attending public schools in Turkey in the 2022-2023 academic year. Data were collected from 546 secondary school pupils. The structure of the draft scale, established through Exploratory Factor Analysis (EFA), consisted of 16 items and 4 dimensions. The scale was administered to 392 secondary school pupils to verify the structure revealed by EFA. This validated a 16-item and 4- dimension structure. The total variance explained by the scale was 50.11%. The Cronbach alpha coefficient, which indicates the scale's internal consistency, was calculated to be 0.867. Fit indexes were calculated as X2/df =2.38, NFI= 0.92, NNFI= 0.94, RFI= 0.90, CFI= 0.95, GFI= 0.93, AGFI= 0.90, SRMR= 0.055, IFI= 0.95 and RMSEA= 0.060. In conclusion, it can be said that the "Attitude Towards Science Literacy Scale" is qualified to measure the attitude of secondary school pupils towards science literacy.

This study aimed to develop a valid and reliable measurement tool that will determine the readiness of parents of students starting the first grade of primary school to support their children during the first formal teaching of reading and writing skills. The sample consisted of 524 parents of students starting the first grade in the provinces of Ankara, Samsun, and Bartin. The scale development study was begun by first creating an item pool in line with the literature, after which a draft form was prepared on the basis of the opinions of language, field and measurement and evaluation experts. The final form was delivered to the parents online and in person, and exploratory factor analysis was conducted for the collected data. As a result of the analysis, it was determined that the scale consisting of 17 items and five factors explained 67% of the variance. Confirmatory factor analysis was performed to determine the fit of the created factorial structure and it was determined that the model fit indices were between perfect and good fit. In determining the reliability, the McDonald's ? reliability coefficient, which is suitable for multi-factor structures, was calculated and the reliability of the entire scale was found to be 0.81. On the basis of these findings, the scale was found to be a reliable and valid measurement tool suitable for measuring parents' readiness in supporting their children in formal early literacy teaching.

The aim of this research is to adapt the scales "Homework Management, Homework Effort, Teacher Homework Involvement, Teacher Feedback and Parental Homework Support" into Turkish. The research data were collected from 1,698 secondary school students in grades 5 to 8. The sample was divided into four subgroups and explanatory factor analysis was conducted on two groups and confirmatory factor analysis was conducted on two groups. Concurrent validity analyses were carried out on all students. Data were collected from students studying in 24 classes of six different secondary schools in the Maltepe, Kartal and Pendik regions of Istanbul. 49.12% of this group of students are girls and 50.88% are boys, and the mean age of the participants is 11.84 years. In addition to the scales adapted to the Turkish language, homework behavior (homework completion, time spent on homework, going to school without homework) and academic achievement were measured for concurrent validity. The results of the EFA and CFA analyses were similar to the original scales for all scales. These findings regarding the number of sub-dimensions, the placement of scale items within these sub-dimensions, and the concurrent validity scores indicate that the Turkish versions of the five scales are valid and reliable for assessing mathematics homework at the secondary school level.

The study aims to assess online assessment practices in a public university, addressing questions about self-efficacy levels, tools used, challenges faced, and proposed solutions. The chosen methodology employs a cross-sectional survey design, collecting both quantitative and qualitative data from 50 instructors in Türkiye through a convenience sampling method. Results indicate a moderate level of self-efficacy among participants, with challenges identified in monitoring student progress objectively and incorporating alternative assessment techniques. The study highlights a preference for summative assessments, particularly assignments, projects, and quizzes. Discussions and e-portfolios are less favored. The instructors addressing challenges in online assessment employ various precautions across assessment tools, processes, assessors, and the Learning Management System (Canvas). The strategies include enhancing question quality, favoring higher-order thinking skills, utilizing diverse assessment tools, and implementing precautions like item banks. During the assessment process, precautions involve considerations for exam duration, informing students, and encouraging professional development. In the Learning Management System, instructors rearrange options, enforce single answers, and seek assistance for technical challenges. To ensure internal validity, teachers have opted for measures to prepare questions according to lesson achievements, improve communication with students, and use different measurement tools. Findings resonate with the Technological Pedagogical Content Knowledge (TPACK) model, showcasing the integration of technological, pedagogical, and content knowledge to enhance online assessments' reliability and validity. The findings suggest a need for professional development to enhance instructors' competencies in addressing challenges and promoting a more balanced use of assessment methods in online education.

Self concept is an experiential formation gained as a result of certain experiences. The concept of self-concept has an interesting intersection with the psychological field of humour. The aim of the study is to examine the relationship between the humor styles and self-perceptions of primary school 4th grade students and to conduct the validity-reliability study of the humor styles measurement tool. The study group of the research was carried out with 525 students attending the 4th grade of primary school. "Humor Styles Questionnaire for Young Children" (HSQ-Y) and "Self-Perception Profile for Children" (CIBAP) were used as data collection tools. In the analysis of the research, first of all, the validity-reliability study of the humor styles questionnaire was conducted and the correlational scanning method of the general scanning model was used to examine the relationship between humor styles and self-perceptions of primary school students. In the results of the research; The humor styles questionnaire was found to be valid and reliable. In the relationship between; The sub-dimension of the humor styles questionnaire reveals the positive and significant relationship of the "participatory humor style" with all the sub-dimensions of the self-perception profile for children, and the "self-enhancing humor style" with the sub-dimension of "social acceptance". In the study, it was also observed that "aggressive humor style" was negatively related to "educational competence", "behavioral management", "social acceptance" "general self-worth" sub-dimensions, and "self-destructive humor style" was negatively related to "athletic competence" sub-dimensions.

The aim of this research is to develop a scale for determining pre-service teachers' attitudes towards recycling. The research was carried out using a quantitative research design. The research was carried out in the education faculties of two state universities located in the east and west of Türkiye. 284 pre-service teachers (62 males, 222 females) who were selected by the easily accessible sampling method participated in the research. During the scale development process, an item pool consisting of 56 statements was created. The draft scale, which was prepared after the expert opinion, was applied to the pre-service teachers. After validity and reliability analysis, three factors with 32 items were obtained, which explained 42.456% of the total variance. The factors were named "Responsibility and Behavior," "Consciousness and Awareness," and "Economic Value", respectively. The Cronbach"s Alpha coefficient was calculated as 0.893 for the "Responsibility and Behavior" factor, 0.785 for the "Consciousness and Awareness" factor, and 0.801 for the "Economic Value" factor. In addition, Cronbach's Alpha was calculated as 0.884 for the overall scale. According to the findings, it can be said that this scale developed in the research is sufficient in terms of validity and reliability. However, in future studies, similar scales with confirmatory factor analysis can be developed and applied to large samples to examine participants' attitudes toward recycling.

The COVID-19 epidemic has precipitated a rapid and widespread adoption of online education, leading to its normalization in contemporary society. Online education is evident across several educational levels. However, assessing the efficacy and effectiveness of these training programs can only be achieved by implementing a suitable evaluation methodology. One of the primary challenges associated with online education is the difficulty in assessing its quality and effectiveness. One of the contributing factors to this issue is the instructor's lack of technological skills and knowledge relevant to online teaching. This research aims to develop a scale (Online Evaluation Awareness-OnEvA) to determine the instructors' awareness of online evaluation. 165 participants' data from 63 universities was used for exploratory factor analysis. The items of the scale are designed to measure awareness in both pedagogical and technological dimensions. The items in the pedagogical dimension include the essential competencies that instructors should possess, and alternative evaluation methods offered online. In the technological dimension, the items are created to determine instructors' awareness of the use of technological platforms and tools. For the next step, a confirmatory factor analysis was performed to establish the scale's construct validity with 161 instructors. Additionally, the scale's internal consistency was determined to be high, with a Cronbach's alpha of 0.964. It is affirmed that this awareness scale developed within the scope of this research will contribute to the development of future models or frameworks related to the dimensions of evaluation knowledge in online learning.

This study aims to develop a test to measure sixth grade students' success in 'Circulatory System'. For this purpose, a draft test containing 22 questions was prepared by the researchers. And then, the draft test was submitted to expert opinion and examined in terms of language and content. Following expert opinions, the 22 multiple-choice questions were administered to 128 seventh graders attended to two different secondary schools. Item analysis was performed in the data and thus, two questions were removed from the draft test. According to the findings, the overall item difficulty value of the 20-question final test was calculated as 0.654, and the item discrimination value was calculated as 0.54. KR-20 reliability coefficient of the test was 0.71. Seven of the questions are at the remembering level. Additionally, there were eight questions at the understanding level and five questions at the analysis level according to Bloom' revised taxonomy.

The objective of this research is to construct a scale for assessing the extent of parents' 'sharenting' behavior and to assess its psychometric characteristics. The development of the Sharenting Scale commenced with a comprehensive review of relevant literature. Subsequently, a preliminary version of the scale was administered to 300 parents who utilize social media platforms. Exploratory Factor Analysis was conducted on the collected data, revealing a two-factor structure comprising nine items. The analysis indicated that the two-factor structure accounted for 66.51% of the total variance. Confirmatory Factor Analysis was conducted using data collected from 191 parents who completed the aforementioned scale. The goodness-of-fit indices indicated satisfactory fit values: X[superscript 2]/df= 2.06, RMSEA= 0.075, CFI= 0.96, IFI= 0.96, TLI= 0.95, GFI= 0.94, NFI= 0.93. The convergent validity of the scale was assessed through the calculation of Average Variance Extracted and Composite Reliability values. Furthermore, the internal consistency reliability of the Sharenting Scale was evaluated using Cronbach's Alpha coefficient, yielding a value of 0.82. Additionally, the stability of the scale was examined via a test-retest method, resulting in a correlation coefficient of 0.83. Based on these findings, it can be concluded that the Sharenting Scale demonstrates both validity and reliability as a measurement tool for assessing parents' 'sharenting' behavior.

The Music Performance Self-Efficacy Scale (MPSES) is an important scale designed to reflect the four sources of self-efficacy of Bandura by Zelenak, and has been used in many studies of music education in the international literature in recent years. This study was carried out to ensure the validity and reliability of the Turkish translation of the MPSES. Participants (N = 613) were students (men n = 291; women n = 322) in undergraduate-level music education programs in Turkey. The translation process included the following steps, which were performed by a translation group: (1) translation into Turkish, (2) back translation into English, and (3) cross-cultural adaptation. First and second-level confirmatory factor analysis results showed good model-data fit (for one main dimension and four sub-dimensions). Therefore, the Turkish version of MPSES produced satisfactory internal consistency coefficients ([alpha] = 0.75-0.91). Additionally, t-test results and item-total score correlation coefficients also revealed that the items re distinctive. Accordingly, The Turkish version of MPSES is a valid and reliable tool for determining the sources of music performance self-efficacy for those who will do research in Turkish.

It is obvious that current tools in literature that are used to measure female's sexual quality of life focus only on the objective dimension of sexual function, failing to examine quality of life on a multidimensional level. The aim of this research is to examine the validity and reliability of the ADORE for Turkish society. In the methodological research, 500 females were included. The research data was collected with "Descriptive Information Form" "ADORE" and "Sexual Quality of Life-Female (SQOL-F)." ADORE is a five-Likert-type type and 36-item scale that was developed to assess female's sexual quality of life. It has six sub-dimensions. It is stated that ADORE can better evaluate female's sexual quality of life holistically and contextually. The validity of ADORE was analyzed as linguistic, content, and construct validities. In determining the reliability of the scale, item-total score correlation, Cronbach alpha (Cr [alpha]) coefficient, Pearson correlation, split-half analysis, test-retest, and parallel form were used. Content validity index was found to be 0.90. The confirmatory factor analysis was performed for construct validity. ADORE's Cr [alpha] reliability coefficient was determined to be 0.95. According to ADORE test-retest analyses, it was found that there is a positively strong and statistically high significant correlation among scores of the scale. It was determined that there is an acceptable correlation between ADORE and SQOL-F. In determining female's sexual quality of life in Turkish society, ADORE is a valid and reliable scale. It is a useful scale for health professionals working in the clinic to evaluate female's sexual quality of life.

The aim of this study is to develop a measurement tool that can determine the attitudes of social studies teachers and classroom teachers towards the use of current events in the social studies course. The scale consists of 23 five-point Likert-type items. The scale form consisting of 40 items prepared by the researchers was administered to a total of 394 teachers, including 303 classroom teachers and 91 social studies teachers working in different provinces of Turkey. As a result of the EFA, it was determined that the scale consists of 23 items and 2 sub-dimensions. The first sub-factor consisting of 14 items explains 40.44% of the variance of the related attitude variable, while the second sub-factor consisting of 9 items explains 12.99% of the variance of the related attitude variable. This two-factor structure explains 53.43% of the total variance. According to CFA analysis, values of X[superscript 2] / df = 2.73 (p = 0.000); RMSEA = 0.098; NFI = 0.90; CFI = 0.94; GFI = 0.77; NNFI = 0.97; and IFI = 0.94 were found. These findings reveal that the scale is a valid and reliable measurement tool to measure attitudes towards the use of current events in the social studies course. The original form of the scale is in Turkish.

The aim of this study was to adapt the Positive and Negative Affect Scale for Children (PANAS-C) developed by Laurent et al. into Turkish and to examine its validity and reliability on high school adolescents. The data of the study were analyzed with four different study groups. The first study group consisted of 414 high school adolescents, 262 girls (63.3%) and 152 boys (36.7%), between the ages of 14 and 19, with a mean age of 15.80 (SD = 1.15). Confirmatory factor analysis (CFA) was conducted with the first study group to determine the construct validity of the scale and a 14-item short form of the scale was obtained. A total of 295 adolescents, 159 girls (53.9%) and 136 boys (46.1%), between the ages of 14 and 19, with a mean age of 16.06 (SD = 1.16), participated in the second study group. CFA was conducted with this group for the construct validity of the short form; a two-dimensional structure was obtained as in the original form of the scale. In addition, multiple-group CFA was conducted with the data obtained from the second study group, and cross-validation of the scale regarding gender was ensured. The internal consistency coefficient, combined reliability values, and average variance extracted values of the scale were examined with both the first and second study groups, and the values obtained were found to be acceptable. The third study group consisted of 69 high school students, 36 girls, and 33 boys, with an average age of 15.67 (SD = 0.82). The criterion-related validity of the scale was examined with the third group. As a result of the criterion-related validity study, it was found that there was a moderately positive relationship between positive emotion and life satisfaction and a negative relationship between positive emotion and depression. On the other hand, there was a moderate negative relationship between negative emotion and life satisfaction and a significant positive relationship between negative emotion and depression. The test-retest reliability of the scale was examined with the fourth study group. For this purpose, 63 students were administered the PANAS-C at 3-week intervals. Significant relationships were found for test-retest reliability, r = 0.70, p < 0.01 for the positive emotion dimension, and r = 0.63, p < 0.01 for the negative emotion dimension. The results of the study were discussed and interpreted and suggestions for researchers were presented.

Intellectual giftedness is an important student characteristic that teachers need to take into consideration when designing education programs and providing educational support to these students. Effective nomination and identification are the basis for further education. In nominating gifted students for special educational programs, teachers play an important role by providing information about superior characteristics of students. The purpose of this study is to develop a teacher rating scale (TRSG) for nominating the children to gifted education programs. In order to develop a teacher rating scale (TRSG) for nominating the children to gifted education programs, the present study involved three stages: item generation, instrument application and validity-reliability analyses. One hundred sixty-nine teachers participated in the study. To ensure the validity of the scale, its content, construct and criterion-related validity were examined, and to ensure its reliability, its Cronbach alpha value was calculated. For content validity, three experts on gifted education examined the items and the whole scale in terms of successful intelligence theory. After their approval of the content, construct validity was examined by confirmatory factor analysis. The result of the analysis supported the three-factor structure of the scale having 17 items. According to the results of the research, it has been established that the TRSG is a valid and reliable instrument, and it may be used to nominate gifted children based on the evaluations of the teachers. Sternberg (2018) defined three components. According to the theory of Sternberg (2018), giftedness involves analytical, practical and creative intelligences, and they are associated not only with each other but also with a G factor. In the analysis, each item was classified under a component of successful intelligence theory and the statistical examinations supported the anticipated associations among the items and the factors. The sample size of the teachers was small. The limitations of this study are the use of convenience sampling and the inclusion of only 169 teachers in the sample. Another limitation is rating bias. The results on the validity and reliability supported the notion that the scale is appropriate to be used for nomination purposes by teachers in gifted education programs. Its limited number of items, quick application, and simple scoring procedures make it advantageous for use in various contexts.

This study aims to investigate the validation of the Rapid Interactive Screening Test for Autism in Toddlers (RITA-T) in Turkish toddlers between 18 and 36 months of age. Children aged 18-36 months were referred to the department of child psychiatry for concerns of autism spectrum disorder, language disorder, developmental delay, and typically developing children were enrolled. A total of 81 toddlers participating in the study received clinical interviews according to the "Diagnostic and Statistical Manual of Mental Disorders" (5th ed.) and the Childhood Autism Rating Scale. They received the translated RIT-T from reliably trained and blinded providers. Parents completed the Modified Checklist for Autism in Toddlers form. A cut-off score was calculated based on the sensitivity, specificity, positive, and negative predictive values of the RITA-T total score that best differentiates autism spectrum disorder diagnosis. For all participants, the RITA-T total score correlated with the Modified Checklist for Autism in Toddlers (r = 0.715) and the Childhood Autism Rating Scale total score (r = 0.825). Using a cut-off score of [greater than or equal to]17, the RITA-T had a sensitivity of 0.90 and a specificity of 0.927 for identifying autism spectrum disorder risk. The area under the curve was 0.977. Our findings demonstrate that the RITA-T is effective in Turkish toddlers for the early identification of autism spectrum disorder, early intervention settings, and allowing access to treatment.

This methodological study aimed to assess the validity and reliability of the Turkish version of the Evaluation of the Impact of Hearing Loss in Adults (ERSA) questionnaire for individuals with treated hearing loss. The study involved 200 participants, and both exploratory factor analysis and confirmatory factor analysis were used to examine structural validity. External validity was assessed by correlating ERSA scores with the Abbreviated Profile of Hearing Aid Benefit (APHAB). Internal consistency and test-retest reliability were evaluated using Cronbach's alpha and the intraclass correlation coefficient, respectively. The Turkish ERSA demonstrated strong psychometric properties, with significant correlations between APHAB and ERSA scores and excellent internal consistency and test-retest reliability. The findings suggest that the Turkish ERSA is a valid and reliable tool for evaluating the impact of hearing loss in individuals.

The aim of this research is to adapt the job stress scale developed by Parker in 1983 into Turkish and to conduct a validity and reliability study. Exploratory factor analysis of the job stress scale was conducted on a sample of 167 teachers and confirmatory factor analysis was carried out on a sample of 185 teachers. The 13-item scale was first adapted into Turkish and reviewed by field experts. As a result of the exploratory factor analysis of the five-point Likert-scale, a two-factor structure emerged and it is seen that this structure explains 69.336% of the total variance. According to the exploratory factor analysis, the scale items were collected in two clusters called job anxiety and time stress. This two-factor structure was confirmed by confirmatory factor analysis. Confirmatory factor analysis fit indices are at best fit and acceptable fit levels. This adaptation research whose validity and reliability were fulfilled was found to be compatible with the results of the scale developed by Parker. The Cronbach Alpha coefficient calculated to determine the reliability of the scale was determined as 0.843. The job stress scale is valid and reliable in the sample of teachers.

This study aims to develop a valid and reliable assessment tool for the assessment of safety skills of individuals with intellectual disabilities, examine the effectiveness of the Safety Skills Instruction Program (SSIP) in teaching safety skills to these individuals, determine the preservation of skills after instruction by observation, and determine the views of parents and students respecting the teaching of safety skills. This research is designed in an explanatory sequential design, which is one of the mixed research methods. The examination of the construct validity process has indicated that the Safety Skills Test (SST) has a structure of four factors. 540 individuals with intellectual disabilities participated in the development of the measurement tool, and 32 individuals with intellectual disabilities participated in the implementation of the curriculum. It is determined that the level of safety skills of the students with mild intellectual disabilities who have attended the instruction is higher than the ones who have not attended, according to the mean ranks. It is found that the safety skills of students are preserved at a rate of 85-85%, according to the observation data gathered one week later. According to the result of the interview data, students and parents feel pleased about the instruction and think that the skills have been learned to a large extent.

The present research emphasizes the role of learning in response changes to infection threats and suggests a new instrument. This preliminary study aims to develop a brief tool (SITS: Sensitivity to Infection Threats Scale) that measures individuals' health sensitivity to infection threats. The present research utilized the Brief Symptom Inventory-phobic anxiety and hostility subscales and the newly developed SITS. The reliability and validity of SITS were examined through construct, divergent, and convergent validity as well as internal consistency and test-retest reliability. The underlying dimensions were explored through an exploratory factor analysis (EFA N = 142; Mage = 20.29, SDage = 2.34), and the EFA dimensions were confirmed through a confirmatory factor analysis (CFA N = 236; Mage = 20.36, SDage = 2.24). The EFA and CFA results supported a correlated four-factor model and the 20-item structure of the SITS. These four factors included Preoccupied, Avoidant, Physiological, and Cautionary Sensitivities. The overall scale and subscales had good internal consistency, test-retest reliability, and convergent and divergent validity. The SITS is a reliable scale and has the potential to deepen our understanding of human behaviour in responding to infection threats.

Achievement tests are among the most widely used data collection tools to measure the knowledge and skill levels of individuals. For this reason, the existence of valid and reliable achievement tests that can perfectly reveal the competencies that a person should have in any discipline is of great importance. The purpose of this research is to provide evidence for the validity and reliability of an achievement test that will be used to reveal the verbal competencies of adults and the degree of these competencies. In the first part of the study, 1200 multiple-choice questions were prepared from the verbal domain. The prepared items were reduced to 1030 items by passing the expert opinion. Based on the criteria determined by Webb (1997) for the evaluation of learning outcomes, the opinions of field experts and experienced teachers were evaluated. In the second part of the study, a pilot application was made to 3.250 participants across Turkey on the e-platform created. Item analysis with the ITEMAN program showed that the test was valid to some degree. The KR-20 reliability coefficient was found to be 0.77, providing evidence of the reliability of the test. It is expected that the developed test will contribute to revealing basic skills in adults and be used in related research.

This study aimed to examine the psychometric properties of the Turkish version of Sosu Critical Thinking Disposition Scale (TV-CTDS). The data were gathered from two independent samples consisting of undergraduate and graduate students from four different universities in the Black Sea region of Turkey. After the translation procedure, the psychometric properties of the TV-CTDS, including factor structure, measurement invariance, convergent validity, discriminant validity, and reliability, were investigated. The results of the study revealed that the two-factor model (critical openness and reflective skepticism) of the TV-CTDS presented a better fit to the data than the one-factor model, and two-factor model is invariant across different samples (undergraduate and graduate students) and genders. Also, the TV-CTDS showed convergent validity and discriminant validity across two different samples, and its internal consistency was adequate. Therefore, it can be said that the TV-CTDS can be used by educators, researchers, and professionals to assess undergraduate and graduate students' critical thinking dispositions in Turkey.

This study aims to develop a valid and reliable measurement tool to determine the attitudes of Arabic teachers toward Arabic language teaching. The population of this study consists of 171 teachers and teacher candidates for exploratory factor analysis (EFA) and 202 teachers for confirmatory factor analysis (CFA), who teach Arabic in Turkey. The study population was reached through Google Forms in January and June 2022. Due to the difficulty and limitation of reaching Arabic language teachers, convenient sampling and snowball sampling methods were used in the selection of the study sample. The draft scale items created as a result of the literature review were evaluated by field experts for face and content validity, and the scale was finalized. EFA was used to test construct validity. The results of the analysis showed that the scale consisted of 23 items with two subdimensions. Sub-dimensions explain 56.95% of the variance. DFA was performed to validate the obtained results. The fitness values reached by DFA included CMIN/df=2.028, RMSEA=0.072, CFI=0.920, IFI=0.921, and SRMR=0.074. In general, it was determined that the CMIN/df fitness values, perfect fitness values, and other fitness coefficients were at an acceptable fitness level. The item discrimination level of the scale was found to be significant in favor of the upper group. The Cronbach Alpha internal consistency coefficients were examined to determine the reliability of the scale. The Cronbach Alpha internal consistency coefficients were 0.944 for the first sub-factor, 0.855 for the second sub-factor, and 0.944 for the whole scale. As a result of the analyses made, it was concluded that the two-factor scale consisting of 23 items was valid and reliable. All these findings revealed that the measurement tool has a structure that can measure the attitude of Arabic language teachers towards teaching Arabic.

The efficiency of the distance education process can be evaluated from various aspects. One of the most important indicators in revealing the effectiveness of the distance education process is the satisfaction level of the learners. This study aimed to develop a valid and reliable satisfaction with distance education scale for secondary and high school students. In this context, first of all, the studies on distance education and student satisfaction with distance education were examined, and the appropriate items for secondary and high school students used in these studies were determined. Afterwards, a 26-item initial scale was prepared by the researchers to evaluate the satisfaction levels of the students in the distance education process. This initial scale was applied to a total of 1142 students, 691 females and 451 males, at different grade levels in secondary and high schools. 8 items were removed from the scale as a result of the exploratory and confirmatory factor analyses. The Cronbach alpha reliability coefficient of the final version of the scale was determined as 0.76. The final version of the scale consisted of 18 items and 5 dimensions: "personal compliance", "teacher-student and student-student interaction", "materials and communication tools", "teaching process", "attitude towards e-lessons". It was concluded that the scale developed in this study can be considered reliable in determining the level of the satisfaction with distance education of secondary and high school students, and it is recommended to be used in future research and applications.

This study aims to develop a measurement tool to be used to determine the attitudes of pre-service teachers towards virtual classroom environments. For this purpose, the literature on the subject was examined, and student opinions were taken. As a result of these processes, a 50-item piloting form of the scale was prepared. The prepared scale items were presented to the expert opinion in terms of content validity, and after the feedback obtained from the experts, some items were rearranged with minor corrections and transformed into a 50-item scale. The scale was administered to 282 students, 234 female and 48 male, studying in different teaching programs and different grade levels at Gazi University Gazi Faculty of Education in the spring term of the 2021-2022 academic year. Validity and reliability analyses of the scale were made based on the data set obtained as a result of the application. Exploratory Factor Analysis (EFA) was performed for construct validity, and as a result of the Exploratory Factor Analysis (EFA), a scale consisting of 46 items and 2 sub-dimensions was obtained. The total variance explanation rate of the two factors in the structure of the scale was 62.79%. The reliability analysis results obtained for the scale revealed that the Cronbach's alpha reliability coefficient for the overall scale was 0.98, and the reliability coefficients for the sub-factors were 0.98 and 0.96, respectively.

This study aimed to develop and validate a comprehensive research self-efficacy scale (C-RSES) to measure the research self-efficacy of both graduate students and academics in any discipline. Data were gathered nationwide in Turkey from 1301 researchers including graduate students and academics. Exploratory factor analysis revealed a 28-item C-RSES with six factors, namely Literature Review and Research Problem, Discussion, Data Analysis, Research Plan, Research Ethics, and Conceptual/Theoretical Framework. Confirmatory factor analysis supported the proposed factor structure. Factorial invariance of the C-RSES across males and females was shown. Cronbach's alpha reliabilities for the subscales ranged from 0.85 to 0.94, which indicates high internal consistency for the scores obtained from the scale. Additionally, using multivariate analysis of variance, researchers with and without a Ph.D. were compared regarding their research self-efficacy aspects. The findings of the study provided evidence for the validity and reliability of the C-RSES. It is suggested that C-RSES is promising to measure the research self-efficacy of graduate students and academics.

The aim of this study is to conduct a validity and reliability study for adaptation of the scale of learning strategies (the Motivated Strategies for Learning Questionnaire) to Turkish, which was developed by Pintrich, Smith, Garcia and McKeachie (1991) and adapted by Meijs et al. (2019) for distance education students. The Scale of Learning Strategies for Distance Education Students is a scale consisting of 25 items and 5 factors (management of time and effort, complex cognitive strategies use, simple cognitive strategies use, communication with others, and academic thinking). After testing equivalance of Turkish form, the validity and reliability studies of the Scale of Learning Strategies for Distance Education Students were conducted with participation of 411 students studying in different departments of Kocaeli University in the fall semester of the 2021-2022 academic year. Confirmatory Factor Analysis (CFA) method was used for the adaptation of the scale, the significance of the differences between item average scores of the groups over and below 27% were examined with Cronbach's alpha internal consistency coefficients, corrected item-total correlations, and t-test in order to determine the relability. As a result of normality test and first CFA, the 2nd and 6th items in the time and effort management sub-dimension were excluded from the scale in accordance with expert opinions due to fact that their standardized regression coefficients were not significant (p>0.05). When the fit indices were examined as a result of the analysis, the findings were as follows X[superscript 2]/sd =2.594, RMSEA= 0.064, SRMR= 0.0616, GFI= 0.894, NFI= 0.879, TLI= 0.908, CFI= 0.921 and IFI=0,922. The corrected total correlations of the scale items ranged between 0.37 and 0.68. The results of t-test applied to the scores of the groups over and below 27% were found to be significant for all items. Cronbach's alpha coefficient for the reliability of the overall scale was calculated as 0.915. Reliability for sub dimensions: Management of time and effort [alpha]=0,69; Complex cognitive strategy use [alpha]= 0,82; Simple cognitive strategy use [alpha]=0,87; Contacts with others [alpha]=0,76; Academic thinking [alpha]=0,88. A significant correlation was determined between the sub-dimensions of the scale and between the subdimensions and the total. According to these findings, adaption of the scale to Turkish is valid and reliable.

This study aims to develop a measurement tool to determine the socio-technical pedagogical usability of mobile applications that can be used in an educational context. The study group consists of a total of 1012 students who are studying at a higher education institution in Turkey in the fall semester of the 2021-2022 academic year. A draft scale of 24 items was prepared by the researcher following a literature review. After taking expert opinions within the scope of content validity studies, it was reduced to 20 items. While performing the data analysis, firstly exploratory factor analysis was applied on the first data set (N=604). Confirmatory factor analysis was performed on the second data set (N=408). Within the scope of validity and reliability studies of the scale, content and construct validity were examined and internal consistency coefficient, item-total correlation analysis, composite reliability, and average variance extracted analyses were performed. As a result of the exploratory factor analysis, the final scale consisting of 17 items and three dimensions was obtained. The total variance explained was 74.75 % and the Cronbach's Alpha reliability coefficient for the whole scale was .946. The model fit indices obtained as a result of CFA were found as: X[superscript 2]/df=2.870<3, NFI=0.951, CFI=0.968, TLI=0.961, GFI=0.915, AGFI=0.885, RMSEA=0.068, which verified the resulting structure. In line with the data obtained, it was concluded that the socio-technical pedagogical usability scale is a valid and reliable measurement tool with three factors and 17 items. Thanks to the developed scale, the socio-technical pedagogical usability of mobile applications and software that can be used in education processes can be revealed.

This study sought to develop a valid and reliable measurement tool that measures the perceptions of behavioral dispositions in determining the high school preferences of 8th grade students. The study population consisted of 26,906 eight graders in public and private secondary schools located in the city centres of Aydin and Denizli, Turkey. The sample was selected using the disproportionate cluster sampling method. In this respect, a total of 400 students in the pilot implementation and 700 students in the large sample implementation participated in the implementation in equal numbers in both provinces. In the pilot implementation phase of the research, a three-dimensional trial form consisting of 125 items was administered to the 8th graders, as the sample group. Exploratory factor analysis was employed to ensure the construct validity, and a scale consisting of 45 items and three factors was identified. The subdimensions of the scale were named as cognitive, affective, and psychomotor domains. However, the scale was developed in a 5-point Likert type. Referring to the reliability study of the scale, the Cronbach's Alpha coefficient was calculated as 0.962 in the pilot implementation and as 0.888 in the large sample implementation. The results revealed that the Behavioral Disposition Perception Scale was a valid and reliable measurement tool in measuring the perceptions of behavioral dispositions of 8th graders in determining their high school preferences.

This study aimed to create and validate a scale for early childhood educators that reflects the cultural sensitivity of educators in classrooms. We collected data from 403 early childhood educators in Adiyaman, Turkey. Experts' assessments were consulted for content validity, and EFA and CFA were done for the reliability and validity of the scale. The internal consistency coefficient was calculated based on the reliability of the study. The result of scale development was a 29-item, 3-factor scale that shows evidence of reliability, validity, and practical usability for further research. The three factors of the Cultural Sensitivity Scale for Early Childhood Educators consist of "acceptance of cultural differences," "adaptation of cultural differences," and "rejecting cultural differences." The relationship among subscales was tested and it was seen that the sub-dimensions of 'Acceptance of Cultural Differences' and 'Adaptation to Cultural Differences' were positively related to each other and that these two sub-dimensions were negatively and significantly related to the sub-dimension of 'Rejecting Cultural Differences'. Confirmatory factor analysis (CFA) also confirmed the results of EFA. Factor analysis results showed that the scale had three factor and Cronbach a was 0.743.

In today's technologies, in line with the needs of the age, social platforms have taken their place in education with increasing importance day by day. Especially in the pandemic process, which requires distance education, the tendency to social media has increased. Therefore, the attitudes of secondary school students towards the use of YouTube for learning purposes have gained importance. For this reason, it is aimed to develop the YouTube Usage Scale (YUS), which can be used to determine secondary school students' attitudes toward YouTube use. Thus, in the study, it was foreseen to determine the behavioral intentions of secondary school students to use YouTube as a Learning Resource and to reveal the factors affecting this behavioral intention. The research population consists of all secondary school students studying in the Malazgirt district of Mus province, located in the eastern part of Turkey, in the 2018-2019 academic year. The sample of the study is represented by 644 students selected by the random sampling method. The content validity of the YUS was provided by expert opinion. The construct validity was validated by exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). For content validity, a 47-item draft YUS was submitted to the opinion of a group of 14 experts in the field. The content validity of the 42-item YUS was ensured. In the construct validity studies of YUS, EFA was performed with a total of 644 secondary school students studying in the 5th, 6th, 7th and 8th grades. CFA was carried out with the participation of 311 secondary school students excluding the EFA sample group. EFA showed that YUS consisted of 4 sub-dimensions and 25 items. The Cronbach's alpha coefficient was found to be 0.91 in the reliability analysis of YUS. Also, in reliability studies, it was determined that the subscales had summability and no response bias. The fit-order between the four-factor structure determined as a result of EFA and the sample data was examined using the AMOS 24.0 program within the framework of the Technology Acceptance Model (TAM). First- and second-order confirmatory analysis models were used in the data-model fit calculations. As a result of the study, the validity and reliability of the 24-items YUS scale were produced. Thus, the structures explaining the behavioral factors of secondary school students were defined, and the relationship of these structures with other factors was determined.

The present study seeks to adapt the Teachers' Basic Information Communication Technology (ICT) Competence Beliefs Scale, developed by Rubach and Lazarides (2021), into Turkish and test the adapted scale's validity and reliability. The initial step involved conducting a linguistic equivalence of the scale from English to Turkish with 62 English language teachers in a pre-test. Subsequently, the Turkish version of the scale was administered to 356 teachers (69.7% female, 30.3% male) in Turkey to assess its validity and reliability. Participating teachers were from different subjects (e.g., 9.8% science, 7.9% mathematics, 3.7% social science) and school types (27.5% primary school, 55.3% secondary school, 17.1% others). Results of confirmatory factor analysis indicated the original six-factor structure with three first-order and three second-order factors that best fitted the data. The same competence dimensions were indicated in the Turkish contexts as in the original instrument, i.e., information and data literacy; communication and collaboration; digital content creation; safety and security; problem-solving; analyzing and reflecting. The correlations between all six first-order factors were between 0.58 [greater than or equal to] r [greater than or equal to] 0.79. All factors showed good reliability indices, i.e., [alpha] > 0.83, [omega] > 0.83 and CR > 0.72. The adapted instrument was found to be invariant across gender. Mean-level differences among gender groups point to one difference with male teachers reporting higher competence beliefs for digital content creation compared to female teachers. In conclusion, the results of this replication study support the cross-cultural transferability of the original Teachers' Basic ICT Competence Beliefs instrument developed by Rubach and Lazarides (2019).

The purpose of this study was to adapt the computational thinking scale developed by Tsai, Liang and Hsu (2021) into Turkish in order to determine the computational thinking skill levels of secondary school students according to such basic elements defined by Selby and Woollard (2013) as abstraction, decomposition, algorithmic thinking, evaluation and generalization and to do the related validity and reliability study. A total of 454 high school students (9th-12th grade) determined with the convenient sampling method constituted the sample of the study. The original scale was made up of 19 5-point Likert-type items. Confirmatory Factor Analysis (CFA) was performed to examine the conformity of the data collected via the adapted scale to the five-factor structure of the original scale. As a result of CFA, it was seen that the factor structure of the original scale was preserved. The reliability of the scale was checked with the internal consistency coefficient for the whole scale and its factors. The Cronbach Alpha coefficients obtained were 0.84 and McDonald's omega coefficients obtained were 0.86. The scale's Turkish adaptation was found to be a valid and trustworthy measurement tool for establishing the computational thinking proficiency levels of students in high school.

This study aimed to develop a useful test to measure university students' spatial abilities validly and reliably. Following a sequential explanatory mixed methods research design, first, qualitative methods were used to develop the trial items for the test; next, the psychometric properties of the test were analyzed through quantitative methods using data obtained from 456 university students. As a result, a multiple-choice spatial ability test with 27 items and five options was created, divided into three subtests: spatial relations, spatial visualization, and spatial orientation. The results suggested that scores obtained from the spatial ability test and its subtests are valid and reliable.

This research aims to develop a reliable and valid scale to determine middle school students' self-efficacy about estimation skills. In addition, with the developed scale, the estimation skill self-efficacy of middle school students was examined in terms of various variables. For these purposes, a draft scale of 40 items was developed by reviewing the literature and taking expert opinions. In this context, data were obtained from two different study groups in the research. The first stage of this research was the development of the scale, and the data obtained from 327 middle school students. The second stage of this research was the testing process of the developed scale, and it was carried out on the data obtained from 317 middle school students. While developing the scale, confirmatory factor analysis, exploratory factor analysis, Guttman Split-half values reliability and Cronbach Alpha internal consistency coefficient calculations were performed. As a result of the analysis, the total variance percentage of the scale consisting of 23 items and 5 factors was found to be 55.61%. In addition, it was seen that the model obtained as a result of CFA was at an acceptable level. Cronbach Alpha value for the whole scale was determined as 0.91. As a result of this study, a reliable and valid scale was developed to determine the middle-school students' self-efficacy for estimation skills. It was concluded that middle school students' self-efficacy for estimation skills differed according to grade level, but not according to gender. When total score of the whole scale was considered, it was seen that estimation skill self-efficacies of the female students were higher than of the male students but that difference was not significant. Besides, when the estimation skill self-efficacy levels of students were investigated according to their grade level in this research, it was concluded that the self-efficacy scores of the 7th grade students were higher than of the 5th, 6th and 8th grade students.

This study is an attempt to develop a reliable and valid measurement tool to measure secondary school students' attitudes towards metaverse use. Therefore, the study reported the analyses related to metaverse attitude scale (MVAS). The content validity of the scale was ensured by an expert's view, and Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) designed according to the Technology Adaptation Model (TAM) were employed to ensure its construct validity. The structural equation model was used to reveal the relationship across the variables. EFA was carried out with the data obtained from 251 5th, 6th, 7th, and 8th-grade secondary school students enrolled in public schools in a city in northwest Turkey. The results of EFA confirmed a 22-item three-factor model. Then, the three-factor model obtained from EFA was cross-validated through the use of CFA that proposed a 21-item 3-factor model. The fit indices for CFA were found as 0.05 for RMSEA, 0.049 for SRMR, 0.889 for GFI, 0.871 for AGFI, 0.9146 for NFI, 0.965 for CFI, and 0.916 for RFI. Besides, the results affirmed the proposed 21-item three-factor model theoretically and statistically. Structural equation modeling was used to determine the relationship across variables. Accordingly, secondary school students were identified to have positive responses towards cognitive and affective fields related to the metaverse. However, they could not transform these responses into behavioral field. As a result, the metaverse may be used in education since it is likely to observe the independent variables such as perceived usefulness, perceived ease of use and attitude towards use regarding the metaverse in secondary school students.

The competences expected from teachers are described in several international reports. An investigation of teacher competences has a potential to analyze and delineate the current situation. Assessment of any construct necessitates utilization of appropriate scales with established validity and reliability. Currently available validated digital competence scales have examined digital competences of citizens, teachers, students, but most are based on only one digital competence framework. In this study a valid, reliable, and comprehensive scale entitled "Teachers' Digital Competence Scale" (TDiCoS) for teachers of different subjects has been obtained by relying on standards/policy reports from several countries. TDiCoS items measure teachers' self-assessment and report of their use of digital technologies in their classrooms. TDiCoS was validated on a sample of 288 in-service teachers. In the final form TDiCoS is unidimensional and composed of 19 items. The model fit criteria, factor loadings, internal validity, and reliability of TDiCoS were examined and found to be good. Hence, it can inform design of new policies and teacher professional development programs targeting digital competences.

In recent years, computational thinking has been considered as one of the 21st century skills that all students should have. Researchers emphasize the importance of determining and developing students' computational thinking levels from the earliest possible age. However, no measurement tool has been found in the literature that aims to reveal the computational thinking levels of primary school students. In this study, it was aimed to develop the computational thinking scale for primary school students and to examine the computational thinking levels of primary school students according to different variables (grade level, daily computer use time). In the first stage of the study, a scale with appropriate psychometric properties was developed to measure computational thinking. In the scale development phase of the research, exploratory sequential mixed methods research design was used. In the other phase of the study, it was investigated whether the computational thinking levels of primary school students differed according to the grade level and daily computer usage time without any intervention. For this reason, the research was carried out in accordance with the general survey model, which is one of the descriptive research types. For the first stage, the study group of the research consisted of 287 students studying in the 1st, 2nd, 3rd and 4th grades of primary schools in Ankara Golbasi district in the second term of the 2021-2022 academic year. In the process of examining the students' computational. thinking levels according to the variables of grade level and daily computer usage time, the study group consisted of a total of 96 students attending the primary education classes of a private school in Ankara in the second term of the 2021-2022 academic year. In this context, the one-dimensional computational thinking scale consisting of 17 items was applied to 287 primary school students and the obtained data were subjected to validity and reliability analysis. According to the explanatory factor analysis, the scale explains 46% of the total variance. When the results of the explanatory factor analysis are examined, it is seen that the factor loads of 17 items in the scale vary between 56 and 0.86. The internal consistency coefficient of the scale was found to be Cronbach Alpha 0.92. The developed scale was applied to primary school students in the next stage. As a result of the study, it was found that the generally computational thinking levels of primary school students differed significantly according to the grade level. On the other hand, it was observed that the students' computational thinking levels differed significantly according to the time spent in front of the computer daily, and the mean of the students' computational thinking scale increased as the daily computer use time increased.

The aim of the study was to describe the validity and reliability of the Turkish version of Juvenile Arthritis Functional Assessment Report (JAFAR) in children/adolescents with Juvenile Idiopathic Arthritis (JIA). Sixty-nine children/adolescents with JIA were included in the study. JAFAR(TR)-Child and Parent forms were applied to the patients with JIA and to their parents for test retest at one-week intervals, the patients did not receive additional treatment and his/her pharmacological treatment did not change for that week. Test-retest reliability was evaluated by intraclass correlation coefficient (ICC), and internal consistency reliability of multi-item subscales was evaluated by calculating Cronbach's alpha coefficient. Correlations between JAFAR(TR)-Child and Parent with the Pediatric Quality of Life Inventory 3.0. Module Arthritis (PedsQL), the Childhood Health Assessment Questionnaire (CHAQ), and the Juvenile Arthritis Disease Activity Score (JADAS) were evaluated to determine construct validity. The ICC value for the test/retest reliability of JAFAR(TR)-Child was 0.963 and of JAFAR(TR)-Parent was 0.576. JAFAR(TR)-Child total score had low to moderate correlations with PedsQL Child (r=-0.34; p=0.004), CHAQ (r=0.40; p=0.001), and JADAS total score (r=0.42; p=0.000). JAFAR(TR)-Parent total score had moderate to high correlations with PedsQL Parent (r=-0.55; p=0.000), CHAQ (r=0.72; p=0.000) and JADAS total score (r=0.53; p=0.000). The Turkish version of JAFAR was found to be clinically valid and reliable in JIA.

K-8 science teacher candidates often struggle with the difficult learning tasks in multiple science courses in their teacher-training program. One of the major parts of these science courses is biology. Student learning in biology depends on their motivational and affective variables as much as their cognitive abilities. As one of the theories of motivation, the achievement goal theory seeks how individuals pursue academic study by focusing on mastery or performance goals. In addition to goal settings, achievement emotions also influence learners' academic performance. The authors suggested a theoretical model integrating achievement emotions into the construct of achievement goal theory. The present study has potential provide more insight into individual differences in goal preferences. This model was examined with K-8 science teacher candidates (n = 581). To test the theoretical model, the "Achievement Goal Questionnaire for Biology Learning" (AGQ-BL) was devised. According to the theoretical model, the AGQ-BL consisted of six subscales which are Mastery Goals-(affective-cognitive), Performance Goals-Approach (Affective-Cognitive), and Performance Goals Avoidance-(affective-cognitive). The explanatory factor analysis (EFA) and confirmatory factor analysis (CFA) were utilized to verify the construct validity of the AGQ-BL. The results of EFA showed and CFA confirmed that the AGQ-BL was composed of six factors, as proposed by the theoretical framework. Internal consistency of the subscales of the AGQ-BL computed by Cronbach's alpha revealed high reliability for each. This study empirically demonstrated the integration of cognitive and emotional goals in achievement settings regarding biology learning. Thus, it can be asserted achievement goals' structure could have more predictive potential on affective and cognitive variables in biology education.

This correlational study consisted of 396 undergraduate violin students studying at three different types of faculties in 18 universities in the 2016-2017 academic year in Turkiye. Data collection was made by using the Effective Musical Notation Reading Strategies Scale (EMNRSS) developed by the researcher and a personal information form. The data were subjected to exploratory and confirmatory factor analysis for construct validity, and in order to determine the internal consistency of the scale within the framework of the reliability tests, the Cronbach's Alpha coefficients were calculated. The three-factor structure that emerged in the exploratory factor analysis was confirmed according to the fit index values obtained as a result of the confirmatory factor analysis (X[superscript 2]/SD = 2.38; NFI = 0.93; CFI = 0.96; GFI = 0.84; RMSEA = 0.059). The alpha value for the first factor of the scale (post-play) was calculated as 0.89 whereas such value was 0.87 for the second factor (during-play) and 0.83 for the third factor (pre-play). The alpha value calculated for the total scale score was 0.92. As a result of the analyses, a 34-item five-point Likert-type scale with three factors was developed. The EMNRSS may be utilized in future research to explore the factors that affect students' level of using such strategies. The applicability of the EMNRSS to levels other than undergraduate level may also be explored.

The aim of this study is to develop a scale that can be used to detect bullying behaviors that can be seen in interpersonal relationships. The sample of the study consists of 381 randomly selected teachers working in primary and secondary schools in the central district of Edirne, Turkey, in the 2021-2022 academic year. In the research, the "Peer Bullying Scale", which was prepared by the researcher and consisted of 50 Likert type items with 4 options, was used as a data collection tool. Varimax rotated exploratory factor analysis was used to determine the sub-dimensions. To determine reliability, item-total correlation, item residual correlation, Cronbach and Rulon coefficients were calculated. The construct validity of the scale was tested with Confirmatory Factor Analysis. As a result of the statistical processes, it was seen that the scale was valid, reliable and usable.

Science process skills are an important part of scientific inquiry that need to be monitored so that pupils can improve their skills to do science. Although there are several science process skills tests mentioned in the literature, we decided to develop an online one in order to improve the usefulness of the test and enable autoscoring to reduce the efforts needed from the teacher. For this purpose, a 17-item test with 2 open-ended and 15 multiple-choice items was developed. After the pilot with 18 8th grade pupils, the study was conducted with 83 8th grade pupils from Bursa in Turkey. Content validity was ensured since all 14 science process skills in the selected theoretical framework were covered in the test. Item analysis showed that these items are valid and reliable as KR20 showed a 0.75 reliability rating, item difficulties were higher than 0.40 and discrimination indexes were higher than 0.30. To gain a deeper insight, distractor analysis showed that all distractors were found to be functional. The test provides a more comprehensive and efficient method of assessing pupils' science process skills, while also enhancing pupil engagement and accessibility. It has the potential to inform instruction and support for pupils, as well as advance research in the field of science education.

This study aims to develop a new spatial visualization test (SVT) for second grade primary school students. The study employed the survey design, and the test was developed in accordance with the test development steps. According to the findings obtained as a result of the pilot study, the items were generally high difficulty levels, and they were very good items. Exploratory and confirmatory factor analysis findings confirmed the three sub-dimensions (mental integration, mental rotation and paper folding) measuring spatial visualization skills. SVT, which was reduced to 10 items, was administered to 396 students; the KR-20 internal consistency coefficient was 0.63, the average difficulty index was 0.35 and the average discrimination index was 0.48. As a result of the study, a valid and reliable test on spatial visualization for second grade primary school students was obtained and it was concluded that students' spatial visualization was at a low level.

Tests are designed as an integral part of the teaching process, necessarily including stakeholders from the onset of preparations to grade allocation, the administration of the test, and the interpretation of the results. The process commences with selecting content to evaluate, deciding upon the skills to be tested, and to meet course objectives (Giraldo & Murcia Quintero, 2019; O'Louglin, 2013; Vogt and Tsagari, 2014). Several questions arise in terms of how to standardize the development process and to evaluate their usefulness. Typically: What is the best test for our context? What does this test actually test?, What relevant information does the test provide?, How does this test affect teaching and learning behavior? and In what ways is the test useful?. Although each language program's particular needs may differ, the answers given to the questions above provide a basis for institutional decisions. None are set in stone and at their root is the critical role testing plays in facilitating what gets learned. The current study initiated action to develop and analyze an achievement test specifically designed for a compulsory A1 level English course delivered to all freshmen students enrolled in Turkish-medium departments at state universities across Türkiye. 150 students who are enrolled in several undergraduate programs at the Faculty of Education at a state university constituted the universe of the study. The researcher analyzed the test after administration and mapped the qualities according to a test usefulness model aiming to address the research gap regarding quality teacher produced tests.

This study aims to establish a Turkish version of the Children's Inventory of Anger Scale (ChIA) developed by Nelson and Finch (2000) to evaluate the intensity of anger experienced in potentially anger-provoking situations in children. The research sample consists of 502 primary and secondary school students attending their education in Hatay province of Turkiye. In the study, the construct validity of the ChIA, correlations of subscales with each other, criterion relative validity, Cronbach's alpha internal consistency, item-total score correlation, and test-retest reliability coefficients were examined. As a result of the confirmatory factor analysis performed for the construct validity of the scale, it was observed that the ChIA was compatible in four sub-dimensions as in the original scale and all items were placed in the relevant sub-scale. In addition, Cronbach's alpha coefficient of the ChIA was found to be 0.87, 0.78, 0.82, 0.75, and 0.81 for the sub-scales of inhibition, physical aggression, peer relations, and authority relations, respectively; test-retest consistency was found to be 0.83, 0.80, 0.82, 0.87 and 0.81 for inhibition, physical aggression, peer relations, and authority subscales, respectively. Statistical analyses of the ChIA have shown that it is a valid and reliable scale that can be used to measure the expression of anger and the impact of anger on personal relationships while assessing specific situations that cause anger in children aged 8-11 years.