Abstract
WRITING AUTONOMY SCALE: A STUDY ON VALIDITY AND RELIABILITY
As a result of literature review; there is not observed any proven measuring tool to determine the validity and reliability of secondary school students writing their level of autonomy in Turkey. The aim of the research is to develop a valid and reliable Writing Autonomy Scale to determine the levels of autonomy of the secondary school students.
The study group of the research consisted of 319 students attending secondary school. Statistical procedures were performed on the data obtained from the study group to improve the scale. For Writing Autonomy Scale, a three-factor structure was first obtained by exploratory factor analysis. The model obtained by exploratory factor analysis was tested by confirmatory factor analysis. As a result of descriptive and confirmatory factor analysis, 22 items and three factors were found to be theoretically and statistically appropriate. These results are also evidence that your scale is valid. In the analysis of the items to be included in the scale, substance analysis techniques based on the total correlation of the items and based on the difference of the group mean (t test) were used. To estimate the reliability of your scale, internal consistency and test split methods are used. Cronbach alpha internal consistency coefficient was calculated in reliability estimation by internal consistency method. Cronbach α reliability coefficient of the scale was found .82. This value indicates that the scale is highly reliable. Internal consistency coefficients within the scope of reliability studies have shown that the scale can be used as a reliably.
As a result of the analyzes that were made, Writing Autonomy Scale was organized as 3 sub-dimensions (motivation and attitude, planning and process, sharing and evaluation). There are 22 items on the scale and the highest score that can be taken from the scale is 66 and the lowest score is 22.
Keywords
Writing skills, learner autonomy, motivation, writing autonomy scale.