Özet:

The approach that “One can not manage without measuring” has brought up the idea that intangible concepts should also be measured into the agenda. Measurement of intangible concepts, in other words defining them in numerical terms is quite difficult and different methods are proposed for measurement of these concepts. Measuring academic success is also considered in this context. In national literature, academic success is generally considered as class passing grade or graduation grade. However, the expression of academic success with the grades taken from the exams does not fully reflect the fact. Because other factors affecting the grades obtained from exams are ignored. Therefore, it is considered that there is a need for a scale that will help both advisors and students and to measure academic success more clearly. With the Turkish adaptation of the Academic Success Inventory for College Students (ASICS), which was developed by Prevatt et al. (2011) to fill this gap in national literature with the aim to measure the academic success of university students as being used successfully in many countries, validity and reliability study has been done. The data were collected by convenience sampling method from university students studying in Mersin between the dates June 18 and July 18, 2020. The survey was created with Google Form and the survey link was shared with the social communication network application. Data analysis was done with R programming language, and SPSS and AMOS sofwares. Explanatory and confirmatory factor analysis were used in the analyses. Cronbach’s alpha value of the total scale is 0.937. The values of goodness of fit in the 1st level multifactorial structure were calculated as RMSEA: 0.075, CFI: 0.998, TLI: 0.978, NFI: 0.988 and χ2/df: 2.220. Calculated values are compatible with reference values. It was evaluated that Academic Success Inventory Scale could also be used in Turkey and more accurate results could be obtained on academic success.

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