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STEM Kariyer İlgileri Ölçeği’nin Türkçeye Uyarlanması ve Bazı Sosyo-Demografik Değişkenlere Göre İncelenmesi.

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Title: STEM Kariyer İlgileri Ölçeği’nin Türkçeye Uyarlanması ve Bazı Sosyo-Demografik Değişkenlere Göre İncelenmesi.
Alternate Title: The Adaptation of the STEM Career Interest Scale into Turkish and Examination According to Some Socio-Demographic Variables.
Authors: Yılmaz, Şuheda Kılıç1 suhedaklc55@gmail.com, Özdemir, Nurten Karacan2 karacan.nurten@gmail.com
Source: Journal of Turkish Educational Sciences. 2026, Vol. 24 Issue 1, p662-691. 30p.
Subject Terms: *STEM occupations, *Factor analysis, *Middle school students, *Grade levels, Gender differences (Sociology), Statistical reliability
Abstract (English): The aim of this study was to adapt the STEM Career Interests Scale to Turkish and to examine whether STEM career interests differ according to gender and grade level. In the first stage of the study, Exploratory Factor Analysis was conducted with data obtained from 302 middle school students (154 females, 148 males). In the second stage, Confirmatory Factor Analysis, criterion validity, and internal consistency analyses were conducted with data obtained from 300 middle school students (156 females, 144 males). According to the results of the Exploratory and Confirmatory Factor Analyses, the scale's single-factor structure consisting of five items was confirmed. Cronbach's alpha and McDonald's omega values were calculated as .93. As a result of the analyses conducted within the scope of criterion validity, positive and significant relationships were found between STEM career interest scores and attitudes towards science, engineering, and mathematics sub-dimension scores. In addition, students with high STEM career interest were found to have STEM career aspirations. The findings demonstrated that the Turkish STEM Career Interests Scale is a valid and reliable measurement tool. Analysis revealed no significant difference in STEM career interest levels between male and female students, while 6th grade students had significantly higher STEM career interests than 8th grade students. [ABSTRACT FROM AUTHOR]
Abstract (Turkish): Bu araştırmanın amacı STEM Kariyer İlgileri Ölçeği’nin Türkçeye uyarlanması ve STEM kariyer ilgilerinin cinsiyet ve sınıf düzeyine göre fark gösterip göstermediğinin incelenmesidir. Araştırmada ilk aşamada 302 ortaokul öğrencisinden (154 kız, 148 erkek) elde edilen veriler ile Açımlayıcı Faktör Analizi; ikinci aşamada ise 300 ortaokul öğrencisinden (156 kız, 144 erkek) elde edilen veriler ile Doğrulayıcı Faktör Analizi, ölçüt geçerliliği ve iç tutarlılık analizleri yapılmıştır. Açımlayıcı ve Doğrulayıcı Faktör Analizi sonuçlarına göre ölçeğin beş maddeden oluşan tek faktörlü yapısı doğrulanmıştır. Ölçeğin Cronbach alfa ve McDonald’s omega değeri .93 olarak hesaplanmıştır. Ölçüt geçerliliği kapsamında yapılan analizler sonucunda STEM kariyer ilgi puanları ile bilime, mühendisliğe ve matematiğe yönelik tutum alt boyut puanları arasında pozitif yönde ve anlamlı ilişkiler olduğu bulunmuştur. Ayrıca STEM kariyer ilgileri yüksek olan öğrencilerin, STEM’e yönelik bir kariyer umusuna sahip olduğu görülmüştür. Bulgular, Türkçe STEM Kariyer İlgileri Ölçeği’nin geçerli ve güvenilir bir ölçme aracı olduğunu göstermiştir. Analizlere göre kız ve erkek öğrencilerin STEM kariyer ilgi düzeylerinde anlamlı bir farklılık bulunmazken 6. sınıf öğrencilerinin STEM kariyer ilgileri 8. sınıf öğrencilerinden anlamlı düzeyde yüksek bulunmuştur. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:The aim of this study was to adapt the STEM Career Interests Scale to Turkish and to examine whether STEM career interests differ according to gender and grade level. In the first stage of the study, Exploratory Factor Analysis was conducted with data obtained from 302 middle school students (154 females, 148 males). In the second stage, Confirmatory Factor Analysis, criterion validity, and internal consistency analyses were conducted with data obtained from 300 middle school students (156 females, 144 males). According to the results of the Exploratory and Confirmatory Factor Analyses, the scale's single-factor structure consisting of five items was confirmed. Cronbach's alpha and McDonald's omega values were calculated as .93. As a result of the analyses conducted within the scope of criterion validity, positive and significant relationships were found between STEM career interest scores and attitudes towards science, engineering, and mathematics sub-dimension scores. In addition, students with high STEM career interest were found to have STEM career aspirations. The findings demonstrated that the Turkish STEM Career Interests Scale is a valid and reliable measurement tool. Analysis revealed no significant difference in STEM career interest levels between male and female students, while 6th grade students had significantly higher STEM career interests than 8th grade students. [ABSTRACT FROM AUTHOR]
ISSN:13038451
DOI:10.37217/tebd.1810622