Adaptation of Design Self-Efficacy Scale into Turkish Language


The purpose of this study was to develop a Turkish version of the Design Self-Efficacy Scale (Beeftink, van Eerde, Rutte, & Bertrand, 2012) and to explore its psychometric properties. Design Self-Efficacy Scale may be used for measuring preservice and inservice teachers’ design self-efficacy and for producing knowledge which may be useful for explaining teachers’ design expertise. Participants were 510 preservice teachers enrolled in a public university in Turkey (N=510). Out of 510 preservice teachers, 269 (52.75%) participated in the first study for the exploratory factor analysis and 241 (47.25%) participated in the second study for the confirmatory factor analysis. Of all the participants, 377 (73.9%) were female and 133 (26.1%) were male. Design Self-Efficacy Scale which is an 8-item Likert-type English questionnaire was translated into Turkish by the researcher. A total of eight researchers who were expert in English language education, educational measurement and evaluation, Turkish education, elementary education, and educational technology fields participated in the back-translation and expert review processes. The experts were employed in the faculty of education of the university that the study took place. Exploratory factor analysis resulted with a single-factor model similar with the original scale. Cronbach’s α coefficients was 0.877. Confirmatory factor analysis demonstrated a statistically significant model fit to the data. Results validated the factor structure of the adapted scale: χ2/df=2.401, RMSEA=0.074, GFI=0.963, AGFI=0.922, RMR=0.023, SRMR=0.03, NFI=0.96, NNFI=0.976, CFI=0.976. All fit indices except RMSEA and AGFI were calculated to be in the best evaluation range. The present study suggested that Turkish adaptation of the Design Self-Efficacy Scale possesses adequate psychometric properties. Findings revealed that design self-efficacy did not correlate with the age of the participants and did not differ according to sex, department, or grade level of the participants.


Keywords


Design for teaching, Design self-efficacy, Design thinking, Educational innovation, Scale adaptation.

Author : Oğuzhan ATABEK
Number of pages: 1-14
DOI: http://dx.doi.org/10.29228/TurkishStudies.40274
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Turkish Studies-Information Technologies and Applied Sciences
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