Adaptación y validación de la versión turca del Informe Personal de Ansiedad al Hablar en Público
DOI:
https://doi.org/10.24320/redie.2018.20.4.1747Palabras clave:
Habilidades comunicativas, ansiedad, escalas de medición.Resumen
El propósito de este estudio fue adaptar la escala “Informe Personal de Ansiedad al Hablar en Público” (PRPSA, por sus siglas en inglés) al turco y hacer estudios de validez-confiabilidad del mismo. La escala original se estructura en un solo factor y consta de 34 ítems. La muestra estuvo conformada por 322 profesores candidatos que estudian en la facultad de Educación. Tres ítems con valores de ajuste por debajo de 0.30 de la correlación total de ítems corregidos se excluyeron de la escala y se analizaron los 31 ítems restantes. La validez de la escala ha sido confirmada como un factor único por el software Mplus. El alfa de Cronbach presenta una confiabilidad de 0.94, lo que indica que la escala turca tiene también un alto grado de confiabilidad. Con respecto a la variable género no se detectaron diferencias significativas entre los puntajes de ansiedad de habla de los participantes.Descargas
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Referencias
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Furmark, T., Tillfors, M., Everz, P., Marteinsdottir, I., Gefvert, O., & Fredrikson, M. (1999). Social phobia in the general population: prevalence and sociodemographic profile. Social Psychiatry and Psychiatric Epidemiology, 34(8), 416-424.
Gaibani, A., & Elmenfi, F. (2014). The role of gender in influencing public speaking anxiety. British Journal of English Linguistics, 2(3), 7-13.
Goodwin, L. D., & Leech, N. L. (2003). The meaning of validity in the new standards for educational and psychological testing: Implications for measurement courses. Measurement and Evaluation in Counseling and Development, 36(3), 181-192.
Guskey, T., & Huberman, M. (1995). Professional development in education: New paradigms and practices. New York: Teachers College.
Hambleton, R. K., & Kanjee, A. (1993). Enhancing the validity of cross-cultural studies: improvements in instrument translation methods. Retrieved from https://eric.ed.gov/?id=ED362537
Hamre, B. K., & Pianta, R. C. (1999). Enhancing relationships between children and teachers. Washington: American Psychological Association.
Hargreaves, A. (1995). Development and desire: A postmodern perspective. In T. R. Guskey & M. Huberman (Eds.), Professional development in education: New paradigms and practices (pp. 9-34). New York: Teachers College.
Heck, R. H., & Thomas, S. L. (2015). An introduction to multilevel modeling techniques: MLM and SEM approaches using Mplus. East Sussex: Routledge.
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Hosgorur, T., & Apikoglu, S. (2013). Relationship between school administrators’ anxiety levels for authority use and burnout levels. Educational Process: International Journal, 2(1-2), 19-35.
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Matsuda, S., & Gobel, P. 2004. Anxiety and predictors of performance in the foreign language classroom. System, 32(1), 21-36.
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McCroskey, J. C., & Richmond, V. P. (1992). Communication apprehension and shyness: Conceptual and operational distinction. Central States Speech Journal, 33, 458-468.
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Mejías, H., Applebaum, R. L., Applebaum S. J., & Trotter, R. T. (1991). Oral communication apprehension and Hispanics: An exploration of oral communication apprehension among Mexican American students in Texas. In E. K. Horwitz & D. J. Young (eds.), Language Anxiety: From Theory and Research to Classroom Implications, 87-97. Englewood Cliffs, NJ: Prentice Hall.
Morgan, A. L. (1989). Communication skills for teachers. Retrieved from http://eric.ed.gov/?id=ED312729
Muthén, L. K., & Muthén, B. O. (1998–2010). Mplus user’s guide (6th ed.). Los Angeles, CA: Muthén & Muthén. Retrieved from www.statmodel.com
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Ozoğlu, M., Gur, B. S., & Altinoglu, A. (2013).Turkiye ve Dunyada Ogretmenlik. Ankara, Turkey: Egitim Bir Sen.
Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 2(8), 23-74.
Sen, H. S., & Erisen, Y. (2002). Ogretmen Yetistiren Kurumlarda Ogretim Elemanlarinin Etkili Ogretmenlik Ozellikleri. Gazi Universitesi Gazi Egitim Fakultesi Dergisi, 22(1), 99-116.
Shieh, C.J,. & Demirkol, M. (2014). Evaluation of the effectiveness of social networks and their usage by high school students. Educational Process: International Journal, 3(1-2), 7-18.
Sipahi, B., Yurtkoru, E. S., & Çinko, M. (2008). Sosyal Bilimlerde SPSS’le Veri Analizi. Istanbul: Beta Basım Yayım Dağıtım.
Slocum, S. L. (2005). Assessing unidimensionality of psychological scales: Using individual and integrative criteria from factor analysis. Unpublished Doctoral Dissertation, University of British Columbia, Canada.
Slocum-Gori, S. L., & Zumbo, B. D. (2011). Assessing the unidimensionality of psychological scales: Using multiple criteria from factor analysis. Social Indicators Research, 102(3), 443-461.
Vangelisti, A. L., Daly, J. A., & Friedrich, G. W. (2013). Teaching communication: Theory, research, and methods. London: Routledge.
Wang, J., & Wang, X. (2012). Structural equation modeling: Applications using Mplus. West Sussex, England: John Wiley & Sons.
Wang, T. (2010). Speaking anxiety: More of a function of personality than language achievement. Chinese Journal of Applied Linguistics, 5(33).
Williams, B., Brown, T., & Onsman, A. (2012). Exploratory factor analysis: A five-step guide for novices. Australasian Journal of Paramedicine, 8(3), 1-13.
Yirci, R., Karaköse, T.,Uygun, H., & Ozdemir, T. Y. (2016). The Turkish adaptation of the Mentorship Effectiveness Scale: A validity and reliability study. Eurasia Journal of Mathematics, Science & Technology Education, 12(4), 821-832.
Behnke, R. R., & Sawyer, C. R. (2001). Patterns of psychological state anxiety in public speaking as a function of anxiety sensitivity. Communication Quarterly, 49, 85-94.
Bodie, G. D. (2010). A racing heart, rattling knees, and ruminative thoughts: Defining, explaining, and treating public speaking anxiety. Communication Education, 59, 70-105.
Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York: Guilford.
Byrne, B. M. (2013). Structural equation modeling with Mplus: Basic concepts, applications, and programming. New York: Routledge.
Duru, E., & Balkis, M. (2007). Sosyal provizyon olçeginin psikometrik ozellikleri: Gecerlik ve guvenirlik calismasi. Turk Psikolojik Danisma ve Rehberlik Dergisi, 27, 79-90.
Furmark, T., Tillfors, M., Everz, P., Marteinsdottir, I., Gefvert, O., & Fredrikson, M. (1999). Social phobia in the general population: prevalence and sociodemographic profile. Social Psychiatry and Psychiatric Epidemiology, 34(8), 416-424.
Gaibani, A., & Elmenfi, F. (2014). The role of gender in influencing public speaking anxiety. British Journal of English Linguistics, 2(3), 7-13.
Goodwin, L. D., & Leech, N. L. (2003). The meaning of validity in the new standards for educational and psychological testing: Implications for measurement courses. Measurement and Evaluation in Counseling and Development, 36(3), 181-192.
Guskey, T., & Huberman, M. (1995). Professional development in education: New paradigms and practices. New York: Teachers College.
Hambleton, R. K., & Kanjee, A. (1993). Enhancing the validity of cross-cultural studies: improvements in instrument translation methods. Retrieved from https://eric.ed.gov/?id=ED362537
Hamre, B. K., & Pianta, R. C. (1999). Enhancing relationships between children and teachers. Washington: American Psychological Association.
Hargreaves, A. (1995). Development and desire: A postmodern perspective. In T. R. Guskey & M. Huberman (Eds.), Professional development in education: New paradigms and practices (pp. 9-34). New York: Teachers College.
Heck, R. H., & Thomas, S. L. (2015). An introduction to multilevel modeling techniques: MLM and SEM approaches using Mplus. East Sussex: Routledge.
Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53-60.
Hosgorur, T., & Apikoglu, S. (2013). Relationship between school administrators’ anxiety levels for authority use and burnout levels. Educational Process: International Journal, 2(1-2), 19-35.
Hu, L. T., & Bentler, P. M., (1999). Cutoff criteria for fit indexes in covariance structural analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
Hunter, K. M., Westwick, J. N., & Haleta, L. L. (2014). Assessing success: The impacts of a fundamentals of speech course on decreasing public speaking anxiety. Communication Education, 63(2), 124-135.
Ingersoll, R. M. (2004). Four myths about America's teacher quality problem. In M. A. Smylie & D. Miretzky (Eds.), Developing the teacher workforce (pp. 1-14). Chicago: University of Chicago Press.
Ingersoll, R., Merrill, L., & Stuckey, D. (2014). Seven trends: The transformation of the teaching force. CPRE Research Report #RR-80. Philadelphia: Consortium for Policy Research in Education. doi:10.12698/cpre.2014.rr80
Kline, R. B. (2015). Principles and practice of structural equation modeling. New York: The Guilford Press.
Konokman, G. Y., & Yelken, T. Y. (2013). Öğretmen adaylarının öğrenme öğretme süreci alanındaki yeterliklerine ilişkin görüşleri. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9(1), 175-188.
Kostić-Bobanović, M. (2007). Coping with Public Speaking Anxiety. In Creative Organization. Hrvatskaznanstvenabibliografija i MZOS-Svibor.
Kubiatko, M., & Arik, R. S. (2014). Comparison of the effects of gender variable on attitudes towards the teaching profession by random and fixed effects model: Meta-Analysis. Educational Process: International Journal, 3(1-2), 52-64.
Matsuda, S., & Gobel, P. 2004. Anxiety and predictors of performance in the foreign language classroom. System, 32(1), 21-36.
McCroskey, J. C. (1970). Measures of communication-bound anxiety. Speech Monographs, 37, 269-277.
McCroskey, J. C. (1977). Oral communication apprehension: A summary of recent theory and research. Human Communication Research, 4(1), 78-96.
McCroskey, J. C., & Richmond, V. P. (1992). Communication apprehension and shyness: Conceptual and operational distinction. Central States Speech Journal, 33, 458-468.
McCroskey, J. C., Gudykunst, W. B., & Nichida. T. (1985). Communication apprehension among Japanese students in native and second language. Communication research reports, 2(1).
Mejías, H., Applebaum, R. L., Applebaum S. J., & Trotter, R. T. (1991). Oral communication apprehension and Hispanics: An exploration of oral communication apprehension among Mexican American students in Texas. In E. K. Horwitz & D. J. Young (eds.), Language Anxiety: From Theory and Research to Classroom Implications, 87-97. Englewood Cliffs, NJ: Prentice Hall.
Morgan, A. L. (1989). Communication skills for teachers. Retrieved from http://eric.ed.gov/?id=ED312729
Muthén, L. K., & Muthén, B. O. (1998–2010). Mplus user’s guide (6th ed.). Los Angeles, CA: Muthén & Muthén. Retrieved from www.statmodel.com
Ozkan, H., Albayrak, M., & Berber, K. (2005). Oğretmen Adaylarinin Ilkogretim Okullarinda Yaptiklari Ogretmenlik Uygulamasinin Yetismelerindeki Rolu. Milli Egitim Dergisi, Ankara, Sayı-168.
Ozoğlu, M., Gur, B. S., & Altinoglu, A. (2013).Turkiye ve Dunyada Ogretmenlik. Ankara, Turkey: Egitim Bir Sen.
Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 2(8), 23-74.
Sen, H. S., & Erisen, Y. (2002). Ogretmen Yetistiren Kurumlarda Ogretim Elemanlarinin Etkili Ogretmenlik Ozellikleri. Gazi Universitesi Gazi Egitim Fakultesi Dergisi, 22(1), 99-116.
Shieh, C.J,. & Demirkol, M. (2014). Evaluation of the effectiveness of social networks and their usage by high school students. Educational Process: International Journal, 3(1-2), 7-18.
Sipahi, B., Yurtkoru, E. S., & Çinko, M. (2008). Sosyal Bilimlerde SPSS’le Veri Analizi. Istanbul: Beta Basım Yayım Dağıtım.
Slocum, S. L. (2005). Assessing unidimensionality of psychological scales: Using individual and integrative criteria from factor analysis. Unpublished Doctoral Dissertation, University of British Columbia, Canada.
Slocum-Gori, S. L., & Zumbo, B. D. (2011). Assessing the unidimensionality of psychological scales: Using multiple criteria from factor analysis. Social Indicators Research, 102(3), 443-461.
Vangelisti, A. L., Daly, J. A., & Friedrich, G. W. (2013). Teaching communication: Theory, research, and methods. London: Routledge.
Wang, J., & Wang, X. (2012). Structural equation modeling: Applications using Mplus. West Sussex, England: John Wiley & Sons.
Wang, T. (2010). Speaking anxiety: More of a function of personality than language achievement. Chinese Journal of Applied Linguistics, 5(33).
Williams, B., Brown, T., & Onsman, A. (2012). Exploratory factor analysis: A five-step guide for novices. Australasian Journal of Paramedicine, 8(3), 1-13.
Yirci, R., Karaköse, T.,Uygun, H., & Ozdemir, T. Y. (2016). The Turkish adaptation of the Mentorship Effectiveness Scale: A validity and reliability study. Eurasia Journal of Mathematics, Science & Technology Education, 12(4), 821-832.
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2018-12-12
