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    The Examination of Reliability of Vee Diagrams According to Classical Test Theory and Generalizability Theory
    (Assoc Measurement & Evaluation Education & Psychology, 2016) Polat Demir, Betul
    The aim of this study was to investigate reliability of score obtained from vee diagrams. Therefore in this study, the Classical test theory and generalizability theory were used. The study was carried out with descriptive research model. The participants of this research were composed of 32 students at 7th and 8th grades in Nigde. The responses given to the vee diagrams were scored through the holistic rubric. In CTT, Cronbach's alpha reliability coefficient and Kendall's concordance coefficient for interrater reliability; in G theory, Ep(2) (G) and Phi (Phi) coefficients with univariate model were computed. The Cronbach alpha reliability coefficients estimated were 0,77, 0,76, and 0,76 for each rater, respectively. For determination of interrater consistency, Kendall's concordance coefficient was calculated as W=0,959 for the first vee diagram, W= 0,924 for the second one, W=0,963 for the third one, W=0,954 for the fourth one. For the purpose of estimating variances and percent of variances in G study, fully crossed design was applied. Generalizability coefficient for vee diagram scores was 0,918 and phi coefficient was 0,899. As a result of the G study, it was determined that the variance component estimated for the student (s) main effect accounted for 42,4% of the total variance, and it was the variance component that had the highest value. The variance component estimated for raters (p) main effect, which is the lowest variance component in all main effect, accounted for 0,1% of the total variance. According to all results, it was seen that vee diagram was reliable for determination of students' mathematics achievement.
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    Validity and reliability study of Turkish version of the Self Theory Scale
    (CUMHURIYET UNIV TIP FAK PSIKIYATRI ANABILIM DALI, 2017) Yavuzer, Yasemin; Karatas, Zeynep; Polat Demir, Betul
    Objective: The purpose of this study was to determine the validity and reliability of Self Theory Scale in Turkish society. For this purpose was analyzed in Turkish candidate teacher the validity and reliability of the Turkish form of the Self-Theory Scale. Methods: English form of the scale was applied to 30 candidate teacher studying in grade 4th English Teaching from Mehmet Akif Ersoy University Faculty of Education. The same group was given the Turkish version of the scale three week later. High level of correlation was observed between the scores obtained from the English and Turkish form. The scale was applied to the study group (426 students) by the researchers in accord with the principles of volunteering. The psychometric properties of scale were investigated by exploratory factor analysis, confirmatory factor analysis, criterion related validity, and half split methods. The Positive and Negative Affect Schedule, The Beck Depression Inventory and The Coopersmith Self Esteem Inventory were used for criterion related validity. Results: According to the exploratory factor analysis, it was revealed that the Turkish form of the scale had nine subscales with the 36 items, and the total amount of variance explained by all of the nine factors was 55.98%. As a result of the confirmatory factor analysis, 36 items and nine subscales were concluded to be suitable for the Turkish sample. The lowest Cronbach's alpha coefficient was 0.52 for a subscale of the scale and all of the 36 items was 0.84. It was found half split reliability as 0.79. It was determined that the item total correlation coefficients of the subscales varied between 0.30 and 0.78. The findings showed that there was moderately positive correlations between the Self Theory Scale (and subscales) and Positive Affect and Coopersmith Self Esteem Inventory scores and negative correlations between Self-Theory Scale and Negative Affect and Beck Depression Inventory scores. In addition, university students usually said that they have a positive self-theory. Women's Self Theory Scale total scores and academic achievement, personality and family relations subscales scores are higher than the male. Conclusion: Based on the analysis results, it was decided that the scale can measure positive and negative perceptions of themselves of Turkish university students across a variety of life domains.