Development of the Individual and Peer Study Skills Scale

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dc.contributor.authorFer, Seval
dc.contributor.authorErtuna, Levent
dc.contributor.authorUysal, Ibrahim
dc.contributor.authorGürer, Melih Derya
dc.contributor.authorDebbağ, Murat
dc.contributor.authorKarataş, Fatih
dc.contributor.authorKaradeniz, Derya
dc.date.accessioned2024-09-25T20:12:43Z
dc.date.available2024-09-25T20:12:43Z
dc.date.issued2024
dc.departmentAbant İzzet Baysal Üniversitesien_US
dc.description.abstractLearners can demonstrate the performance expected of them in study skills individually or with peers. The literature shows that there is no customization of study skills, such as working individually or with peers. Therefore, there is a need for measurement tools that can identify the needs of learners while determining their study skills for both individual and peer activities. This study aims to develop a scale to measure university students' individual and peer study skills. The research was conducted using an exploratory correlational design, and data was collected from two different samples for pilot and validation applications. The pilot and validation application sample comprised 470 and 323 teacher candidates. Item analysis for item validity and exploratory factor analysis (EFA) for construct validity were conducted on the pilot study data. Before the EFA, optimal parallel analysis was used to examine the scale's dimensionality. Confirmatory factor analysis (CFA) was conducted on the validation data to gather evidence for construct validity. The optimal parallel analysis suggested a two-dimensional structure for the scale. As a result of the EFA, a two-dimensional construct with 28 items, consisting of 16 and 12 items in each dimension, explained 58.8% of the variance. The first dimension of the scale was named peer study skills, and the second was named individual study skills. Item analysis revealed that the discrimination of the items in both dimensions was sufficient. The CFA results confirmed the two-factor construct of the scale. The trial and validation studies data showed that the reliability coefficients, considering both dimensions individually and the overall scale, indicated that the scores are reliable.en_US
dc.identifier.doi10.46778/goputeb.1460366
dc.identifier.endpage924en_US
dc.identifier.issn2148-2314
dc.identifier.issue2en_US
dc.identifier.startpage888en_US
dc.identifier.trdizinid1252923en_US
dc.identifier.urihttps://doi.org/10.46778/goputeb.1460366
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1252923
dc.identifier.urihttps://hdl.handle.net/20.500.12491/14629
dc.identifier.volume12en_US
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isoenen_US
dc.relation.ispartofUluslararası Türk Eğitim Bilimleri Dergisien_US
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.snmzYK_20240925en_US
dc.subjectIndividual Study Skillsen_US
dc.subjectPeer Study Skillsen_US
dc.subjectScale Developmenten_US
dc.subjectPreservice Teacheren_US
dc.titleDevelopment of the Individual and Peer Study Skills Scaleen_US
dc.typeArticleen_US

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