Abstract
CRITICAL READING SELF-EFFICACY SCALE FOR SECONDARY SCHOOL STUDENTS: A VALIDITY AND RELIABILITY STUDY
the critical reading self-efficacy of secondary school students. The scale development process has been started with the foundation of the concept of critical reading self-efficacy based on the literature. Accordingly, an item pool as been created based on similar scales and information in the literature. The items deemed to be suitable have been selected for the draft form and submitted to the expert opinion, and the draft form has been finalized based on expert feedback and student responses. In order to determine the psychometric properties of the scale, this form has been applied to 722 students in two different cities in the 2021-2022 academic year. The data set obtained has been divided into two, and the data of the 1st group have been used in EFA; The data of the 2nd group have been used in CFA, convergent validity AVE and composite reliability. In addition, item analysis and Cronbach Alpha values have been calculated on the data set obtained by combining the data of the first and second groups. According to the exploratory factor analysis, it is seen that the structure of the scale consisting of 4 factors with 19 items explained approximately 54% of the variance. It is seen that the factor structure obtained has been confirmed by confirmatory factor analysis and had sufficient compliance. It is observed that the reliability coefficients of the scale are above the recommended .70 and the items are at a distinctive level. These findings showed that the scale has psychometric properties that can be used in future research.
Keywords
critical reading, self-efficacy, scale development, validity and reliability.