Çevreye Karşı Motivasyon Ölçeği’nin Okul Öncesi Öğretmen Adayları Üzerinde Geçerlik Güvenirlik Çalışması

Purpose of the study: Conduction of validity and reliability of the motivation toward environments scale which is developed by Pelletier et al. (1998), and its examination with regards to some variables is the aim of this study. Method: This study is a descriptive research that used the survey model. Population of the study is 466 teacher candidates, studied in forth and second grades of a Preschool Teaching Program in Education Faculties during 2008-2009 academic year. A likert type scale, which is originally known as the Motivation toward the Environment Scale that is reconstituted by Pelletier et al. (1998) based on the theories developed by Deci and Ryan in 1985 was used to collect data required for the study. Findings and Discussions: It was found that total variance is 74.61% and Cronbach-alfa internal consistency coefficient is .87 according to the scale which consists of 6 factors and 24 items. To determine the reliability of the scale Cronbach-alfa reliability statistics was applied. According to the statistics, Cronbach-alfa value of the scale is .87 as a whole. When results of the analysis examined as a whole, it can be stated that the scale is a valid and reliable measurement tool that can be used for Turkish culture. While there is no significant difference between “Introjected Regulation [t(305)=1.34; p>.05]; and “Internal Regulation [t(305)=1.73; p>.05] dimensions’ scores, there are significant differences in other sub-dimensions. Except the motivational dimension, the average score of third graders is higher than fourth grades in all other dimensions. It can be assumed that it stems from the decrease of fourth graders’ sensitivity towards subjects like environment and etc. that requires attention since they focus on academic success and KPSS and etc. It is clear that there is a statistically significant difference between Integrated Regulation [t(305)=2.62; p<.01]” and Introjected Regulation [t(305)=2.34; p<.05]” dimensions’ scores while difference between other dimensions is not significant. In two sub-dimensions there is significant difference between the average scores of students who take environmental courses and the others. When the content of scales that presents significant differences is examined it can be seen that one of these subscales is introjected regulation subscale. There is only a significant difference in Internal Regulation dimension according to mother’s education levels [F(3, 286)=3.38; p .05]. Internal Regulation score averages of students whose mothers’ are high school graduates are higher than the students whose mothers’ are middle school graduates. This finding can be interpreted that education level affects environmental motivation positively and raises awareness towards environment. There is no significant difference among sub dimension of the scale in association with the educational level of fathers. The result obtained from the about environmental issues revealed that fathers’ educational level variable does not cause any significant difference on attitude and behavior towards environment. It can also be explained as fathers do not have an efficient role as mothers on their children. It was found that there are significant differences among “Internal Regulation [t(304)=3.93; p<.01]”; “Integrated Regulation [t(304)=3.63; p<.01]” and “Defined Regulation t(304)=2.55; p<.01]” dimensions in association with the participation in environmental issues seminars and the difference in other dimensions are not significant. In these three sub-dimensions, there are significant differences between the average scores of students who attend environmental issues seminars and the others. The students who take environmental courses have higher scores than the others. Recommendations: It can be suggested for the educators and researchers that some courses that handle individual environment relations and aims development of positive attitudes on this issue should be included in curriculum, the course hours should be increased and seminars and conferences that support and raise environmental awareness of students in education faculties should be held more frequently, periodicals like newspapers and magazines should be available in faculties and there should be practical courses as well as theoretical ones on environmental issues for teacher candidates.