Abstract:

The study’s work group, aimed at developing the measurement tool to determine students’ effective reading self-capacity perceptions, consisted of a total of 677 high school students and 10 field experts, including a total of 345 men and 332 girls who are located in the Central districts of Bursa and continued to teach in the period 2016-2017. Students were randomly selected from 5 different high school schools. In the scale development phase, 56 action items were created, substances with low values after the calculation of the total correlation values of these substances were extinguished from scale and the remaining 41 material data were used for detection and verification factor analysis. According to the results of the analysis, the remaining 21 substances in scale after the extracted substances were presented in a four-factor structure. The equivalences of the total of four factors (eigenvalue), which describe 56.83 % of the accumulated variance, were identified respectively; the first of 4,180; the first of 2,512; the third of 4,096 and the fourth of 1,153. For the whole measurement, the internal consistency is calculated as Cronbach=0.876 for the whole measurement. According to the verifying analysis results (RMSEA = 0,070; SRMR = 0,073; NNFI = 0,91; CFI = 0,94) the model conformity of the conformity index values has been shown to be acceptable and the value of Ki-quar(477,07; p<0.05) is also meaningful and the data has a normal distribution feature. This indicates that the measurement is valid. The findings suggest that the effective reading scale in hand has validity and reliability characteristics.

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Abstract:

The aim of this study was to develop ameasurement tool for determining students’ effective reading self-efficacy perceptions. The study group of the research was composed of a total of 677 secondary school students (345 boys and 332 girls) receiving education at schools located in central districts of theprovince of Bursa during the 2016-2017 academic year, plus 10 domain experts.The students were selected by the random sampling method from 5 different secondary schools.At the scale development stage, 56 action items were created, and after the item-total correlation values of these items had been calculated, items with low values were removed from the scale, and exploratory and confirmatory factor analyses were performed by using the remaining 41 item data.After items had been removed according to the results of these analyses, the remaining 21 items were presented in a four-factor structure.The eigenvalues of the 4 factors, which explained 56.83% of the cumulative variance, were determined to be 4.180 for the first factor, 2.512 for the second factor, 4.096 for the third factor and 1.153 for the fourthfactor, respectively.Regarding internal consistency of the scale as a whole, a Cronbach’s alpha value of ⍺=0.876 was calculated.According to the results of the confirmatory factor analysis (RMSEA=0.070; SRMR=0.073;NNFI= 0.91; CFI =0.94), it was found that the model fit was at an acceptable level for the fit index values and also that the chi-square value (477.07; p<0.05) was significant, indicating that the data had the characteristic of normal distribution.Following the analysis performed for the scale validity, it was determined that there was a significant relationship between the application results (r=0.82; p<0.01).This situation reveals that the scale has criterion validity.The obtained findings are such as to support the idea that the present effective reading scale has validity and reliability.