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Beden Eğitimi ve Spor Öğretmenlerinin Değer Yönelimleri Ölçeği: Türkçe Geçerlik Güvenirlik Çalışması

Year 2024, Volume: 16 Issue: 1, 57 - 73, 23.04.2024
https://doi.org/10.55929/besad.1421494

Abstract

Öz: Bu çalışmada, Drouet ve arkadaşları (2021) tarafından beden eğitimi ve spor öğretmenlerinin değer yönelimlerini (Questionnaire on Teachers’ Value Orientations in Physical Education) ölçmek amacıyla geliştirilen ölçeğin Türk kültürüne uyarlanması amaçlanmıştır. Ölçek altı kişilik uzman ekip eşliğinde ve çevir-geri çevir yöntemi kullanılarak Türkçe‘ye çevrilmiştir. Çalışma verisi, araştırmaya gönüllü katılmayı kabul eden 25 ile 54 yaş aralığında (X̄=40.70, Ss=7.81) olan 592 beden eğitimi ve spor öğretmeninden toplanmıştır. Ölçeğin geçerliği için açımlayıcı (AFA) ve doğrulayıcı (DFA) faktör analizleri; güvenirlik için test tekrar test ve iç tutarlılık analizleri kullanılmıştır. AFA için SPSS 27.0 paket programı ve DFA için SPSS Amos paket programı kullanılmıştır. AFA bulgularına göre ölçeğin Türkçe formunun orijinal çalışmada olduğu gibi 15 madde ve 3 faktörlü yapıya sahip olduğu tespit edilmiştir. Ölçeğin alt boyutları sosyalleşme bilgisi (5 madde), motor beceriler (5 madde) ve öz farkındalık (5 madde) olarak belirlenmiştir. DFA, ölçeğin 15 madde ve 3 faktörlü yapısını doğrulamıştır. Güvenirlik analizi bulguları, iç tutarlılık ve test tekrar test değerlerinin beklenen değer aralığında olduğunu göstermiştir. Sonuç olarak, Türkçe uyarlaması bu çalışma ile gerçekleştirilen ölçeğin Türk beden eğitimi ve spor öğretmenlerinin değer yönelimlerini ölçmede kullanılabilecek geçerli ve güvenilir bir ölçme aracı olduğu tespit edilmiştir.

References

  • Aiken, L. R. (1997). Qustionnaires and inventories: Surveying opinions and assessing personality. New York: John Wiley & Sons, Inc.
  • Alpar R. (2010). Spor, sağlık ve eğitim bilimlerinden örneklerle uygulamalı istatistik ve geçerlik - güvenirlik. Detay Yayıncılık.
  • Altet, M., Paquay, L., & Perrenoud, P. (2002). Formateurs d’enseignants, quelle professionnalisation? [Teacher trainers, what kind of professionalization?]. De Boeck.
  • Banville, D., Desrosiers, P., & Genet-Volet, Y. (2000). Translating questionnaires and inventories using a cross-cultural translation technique. Journal of teaching in Physical Education, 19(3), 374-387. https://doi.org/10.1123/jtpe.19.3.374
  • Brislin, R. W. (1986). A culture general assimilator: Preparation for various types of sojourns. International Journal of Intercultural Relations, 10(2), 215-234. https://doi.org/10.1016/0147- 1767(86)90007-6
  • Brown, T.A. (2006). Confirmatory factor analysis for applied research. The Guilford Press.
  • Büyüköztürk, Ş. (2005). Anket geliştirme. Türk Eğitim Bilimleri Dergisi, 3(2), 133-151.
  • Büyüköztürk, Ş. (2007). Spss veri analizi el kitabı. Pegem A Yayıncılık.
  • Chen, A., & Ennis, C.D. (1996). Teaching value-laden curricula in physical education. Journal of Teaching in Physical Education, 15, 338-354.
  • Chen, A., Ennis, C. D., & Loftus, S. (1997). Refining the value orientation inventory. Research Quarterly for Exercise and Sport, 68(4), 352–356. https://doi.org/10.1080/02701367.1997.10608016
  • Chen, A., Zhang, T., Wells, S. L., Schweighardt, R., & Ennis, C. D. (2017). Impact of teacher value orientations on student learning in physical education. Journal of Teaching in Physical Education, 36(2), 152–161. https:// doi.org/10.1123/jtpe.2016-0027
  • Cothran, D. J. (1996). The effects of students’ and teachers’ values on the teachinglearning process in physical education. [Unpublished doctoral dissertation]. University of Maryland.
  • Drouet, O., Roure, C., Escriva Boulley, G., Pasco, D., & Lentillon-Kaestner, V. (2021). Development and validity evidence of a Questionnaire on Teachers’ Value Orientations in Physical Education. Measurement in physical education and exercise science, 25(3), 250-265. https://doi.org/10.1080/1091367X.2021.1876067
  • Eisner, E. W., & Vallance, E. (1974). Conflicting conceptions of curriculum. Series on Contemporary Educational Issues.
  • Ennis, C. D., & Hooper, L. M. (1988). Development of an instrument for assessing educational value orientations. Journal of Curriculum Studies, 20(3), 277–280. https://doi.org/10.1080/0022027880200308
  • Ennis, C. D., & Zhu, W. (1991). Value orientations: A description of teachers’ goals for student learning. Research Quarterly for Exercise and Sport, 62(1), 33–40. https://doi.org/10.1080/02701367.1991.10607516
  • Ennis, C. D., Ross, J., & Chen, A. (1992). The role of value orientations in curricular decision making: A rationale for teachers' goals and expectations. Research Quarterly for Exercise and Sport, 63(1), 38–47. https://doi.org/10.1080/02701367.1992.10607555
  • Ennis, C.D. & Chen, A. (1993). Domain specifications and content representativeness of the revised Value Orientation Inventory. Research Quarterly for Exercice and Sport, 64, 436-446.
  • Fabrigar, L. R.,Wegener, D. T. MacCallum, R. C. & Strahan, E. J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4(3), 272. https://doi.org/10.1037/1082-989X.4.3.272
  • Jak, S., Oort, F. J., & Dolan, C. V. (2013). A test for cluster bias: Detecting violations of measurement invariance across clusters in multilevel data. Structural Equation Modeling: A Multidisciplinary Journal, 20(2), 265-282.
  • Jewett, A. E., & Bain, L. L. (1985). The curriculum process in physical education. Brown & Benchmark.
  • Jewett, A. E., & Ennis, C. D. (1990). Ecological integration as a value orientation for curricular decision making. Journal of Curriculum and Supervision, 5(2), 120–131.
  • Jewett, A. E., Bain, L., ve Ennis, C. D. (1995). The curriculum process in physical education. Madison: Brown and Benchmark,
  • Kalaycı, Ş. (2014). SPSS uygulamalı çok değişkenli istatistik teknikleri. (6. Baskı) Asil Yayın.
  • Kline, R. B. (2016). Principles and practice of structural equation modeling. (4th ed.) Guilford Press.
  • Koyuncu, S., & Erdoğan, B. S. (2023). Beden eğitimi ve spor yüksekokulunda farklı bölümlerinde öğrenim gören öğrencilerin değer yönelimleri üzerine bir araştırma. Uluslararası Türk Spor ve Egzersiz Psikolojisi Dergisi, 3(2), 1-18. https://doi.org/10.55376/ijtsep.1412712
  • Lannucci, C., MacPhail, A., & R. Richards, K. A. (2019). Development and initial validation of the teaching multiple school subjects role conflict scale (TMSS-RCS). European Physical Education Review, 25(4), 1017-1035. https://doi.org/10.1177/1356336X18791194
  • Merenda, P. F. (1997). A guide to the proper use of factor analysis in the conduct and reporting of research: Pifalls to avoid. Measurement and Evaluation in Counseling and Development, 30(3), 156- 164. https://doi.org/10.1080/07481756.1997.12068936
  • Mundfrom, D. J., Shaw, D. G., & Ke, T. L. (2005). Minimum sample size recommendations for conducting factor analyses. International Journal of Testing, 5(2), 159-168. https://doi.org/10.1207/s15327574ijt0502_4
  • Myung, I. J. (2003). Tutorial on maximum likelihood estimation. Journal of Mathematical Psychology, 47(1), 90-100. https://doi.org/10.1016/S0022-2496(02)00028-7
  • Okursoy, A., & Turan, A. H. (2014). Açimlayici Faktör Analizi Ve Üniversite Yemekhanesinde Müşteri Memnuniyeti Üzerinde Etkili Olan Boyutlarin Belirlenmesi Üzerine Bir Uygulama. Doğuş Üniversitesi Dergisi, 15(1), 65-78.
  • Özdamar, G., Pehlevan, Z., & Ada, E. N. D. (2020). Beden eğitimi öğretmenlerinin değer yönelimleri ve öğrenciler tarafından algılanan disiplin sağlama stratejileri. Gazi Beden Eğitimi ve Spor Bilimleri Dergisi, 25(4), 403-420.
  • Pasco, D., & Ennis, C. (2009). Les orientations de valeur des enseignants. Une revue de question en éducation physique [The value orientations of teachers. A review of physical education issues]. Science & Motricité, 66(1), 85–112. https://doi.org/10.3917/sm.066.0085
  • Pasco, D., Kermarrec, G., & Guinard, J.-Y. (2008a). Les orien-tations de valeur des enseignants d’éducation physique. Influence du sexe, de l’âge et de l’ancienneté. [Value orien tations for physical education teachers. Influence of gender, age and experience]. Staps, 3(3), 89–105. https://doi.org/10. 3917/sta.081.0089
  • Pasco, D., Kermarrec, G., & Guinard, J.-Y. (2008b). Validation transculturelle canadienne française d’un instrument de mesure des orientations de valeur d’enseignants d’éducation physique [Cross-cultural french-canadian validation of a physical education teacher’s value orientation measurement] [Presentation Paper]. Colloque international de l’Association pour la Recherche et l’Intervention en Sport (ARIS), Rodez, France.
  • Peterson, R. A. (2000). A meta-analysis of variance accounted for and factor loadings in exploratory factor analysis. Marketing Letters, 11, 261-275. https://doi.org/10.1023/A:1008191211004
  • Pornprasertmanit, S., Lee, J., & Preacher, K. J. (2014). Ignoring clustering in confirmatory factor analysis: Some consequences for model fit and standardized parameter estimates. Multivariate behavioral research, 49(6), 518-543. https://doi.org/10.1080/00273171.2014.933762
  • Sapnas, K. G., & Zeller, R. A. (2002). Minimizing sample size when using exploratory factor analysis for measurement. Journal of Nursing Measurement, 10(2), 135-154. https://doi.org/10.1891/jnum.10.2.135.52552
  • Scherer, R. F., Luther, D. C., Wiebe, F. A., & Adams, J. S. (1988). Dimensionality of coping: Factor stability using the ways of coping questionnaire. Psychological Reports, 62(3), 763- 770. https://doi.org/10.2466/pr0.1988.62.3.763
  • Schermelleh-Engel, K. & Moosbrugger, H. (2003). Models: Tests of Significance and Descriptive, Psychological Research Online, 8(2).
  • Spanos, A. (1999). Probability theory and statistical inference. Cambridge, Cambridge University Press Tabachnick, B. G., Fidell, L. S., & Ullman, J. B. (2007). Using multivariate statistics (Vol. 5, pp. 481- 498). MA: Pearson.
  • Tabachnick, B. G.,& Fidell, L. S. (2013). Using multivariate statistics (6th ed.), Allyn and Bacon.
  • Tavşancıl, E. (2005). Tutumların ölçülmesi ve SPSS ile veri analizi (2. Baskı). Nobel Yayınları.
  • Tavşancıl, E. (2014). Tutumların ölçülmesi ve SPSS ile veri analizi. (5. Baskı) Nobel Yayınevi.
  • Tekin, C. K. (2021). Beden eğitimi öğretmenlerinin değer yönelimlerinin çeşitli değişkenler açisindan incelenmesi [Doctoral dissertation] Bursa Uludag University (Turkey).
  • Velicer, W. F., & Fava, J. L. (1998). Affects of variable and subject sampling on factor pattern recovery. Psychological Methods, 3(2), 231. https://doi.org/10.1037/1082989X.3.2.231
  • Yaşlıoğlu, M. M. (2017). Sosyal bilimlerde faktör analizi ve geçerlilik: Keşfedici ve doğrulayıcı faktör analizlerinin kullanılması. İstanbul Üniversitesi İşletme Fakültesi Dergisi, 46, 74-85 . Yong, A. G., & Pearce, S. (2013). A beginner’s guide to factor analysis: Focusing on exploratory factor analysis. Tutorials in Quantitative Methods for Psychology, 9(2), 79-94. https://doi.org/10.20982/tqmp.09.2.p079
  • Zhu, W., & Chen, A. (2018). Value orientation inventory: Development, application, and contributions. Kinesiology Review, 7(3), 206–210. https://doi.org/10.1123/kr.2018-0030264M

The Questionnaire on Teachers' Value Orientations in Physical Education: The Study of Turkish Validity and Reliability

Year 2024, Volume: 16 Issue: 1, 57 - 73, 23.04.2024
https://doi.org/10.55929/besad.1421494

Abstract

Abstract: The purpose of this study was to adapt Questionnaire on Teachers’ Value Orientations in Physical Education for physical education and sport teachers developed by Drouet et al. (2021) to Turkish context. The questionnaire was translated into Turkish language by a team of six experts using the back-translation method. Data were collected from 592 physical education and sport teachers aged from 25 to 54 (M=40.70, SD=7.81) years old who voluntarily accepted to participate in this study. SPSS 27.0 package program was used for checking validity and reliability of the questionnaire. Exploratory (EFA) and confirmatory (CFA) factor analysis for validity; internal coefficient level and test-retest methods for reliability of the questionnaire were utilized. EFA results showed that the questionnaire had 15 items and three sub-dimensions which were the same like the original questionnaire. The sub-dimensions of the questionnaire were social knowledge (five items), motor skills (five items) and self-awareness (five items). DFA results confirmed this model of 15 items and three sub-dimensions. In reliability analysis, findings indicated that internal coefficient level and test-retest values were within the expected range. As a conclusion, it has been determined that the questionnaire, adapted into Turkish in this study, is a valid and reliable measurement tool that can be used to measure the value orientations of Turkish physical education and sports teachers.

References

  • Aiken, L. R. (1997). Qustionnaires and inventories: Surveying opinions and assessing personality. New York: John Wiley & Sons, Inc.
  • Alpar R. (2010). Spor, sağlık ve eğitim bilimlerinden örneklerle uygulamalı istatistik ve geçerlik - güvenirlik. Detay Yayıncılık.
  • Altet, M., Paquay, L., & Perrenoud, P. (2002). Formateurs d’enseignants, quelle professionnalisation? [Teacher trainers, what kind of professionalization?]. De Boeck.
  • Banville, D., Desrosiers, P., & Genet-Volet, Y. (2000). Translating questionnaires and inventories using a cross-cultural translation technique. Journal of teaching in Physical Education, 19(3), 374-387. https://doi.org/10.1123/jtpe.19.3.374
  • Brislin, R. W. (1986). A culture general assimilator: Preparation for various types of sojourns. International Journal of Intercultural Relations, 10(2), 215-234. https://doi.org/10.1016/0147- 1767(86)90007-6
  • Brown, T.A. (2006). Confirmatory factor analysis for applied research. The Guilford Press.
  • Büyüköztürk, Ş. (2005). Anket geliştirme. Türk Eğitim Bilimleri Dergisi, 3(2), 133-151.
  • Büyüköztürk, Ş. (2007). Spss veri analizi el kitabı. Pegem A Yayıncılık.
  • Chen, A., & Ennis, C.D. (1996). Teaching value-laden curricula in physical education. Journal of Teaching in Physical Education, 15, 338-354.
  • Chen, A., Ennis, C. D., & Loftus, S. (1997). Refining the value orientation inventory. Research Quarterly for Exercise and Sport, 68(4), 352–356. https://doi.org/10.1080/02701367.1997.10608016
  • Chen, A., Zhang, T., Wells, S. L., Schweighardt, R., & Ennis, C. D. (2017). Impact of teacher value orientations on student learning in physical education. Journal of Teaching in Physical Education, 36(2), 152–161. https:// doi.org/10.1123/jtpe.2016-0027
  • Cothran, D. J. (1996). The effects of students’ and teachers’ values on the teachinglearning process in physical education. [Unpublished doctoral dissertation]. University of Maryland.
  • Drouet, O., Roure, C., Escriva Boulley, G., Pasco, D., & Lentillon-Kaestner, V. (2021). Development and validity evidence of a Questionnaire on Teachers’ Value Orientations in Physical Education. Measurement in physical education and exercise science, 25(3), 250-265. https://doi.org/10.1080/1091367X.2021.1876067
  • Eisner, E. W., & Vallance, E. (1974). Conflicting conceptions of curriculum. Series on Contemporary Educational Issues.
  • Ennis, C. D., & Hooper, L. M. (1988). Development of an instrument for assessing educational value orientations. Journal of Curriculum Studies, 20(3), 277–280. https://doi.org/10.1080/0022027880200308
  • Ennis, C. D., & Zhu, W. (1991). Value orientations: A description of teachers’ goals for student learning. Research Quarterly for Exercise and Sport, 62(1), 33–40. https://doi.org/10.1080/02701367.1991.10607516
  • Ennis, C. D., Ross, J., & Chen, A. (1992). The role of value orientations in curricular decision making: A rationale for teachers' goals and expectations. Research Quarterly for Exercise and Sport, 63(1), 38–47. https://doi.org/10.1080/02701367.1992.10607555
  • Ennis, C.D. & Chen, A. (1993). Domain specifications and content representativeness of the revised Value Orientation Inventory. Research Quarterly for Exercice and Sport, 64, 436-446.
  • Fabrigar, L. R.,Wegener, D. T. MacCallum, R. C. & Strahan, E. J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4(3), 272. https://doi.org/10.1037/1082-989X.4.3.272
  • Jak, S., Oort, F. J., & Dolan, C. V. (2013). A test for cluster bias: Detecting violations of measurement invariance across clusters in multilevel data. Structural Equation Modeling: A Multidisciplinary Journal, 20(2), 265-282.
  • Jewett, A. E., & Bain, L. L. (1985). The curriculum process in physical education. Brown & Benchmark.
  • Jewett, A. E., & Ennis, C. D. (1990). Ecological integration as a value orientation for curricular decision making. Journal of Curriculum and Supervision, 5(2), 120–131.
  • Jewett, A. E., Bain, L., ve Ennis, C. D. (1995). The curriculum process in physical education. Madison: Brown and Benchmark,
  • Kalaycı, Ş. (2014). SPSS uygulamalı çok değişkenli istatistik teknikleri. (6. Baskı) Asil Yayın.
  • Kline, R. B. (2016). Principles and practice of structural equation modeling. (4th ed.) Guilford Press.
  • Koyuncu, S., & Erdoğan, B. S. (2023). Beden eğitimi ve spor yüksekokulunda farklı bölümlerinde öğrenim gören öğrencilerin değer yönelimleri üzerine bir araştırma. Uluslararası Türk Spor ve Egzersiz Psikolojisi Dergisi, 3(2), 1-18. https://doi.org/10.55376/ijtsep.1412712
  • Lannucci, C., MacPhail, A., & R. Richards, K. A. (2019). Development and initial validation of the teaching multiple school subjects role conflict scale (TMSS-RCS). European Physical Education Review, 25(4), 1017-1035. https://doi.org/10.1177/1356336X18791194
  • Merenda, P. F. (1997). A guide to the proper use of factor analysis in the conduct and reporting of research: Pifalls to avoid. Measurement and Evaluation in Counseling and Development, 30(3), 156- 164. https://doi.org/10.1080/07481756.1997.12068936
  • Mundfrom, D. J., Shaw, D. G., & Ke, T. L. (2005). Minimum sample size recommendations for conducting factor analyses. International Journal of Testing, 5(2), 159-168. https://doi.org/10.1207/s15327574ijt0502_4
  • Myung, I. J. (2003). Tutorial on maximum likelihood estimation. Journal of Mathematical Psychology, 47(1), 90-100. https://doi.org/10.1016/S0022-2496(02)00028-7
  • Okursoy, A., & Turan, A. H. (2014). Açimlayici Faktör Analizi Ve Üniversite Yemekhanesinde Müşteri Memnuniyeti Üzerinde Etkili Olan Boyutlarin Belirlenmesi Üzerine Bir Uygulama. Doğuş Üniversitesi Dergisi, 15(1), 65-78.
  • Özdamar, G., Pehlevan, Z., & Ada, E. N. D. (2020). Beden eğitimi öğretmenlerinin değer yönelimleri ve öğrenciler tarafından algılanan disiplin sağlama stratejileri. Gazi Beden Eğitimi ve Spor Bilimleri Dergisi, 25(4), 403-420.
  • Pasco, D., & Ennis, C. (2009). Les orientations de valeur des enseignants. Une revue de question en éducation physique [The value orientations of teachers. A review of physical education issues]. Science & Motricité, 66(1), 85–112. https://doi.org/10.3917/sm.066.0085
  • Pasco, D., Kermarrec, G., & Guinard, J.-Y. (2008a). Les orien-tations de valeur des enseignants d’éducation physique. Influence du sexe, de l’âge et de l’ancienneté. [Value orien tations for physical education teachers. Influence of gender, age and experience]. Staps, 3(3), 89–105. https://doi.org/10. 3917/sta.081.0089
  • Pasco, D., Kermarrec, G., & Guinard, J.-Y. (2008b). Validation transculturelle canadienne française d’un instrument de mesure des orientations de valeur d’enseignants d’éducation physique [Cross-cultural french-canadian validation of a physical education teacher’s value orientation measurement] [Presentation Paper]. Colloque international de l’Association pour la Recherche et l’Intervention en Sport (ARIS), Rodez, France.
  • Peterson, R. A. (2000). A meta-analysis of variance accounted for and factor loadings in exploratory factor analysis. Marketing Letters, 11, 261-275. https://doi.org/10.1023/A:1008191211004
  • Pornprasertmanit, S., Lee, J., & Preacher, K. J. (2014). Ignoring clustering in confirmatory factor analysis: Some consequences for model fit and standardized parameter estimates. Multivariate behavioral research, 49(6), 518-543. https://doi.org/10.1080/00273171.2014.933762
  • Sapnas, K. G., & Zeller, R. A. (2002). Minimizing sample size when using exploratory factor analysis for measurement. Journal of Nursing Measurement, 10(2), 135-154. https://doi.org/10.1891/jnum.10.2.135.52552
  • Scherer, R. F., Luther, D. C., Wiebe, F. A., & Adams, J. S. (1988). Dimensionality of coping: Factor stability using the ways of coping questionnaire. Psychological Reports, 62(3), 763- 770. https://doi.org/10.2466/pr0.1988.62.3.763
  • Schermelleh-Engel, K. & Moosbrugger, H. (2003). Models: Tests of Significance and Descriptive, Psychological Research Online, 8(2).
  • Spanos, A. (1999). Probability theory and statistical inference. Cambridge, Cambridge University Press Tabachnick, B. G., Fidell, L. S., & Ullman, J. B. (2007). Using multivariate statistics (Vol. 5, pp. 481- 498). MA: Pearson.
  • Tabachnick, B. G.,& Fidell, L. S. (2013). Using multivariate statistics (6th ed.), Allyn and Bacon.
  • Tavşancıl, E. (2005). Tutumların ölçülmesi ve SPSS ile veri analizi (2. Baskı). Nobel Yayınları.
  • Tavşancıl, E. (2014). Tutumların ölçülmesi ve SPSS ile veri analizi. (5. Baskı) Nobel Yayınevi.
  • Tekin, C. K. (2021). Beden eğitimi öğretmenlerinin değer yönelimlerinin çeşitli değişkenler açisindan incelenmesi [Doctoral dissertation] Bursa Uludag University (Turkey).
  • Velicer, W. F., & Fava, J. L. (1998). Affects of variable and subject sampling on factor pattern recovery. Psychological Methods, 3(2), 231. https://doi.org/10.1037/1082989X.3.2.231
  • Yaşlıoğlu, M. M. (2017). Sosyal bilimlerde faktör analizi ve geçerlilik: Keşfedici ve doğrulayıcı faktör analizlerinin kullanılması. İstanbul Üniversitesi İşletme Fakültesi Dergisi, 46, 74-85 . Yong, A. G., & Pearce, S. (2013). A beginner’s guide to factor analysis: Focusing on exploratory factor analysis. Tutorials in Quantitative Methods for Psychology, 9(2), 79-94. https://doi.org/10.20982/tqmp.09.2.p079
  • Zhu, W., & Chen, A. (2018). Value orientation inventory: Development, application, and contributions. Kinesiology Review, 7(3), 206–210. https://doi.org/10.1123/kr.2018-0030264M
There are 48 citations in total.

Details

Primary Language Turkish
Subjects Sport and Exercise Psychology
Journal Section Research Articles
Authors

Ekrem Yasin Tabak 0000-0002-5794-258X

Osman Uyhan 0000-0002-2346-1470

Erhan Devrilmez 0000-0002-5136-7510

Zihni Oğuz Şimşek 0009-0002-9415-3894

Kübra Ataol 0009-0002-7071-0641

Publication Date April 23, 2024
Submission Date January 18, 2024
Acceptance Date April 19, 2024
Published in Issue Year 2024 Volume: 16 Issue: 1

Cite

APA Tabak, E. Y., Uyhan, O., Devrilmez, E., Şimşek, Z. O., et al. (2024). Beden Eğitimi ve Spor Öğretmenlerinin Değer Yönelimleri Ölçeği: Türkçe Geçerlik Güvenirlik Çalışması. Beden Eğitimi Ve Spor Araştırmaları Dergisi, 16(1), 57-73. https://doi.org/10.55929/besad.1421494