Abstract:

Abstract. This study aims to adapt the Situated Academic Writing Self-Efficacy Scale into Turkish and to conduct validity and reliability studies. The sample group of the study consisted of 245 (62 male, 183 female) university students. In the study, the Situated Academic Writing Self-Efficacy Scale, the Academic Procrastination Behavior Scale, and the Student Attitudes and Beliefs Regarding Authorship Scale were used. As a result of the exploratory factor analysis, it was seen that the scale had a three-factor structure, and this structure explained %57.01 of the total variance. The results of confirmatory factor analysis revealed that the fit values of the three-factor structure were at a good level (χ²=65.870, df=51, p=.079, χ²/sd=1.292, IFI=.966, CFI=.965, SRMR=.036, RMSEA=.047). In the criterion-related validity study, there was a negative relationship between the Situated Academic Writing Self-Efficacy Scale and the Academic Procrastination Behavior Scale scores (r=-.38, p<.01), and a positive relationship between the Student Attitudes and Beliefs Regarding Authorship Scale scores (r=.64, p<.01) significant correlation was found. The McDonald's ω coefficient calculated within the scope of the reliability study is .84 for the whole scale, .73 for reflection, .73 for creativity, and .68 for writing skills. In addition, the peer-half correlation was calculated as .73, and significant differences were found between the lower and upper groups of %27. When the item-total test correlations of the scale were examined, it was seen that all items were above .40. Finally, the test-retest correlation was calculated as .94. The findings revealed that the measurement tool is valid and reliable for use in the sample of university students in Turkey.

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