土耳其语版教师学业乐观量表的心理测量特征

IF 1.5 4区心理学 Q3 PSYCHOLOGY, EDUCATIONAL Journal of Psychoeducational Assessment Pub Date : 2023-08-23 DOI:10.1177/07342829231197460

Erdem Karataş, Murat Özdemir

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引用次数: 0

摘要

本研究旨在调整教师学业乐观量表-中学(TAOS-S)以适应土耳其文化。土耳其共有453名公立学校教师参与了这项研究。我们检验了量表的效度、信度和测量不变性。结果表明，TAOS具有良好的内部一致性，为评价教师学业乐观提供了一个良好的指标。验证性因子分析显示，教师个人学业乐观的三维结构具有较强的信度证据。多组验证性因子分析结果显示，在不同的学校水平上，结构不变性和度量不变性都存在;然而，标量不变性只是部分得到了证实。总的来说，我们的结果表明TAOS具有良好的心理测量特性，在文化和语言上是可接受的，并且在评估土耳其教师的学术乐观主义方面同样有效。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Psychometric Properties of the Turkish Version of the Teacher Academic Optimism Scale

This study aimed to adapt Teacher Academic Optimism Scale-Secondary (TAOS-S) to Turkish culture. A total of 453 public school teachers in Turkey participated in the study. We examined the validity, reliability, and measurement invariance of the scale across school levels. The results indicated good internal consistency of the TAOS, suggesting a good measure to assess teacher academic optimism. Confirmatory factor analysis revealed that the three-dimensional individual teacher academic optimism construct showed a good fit with strong reliability evidence. Multigroup confirmatory factor analysis results indicated both configural and metric invariance was observed across school levels; however, scalar invariance was only partially confirmed. Overall, our results show the TAOS has sound psychometric properties, is culturally and linguistically acceptable, and is equally effective in assessing the academic optimism of Turkish teachers.

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来源期刊

Journal of Psychoeducational Assessment PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.30

自引率

5.90%

发文量

期刊介绍： The Journal of Psychoeducational Assessment (JPA) publishes contemporary and important information focusing on psychological and educational assessment research and evidence-based practices as well as assessment instrumentation. JPA is well known internationally for the quality of published assessment-related research, theory and practice papers, and book and test reviews. The methodologically sound and impiricially-based studies and critical test and book reviews will be of particular interest to all assessment specialists including practicing psychologists, psychoeducational consultants, educational diagnosticians and special educators.