Research Article
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Adaptation of Motivation to Read Profile Scale to Turkish

Year 2022, Volume: 9 Issue: 4, 949 - 963, 22.12.2022

Zeynep Aydemir Ergun Öztürk

https://doi.org/10.21449/ijate.1002824

Abstract

The purpose of this research is to adapt the "Motivation to Read Profile Scale" developed by Malloy et al. (2013) into Turkish. Within the framework of adaptation studies, firstly, the items of the scale were translated into Turkish by the researchers, then ten experts were consulted for the Turkish and English forms of the scale, and amendments to the translation were made in line with their opinions. The scale was administered to 317 students for validity and reliability studies. Confirmatory factor analysis was performed directly on the two-factor scale, as the experimental evidence regarding the construct validity of the scale in the original culture was determined. As a result of the general confirmatory factor analysis, the two-factor structure can be characterized as having values that can be acceptable. Cronbach’s alpha internal consistency coefficient for the Turkish form of the scale was 0.86. As a result, it was seen that the Turkish form of the scale was valid and reliable for this research group.

Keywords

Scale adaptation Elementary education Reading motivation Reading profile Motivation to read profile scale

References

  • Ames, C.A. (1990). Motivation: What teachers need to know. Teachers College Record, 91(3), 409-421.
  • Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271. https://doi.org/10.1037/0022-0663.84.3.261
  • Ateş, S. (2011). İlköğretim beşinci sınıf Türkçe dersi öğrenme-öğretme sürecinin anlama öğretimi açısından değerlendirilmesi [Doctoral dissertation]. Gazi University.
  • Başaran, M. (2007). İlköğretim beşinci sınıf öğrencilerinin hikâye edici metinlere ilişkin tercihleri. [Doctoral dissertation, Gazi University].
  • Başaran, M. (2021). Okuduğunu anlayamayan öğrencilerin okuma esnasındaki bilişsel davranışları ve duygu durumları. Ana Dili Eğitimi Dergisi, 9(1), 45-58. https://doi.org/10.16916/aded.802475
  • Bektaş, M., Okur, A., & Karadağ, B. (2014). İlkokul ve Ortaokul Son Sınıf Öğrencilerinde Metaforik Algı Olarak Kitap [Book as a Metaphoric Perception in Last Class of'the Primary and Secondary Students]. Türk Kütüphaneciliği,28(2), 154-168. http://dergipark.org.tr/tr/pub/tk/issue/48764/620447
  • Byrne, B.M. (1998). Structural equation modeling with LISREL, PRELIMS and SIMPLIS: Basic concepts, applications, and programmings. London: Lawrence Erlbaum Assocatiates, Publishers.
  • Chapman, J.W., & Tunmer, W.E. (1995). Development of young children's reading self-concepts: An examination of emerging subcomponents and their relationship with reading achievement. Journal of Educational Psychology, 87(1), 154 167. https://doi.org/10.1037/0022-0663.87.1.154
  • Castleman, B., & Littky, D. (2007). Learning to love learning. Educational Leadership, 64(8), 58-61.
  • Christie, D., Tolmie, A., Thurston, A., Howe, C., & Topping, K. (2009). Supporting group work in Scottish primary classrooms: Improving the quality of collaborative dialogue. Cambridge Journal of Education, 39(1), 141 156. https://doi.org/10.1080/03057640802702000
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2018). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Pegem akademi.
  • Eccles, J., Wigfield, A., Harold, R.D., & Blumenfeld, P. (1993). Age and gender differences in children's self-and task perceptions during elementary school. Child Development, 64(3), 830-847. https://doi.org/10.2307/1131221
  • Eccles, J.S., Wigfield, A., Schiefele, U., Roeser R.W., & Kean, P.D. (2006). The development of achievement motivation. In W. Damon, Richard M. Lerner ve N. Eisenberg (Eds.). Handbook of Child Psychology: Social, emotional, and personality development. (Sixth Edition), pp. 934-988. Wiley.
  • Edmunds, K.M., & Bauserman, K.L. (2006). What teachers can learn about reading motivation through conversations with children. The Reading Teacher, 59(5), 414–424. https://doi.org/10.1598/RT.59.5.1
  • Gambrell, L.B., Palmer, B.M., Codling, R.M., & Mazzoni, S.A. (1996). Assessing motivation to read. The Reading Teacher, 49(7), 518-533. https://doi.org/10.1598/RT.49.7.2
  • Geisinger, K.F. (1994). Cross-cultural normative assessment: Translation and adaptation issues influencing the normative interpretation of assessment instruments. Psychological Assessment, 6(4), 304-312. https://doi.org/10.1037/1040-3590.6.4.304
  • Green, S.B., & Salkind, N.J. (2005). Using SPSS for Windows and Macintosh: Analyzing and Understanding Data (4th ed). Pearson.
  • Guthrie, J.T., & Alao, S. (1997). Designing contexts to increase motivations for reading. Educational Psychologist, 32(2), 95- 105. https://doi.org/10.1207/s15326985ep3202_4
  • Guthrie, J.T., & Davis, M.H. (2003). Motivating struggling readers in middle school through an engagement model of classroom practice. Reading and Writing Quarterly, 19, 59–85. https://doi.org/10.1080/10573560308203
  • Guthrie, J.T., Van Meter, P., Mccann, A. D., Wigfield, A., Bennett, L., Poundstone, C.C., Rice, M.E., Faibisch, F.M., Hunt, B., & Mitchell, A.M. (1996). Growth in literacy engagement: Changes in motivations and strategies during concept-oriented reading instruction. Reading Research Quarterly, 31(3), 306 332. https://doi.org/10.1598/RRQ.31.3.5
  • Guthrie, J.T., & Wigfield, A. (2000). Engagement and Motivation in Reading. In M.L. Kamil, P.B. Masenthal, P.D. Pearson & R. Bırr (Eds.), Reading Research Handbook (Vol III, pp.403-424), Mahwah, NJ: Erlbaum.
  • Hambleton, R.K., Merenda, P.F., & Spielberger, C.D., (2005). Adapting educational and psychological tests for cross-cultural assessment. Mahwah, NJ: Lawrence Erlbaum.
  • Hidi, S., & Harackiewicz, J.M. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70, 151–179. https://doi.org/10.3102/00346543070002151
  • Jöreskog, K., & Sörbom, D. (1996). LISREL 8: Structural equation modeling with the SIMPLIS command language. Chicago: Scientific Software International/Erlbaum.
  • Köroğlu, M. (2021). Türkçe öğretmenlerinin Türkçe dersi öğretimi sürecinde anlama (okuma) öğretimine yönelik uygulamaları [Doctoral dissertation]. Hatay Mustafa Kemal University.
  • Malloy, J.A., Marinak, B. A., Gambrell, L. B., & Mazzoni, S.A. (2013). Assessing motivation to read: The motivation to read profıle–revised. The Reading Teacher, 67(4), 273–282. https://doi.org/10.1002/trtr.1215
  • Marinak, B.A., Malloy, J. B., Gambrell, L.B., & Mazzoni, S.A. (2015). Me and My reading profile: A Tool for Assessing Early Reading Motivation. The Reading Teacher, 69(1), 51-62. https://doi.org/10.1002/trtr.1362
  • Mckenna, M.C., Kear, D.J., & Ellsworth, R.A. (1995). Children's Attitudes Toward Reading: A National Survey. Reading Research Quarterly, 30(4), 934-956. https://doi.org/10.2307/748205
  • Morgan, P.L., & Fuchs, D. (2007). Is there a bidirectional relationship between children’s reading skills and reading motivation? Exceptional Children, 73(2), 165-183. https://doi.org/10.1177/001440290707300203
  • Relan, A. (1992). Motivational Strategies in Computer-based Instruction: Some Lessons from Theories and Models of Motivation. In proceedings of selected research and development presentations at the Convention of the Association for Educational Communications and Technology,1994. ERIC Document Reproduction Service No. ED 348 017
  • Reynolds, P.L., & Symons, S. (2001). Motivational variables and children’s text search. Journal of Educational Psychology, 93(1), 14–22. https://doi.org/10.1037/0022-0663.93.1.14
  • Reznitskaya, A. (2012). Dialogic teaching: Rethinking language use during literature discussions. The Reading Teacher, 65(7), 446 456. https://doi.org/10.1002/TRTR.01066
  • Roberts, M.S., & Wilson, J.D. (2006). Reading attitudes and instructional methodology: How might achievement become affected? Reading Improvement, 43(2), 64-69.
  • Wigfield A., Eccles J.S., & Rodriguez D. (1998). The Development of Children's Motivation in School Contexts. Review of Research in Education, 23, 73-118. https://doi.org/10.2307/1167288
  • Rueda, R., Au, J., ve Choi, S. (2004). Motivation to read: Comparing teachers’ perceptions of students’ motivation with students’ self-reported motivation – A pilot study. In Y.B. Kafai, W.A. Sandoval, N. Enyedy, A. Scott Nixon, & F. Herrera (Eds.), Proceedings of the Sixth International Conference of the Learning Sciences: Embracing diversity in the Learning Sciences. (pp. 443-448). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Sireci, S.G., & Berberoglu, G. (2000). Using bilingual respondents to evaluate translated-adapted items. Applied Measurement in Education, 13(3), 229 248. https://doi.org/10.1207/S15324818AME1303_1
  • Schraw, G., & Dennison, R.S. (1994). The effect of reader purpose on interest and recall. Journal of Reading Behavior, 26(1), 1 18. https://doi.org/10.1080/10862969409547834
  • Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods Of Psychological Research Online, 8(2), 23-74.
  • Skinner, E.A., Wellborn, J.G., & Connell, J.P. (1990). What it takes to do well in school and whether I’ve got it: A process model of perceived control and children’s engagement and achievement in school. Journal of Educational Psychology, 82(1), 22–32. https://doi.org/10.1037/0022-0663.82.1.22
  • Tabachnick, B.G., & Fidell, L.S. (2007). Using Multivariate Statistics (5th ed). Boston: Allyn and Bacon.
  • Turkish Language Association. (2005). Turkish dictionary (10th ed). Ankara: TDK.
  • Urdan, T., & Schöenfelder, E. (2006). Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of School Psychology, 44 (5), 331 – 349. https://doi.org/10.1016/j.jsp.2006.04.003
  • Vroom, V.H. (1967). Work and motivation (3th ed). John Wiley&Sons.
  • Wentzel, K.R. (1993). Motivation and achievement in early adolescence: The role of multiple classroom goals. Journal of Early Adolescence, 13(1), 4 20. https://doi.org/10.1177/0272431693013001001
  • Williams, M., & Burden, R.L. (1997). Psychology for language teachers: A social constructivist approach. Cambridge University Press.
  • Wigfield, A., & Guthrie, J.T. (1997). Relations of children's motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89(3), 420-432. https://doi.org/10.1037/0022-0663.89.3.420
  • Yıldız, M. (2013). Adaptation of the motivation to read profile to Turkish. International Journal of Academic Research, Part B, 5(4), 196-199. http://doi.org/10.7813/2075-4124.2013/5-4/B.29

Adaptation of Motivation to Read Profile Scale to Turkish

Year 2022, Volume: 9 Issue: 4, 949 - 963, 22.12.2022

Zeynep Aydemir Ergun Öztürk

https://doi.org/10.21449/ijate.1002824

Abstract

The purpose of this research is to adapt the "Motivation to Read Profile Scale" developed by Malloy et al. (2013) into Turkish. Within the framework of adaptation studies, firstly, the items of the scale were translated into Turkish by the researchers, then ten experts were consulted for the Turkish and English forms of the scale, and amendments to the translation were made in line with their opinions. The scale was administered to 317 students for validity and reliability studies. Confirmatory factor analysis was performed directly on the two-factor scale, as the experimental evidence regarding the construct validity of the scale in the original culture was determined. As a result of the general confirmatory factor analysis, the two-factor structure can be characterized as having values that can be acceptable. Cronbach’s alpha internal consistency coefficient for the Turkish form of the scale was 0.86. As a result, it was seen that the Turkish form of the scale was valid and reliable for this research group.

Keywords

Reading motivation Reading profile Motivation to read profile scale Scale adaptation Elementary education

References

  • Ames, C.A. (1990). Motivation: What teachers need to know. Teachers College Record, 91(3), 409-421.
  • Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271. https://doi.org/10.1037/0022-0663.84.3.261
  • Ateş, S. (2011). İlköğretim beşinci sınıf Türkçe dersi öğrenme-öğretme sürecinin anlama öğretimi açısından değerlendirilmesi [Doctoral dissertation]. Gazi University.
  • Başaran, M. (2007). İlköğretim beşinci sınıf öğrencilerinin hikâye edici metinlere ilişkin tercihleri. [Doctoral dissertation, Gazi University].
  • Başaran, M. (2021). Okuduğunu anlayamayan öğrencilerin okuma esnasındaki bilişsel davranışları ve duygu durumları. Ana Dili Eğitimi Dergisi, 9(1), 45-58. https://doi.org/10.16916/aded.802475
  • Bektaş, M., Okur, A., & Karadağ, B. (2014). İlkokul ve Ortaokul Son Sınıf Öğrencilerinde Metaforik Algı Olarak Kitap [Book as a Metaphoric Perception in Last Class of'the Primary and Secondary Students]. Türk Kütüphaneciliği,28(2), 154-168. http://dergipark.org.tr/tr/pub/tk/issue/48764/620447
  • Byrne, B.M. (1998). Structural equation modeling with LISREL, PRELIMS and SIMPLIS: Basic concepts, applications, and programmings. London: Lawrence Erlbaum Assocatiates, Publishers.
  • Chapman, J.W., & Tunmer, W.E. (1995). Development of young children's reading self-concepts: An examination of emerging subcomponents and their relationship with reading achievement. Journal of Educational Psychology, 87(1), 154 167. https://doi.org/10.1037/0022-0663.87.1.154
  • Castleman, B., & Littky, D. (2007). Learning to love learning. Educational Leadership, 64(8), 58-61.
  • Christie, D., Tolmie, A., Thurston, A., Howe, C., & Topping, K. (2009). Supporting group work in Scottish primary classrooms: Improving the quality of collaborative dialogue. Cambridge Journal of Education, 39(1), 141 156. https://doi.org/10.1080/03057640802702000
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2018). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Pegem akademi.
  • Eccles, J., Wigfield, A., Harold, R.D., & Blumenfeld, P. (1993). Age and gender differences in children's self-and task perceptions during elementary school. Child Development, 64(3), 830-847. https://doi.org/10.2307/1131221
  • Eccles, J.S., Wigfield, A., Schiefele, U., Roeser R.W., & Kean, P.D. (2006). The development of achievement motivation. In W. Damon, Richard M. Lerner ve N. Eisenberg (Eds.). Handbook of Child Psychology: Social, emotional, and personality development. (Sixth Edition), pp. 934-988. Wiley.
  • Edmunds, K.M., & Bauserman, K.L. (2006). What teachers can learn about reading motivation through conversations with children. The Reading Teacher, 59(5), 414–424. https://doi.org/10.1598/RT.59.5.1
  • Gambrell, L.B., Palmer, B.M., Codling, R.M., & Mazzoni, S.A. (1996). Assessing motivation to read. The Reading Teacher, 49(7), 518-533. https://doi.org/10.1598/RT.49.7.2
  • Geisinger, K.F. (1994). Cross-cultural normative assessment: Translation and adaptation issues influencing the normative interpretation of assessment instruments. Psychological Assessment, 6(4), 304-312. https://doi.org/10.1037/1040-3590.6.4.304
  • Green, S.B., & Salkind, N.J. (2005). Using SPSS for Windows and Macintosh: Analyzing and Understanding Data (4th ed). Pearson.
  • Guthrie, J.T., & Alao, S. (1997). Designing contexts to increase motivations for reading. Educational Psychologist, 32(2), 95- 105. https://doi.org/10.1207/s15326985ep3202_4
  • Guthrie, J.T., & Davis, M.H. (2003). Motivating struggling readers in middle school through an engagement model of classroom practice. Reading and Writing Quarterly, 19, 59–85. https://doi.org/10.1080/10573560308203
  • Guthrie, J.T., Van Meter, P., Mccann, A. D., Wigfield, A., Bennett, L., Poundstone, C.C., Rice, M.E., Faibisch, F.M., Hunt, B., & Mitchell, A.M. (1996). Growth in literacy engagement: Changes in motivations and strategies during concept-oriented reading instruction. Reading Research Quarterly, 31(3), 306 332. https://doi.org/10.1598/RRQ.31.3.5
  • Guthrie, J.T., & Wigfield, A. (2000). Engagement and Motivation in Reading. In M.L. Kamil, P.B. Masenthal, P.D. Pearson & R. Bırr (Eds.), Reading Research Handbook (Vol III, pp.403-424), Mahwah, NJ: Erlbaum.
  • Hambleton, R.K., Merenda, P.F., & Spielberger, C.D., (2005). Adapting educational and psychological tests for cross-cultural assessment. Mahwah, NJ: Lawrence Erlbaum.
  • Hidi, S., & Harackiewicz, J.M. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70, 151–179. https://doi.org/10.3102/00346543070002151
  • Jöreskog, K., & Sörbom, D. (1996). LISREL 8: Structural equation modeling with the SIMPLIS command language. Chicago: Scientific Software International/Erlbaum.
  • Köroğlu, M. (2021). Türkçe öğretmenlerinin Türkçe dersi öğretimi sürecinde anlama (okuma) öğretimine yönelik uygulamaları [Doctoral dissertation]. Hatay Mustafa Kemal University.
  • Malloy, J.A., Marinak, B. A., Gambrell, L. B., & Mazzoni, S.A. (2013). Assessing motivation to read: The motivation to read profıle–revised. The Reading Teacher, 67(4), 273–282. https://doi.org/10.1002/trtr.1215
  • Marinak, B.A., Malloy, J. B., Gambrell, L.B., & Mazzoni, S.A. (2015). Me and My reading profile: A Tool for Assessing Early Reading Motivation. The Reading Teacher, 69(1), 51-62. https://doi.org/10.1002/trtr.1362
  • Mckenna, M.C., Kear, D.J., & Ellsworth, R.A. (1995). Children's Attitudes Toward Reading: A National Survey. Reading Research Quarterly, 30(4), 934-956. https://doi.org/10.2307/748205
  • Morgan, P.L., & Fuchs, D. (2007). Is there a bidirectional relationship between children’s reading skills and reading motivation? Exceptional Children, 73(2), 165-183. https://doi.org/10.1177/001440290707300203
  • Relan, A. (1992). Motivational Strategies in Computer-based Instruction: Some Lessons from Theories and Models of Motivation. In proceedings of selected research and development presentations at the Convention of the Association for Educational Communications and Technology,1994. ERIC Document Reproduction Service No. ED 348 017
  • Reynolds, P.L., & Symons, S. (2001). Motivational variables and children’s text search. Journal of Educational Psychology, 93(1), 14–22. https://doi.org/10.1037/0022-0663.93.1.14
  • Reznitskaya, A. (2012). Dialogic teaching: Rethinking language use during literature discussions. The Reading Teacher, 65(7), 446 456. https://doi.org/10.1002/TRTR.01066
  • Roberts, M.S., & Wilson, J.D. (2006). Reading attitudes and instructional methodology: How might achievement become affected? Reading Improvement, 43(2), 64-69.
  • Wigfield A., Eccles J.S., & Rodriguez D. (1998). The Development of Children's Motivation in School Contexts. Review of Research in Education, 23, 73-118. https://doi.org/10.2307/1167288
  • Rueda, R., Au, J., ve Choi, S. (2004). Motivation to read: Comparing teachers’ perceptions of students’ motivation with students’ self-reported motivation – A pilot study. In Y.B. Kafai, W.A. Sandoval, N. Enyedy, A. Scott Nixon, & F. Herrera (Eds.), Proceedings of the Sixth International Conference of the Learning Sciences: Embracing diversity in the Learning Sciences. (pp. 443-448). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Sireci, S.G., & Berberoglu, G. (2000). Using bilingual respondents to evaluate translated-adapted items. Applied Measurement in Education, 13(3), 229 248. https://doi.org/10.1207/S15324818AME1303_1
  • Schraw, G., & Dennison, R.S. (1994). The effect of reader purpose on interest and recall. Journal of Reading Behavior, 26(1), 1 18. https://doi.org/10.1080/10862969409547834
  • Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods Of Psychological Research Online, 8(2), 23-74.
  • Skinner, E.A., Wellborn, J.G., & Connell, J.P. (1990). What it takes to do well in school and whether I’ve got it: A process model of perceived control and children’s engagement and achievement in school. Journal of Educational Psychology, 82(1), 22–32. https://doi.org/10.1037/0022-0663.82.1.22
  • Tabachnick, B.G., & Fidell, L.S. (2007). Using Multivariate Statistics (5th ed). Boston: Allyn and Bacon.
  • Turkish Language Association. (2005). Turkish dictionary (10th ed). Ankara: TDK.
  • Urdan, T., & Schöenfelder, E. (2006). Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of School Psychology, 44 (5), 331 – 349. https://doi.org/10.1016/j.jsp.2006.04.003
  • Vroom, V.H. (1967). Work and motivation (3th ed). John Wiley&Sons.
  • Wentzel, K.R. (1993). Motivation and achievement in early adolescence: The role of multiple classroom goals. Journal of Early Adolescence, 13(1), 4 20. https://doi.org/10.1177/0272431693013001001
  • Williams, M., & Burden, R.L. (1997). Psychology for language teachers: A social constructivist approach. Cambridge University Press.
  • Wigfield, A., & Guthrie, J.T. (1997). Relations of children's motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89(3), 420-432. https://doi.org/10.1037/0022-0663.89.3.420
  • Yıldız, M. (2013). Adaptation of the motivation to read profile to Turkish. International Journal of Academic Research, Part B, 5(4), 196-199. http://doi.org/10.7813/2075-4124.2013/5-4/B.29
There are 47 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Zeynep Aydemir 0000-0003-3002-1809

Ergun Öztürk 0000-0002-4800-8437

Publication Date December 22, 2022
Submission Date September 30, 2021
Published in Issue Year 2022 Volume: 9 Issue: 4

Cite

APA Aydemir, Z., & Öztürk, E. (2022). Adaptation of Motivation to Read Profile Scale to Turkish. International Journal of Assessment Tools in Education, 9(4), 949-963. https://doi.org/10.21449/ijate.1002824

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