A 3 ISSN: 2075-4124 Vol. 5 E-ISSN: 2075-7107 No. 4 REFEREED JOURNAL July www.ijar.eu 2013

BEYNƏLXALQ ELMİ ARAŞDIRMALAR JURNALI INTERNATIONAL PART B. SOCIAL JOURNAL OF SCIENCES AND ACADEMIC HUMANITIES RESEARCH

SCIENTIFIC ORGANISATIONS OF

AZERBAIJAN NATIONAL ACADEMY OF SCIENCES

The Azerbaijan National Academy of Sciences (ANAS) is the main scientific organization in the Azerbaijan Republic. The ANAS was founded in 1945 in Baku city, the capital of the Azerbaijan Republic. In early 1920 the scientific research activity was mainly concentrated at the Baku State University. In 1920-22 a Scientific Association was organized in Azerbaijan. The Association was comprised of humanitarian, medical and natural sciences research sections. The aim of Association was to provide comprehensive assistance in research of various scientific problems along with education and training of young researchers and scientists. In late 1921 a Society of Naturalists and Medics and then Society of Orientalists and Medics were organized at the Baku University. In 1920 a technical education provider, the Polytechnic Institute, was founded in Baku. At that Institute a research in the fields of technical science, economics and agricultural chemistry was regularly conducted. By the end of 1932 there were 30 scientific organizations and more than 10 higher education institutions in Azerbaijan. Within that period, there were 800 research scientists, including 87 professors and 138 assistant professors actively working in Azerbaijan. However, neither the Azerbaijan State Scientific-Research Institute (ASSRI) nor other branch- wise scientific organizations were in position to meet satisfactorily the demands for development of science in Azerbaijan. In 1932 on the basis of the ASSRI the Azerbaijan Branch of Trans-Caucasian Affiliate Organization of the Academy of Sciences of the USSR was organized in Baku. R. Akhundov was appointed as a Head of Branch. The Branch was comprised of 11 sections and several commissions. A group of famous Russian scientists such as F.Y.Levinson-Gubski, I.M.Gubkin, AA.Grossheim, N.Y.Marr, I.I.Meschanov, A.N.Derjavin, I.G.Yesman, and first Azeri scientists, B.Chobanzade, V.Khuluflu, M.Efendiyev, A.Taghizade, S.Mumtaz, A.S.Mamedov and others were actively involved in scientific research at the Branch. In 1935 the Branch was transformed into Azerbaijan Affiliate Branch of the Academy of Sciences of the USSR. Then existing sections and commissions were further developed into Scientific Research Institutes of Chemistry, Botany, Zoology, History, Ethnography and Archaeology, Philology and Literature. Along with this the Sections of Energy, Physics, Geology and Soil Sciences were organized as well. Russian A3. Akbay, S. E., Çapri, B. & Gündüz, B. (2013). Development of the Academician I.M.Gubkin was elected as a Chairman of the Presidium of the Affiliate Branch. Later, another Russian academic responsibility scale (ARS): A validity and reliability study. Academician S.S. Namyotkin succeeded him in this post. The Presidium of the Academy developed and approved plans on further intensification of reforms. This was done International Journal of Academic Research, 5 (4), 440-446. DOI: with aim to increase productivity of scientific research work with further orientation of it towards areas important for the Azerbaijan Republic. The plans also foresee increase of productivity of financial and material assets usage, elimination 10.7813/2075-4124.2013/5-4/B.64 (ISI). of parallelism and duplication of efforts, intensification of research processes along with further optimisation of overall organizational structure of the Academy. The nation's future success lies with science and education!

Heydar Aliyev National Leader of Azerbaijan

INTERNATIONAL

JOURNAL OF ACADEMIC RESEARCH PART B. SOCIAL Vol. 5. No. 4 SCIENCES AND July, 2013 HUMANITIES

Member of DOI: 10.7813/2075-4124.2013

Member of

Daxil edildiyi elmi bazalar: Indexed by:

Master Journal List (ISI-Thomson Reuters, USA) CAB Abstracts (ISI-Thomson Reuters, USA) Zoological Records (ISI-Thomson Reuters, USA) Norwegian Social Science Data Services (Norway) ZentralBlatt MATH (Springer-Verlag, European Math. Society, ) IndexCopernicus International (Poland) EBSCO-Academic Search Complete (USA) SCIRUS (Elsevier, Netherlands) ULRICH’s Web (USA) JournalSeek (USA)

“PROGRESS” IPS LLC Baku, Azerbaijan, 2013

All rights reserved. INTERNATIONAL JOURNAL of ACADEMIC RESEARCH Vol. 5. No. 4. July, 2013 INTERNATIONAL JOURNAL No part of this journal may be reprinted or reproduced without permission in writing from of ACADEMIC RESEARCH the publisher, the "Progress IPS LLC"

Vol. 5, No. 4, July, 2013, Part B Publishing bimonthly Print ISSN: 2075-4124 DOI for issue: 10.7813/2075-4124.2013/5-4 Online ISSN: 2075-7107 National reg. No: 2996

Editor-in-chief:

Javid Jafarov

Executive editor:

Alik Khankishiyev

International Advisory and Editorial Board

(Romania) Arif Mekhtiev (Azerbaijan) Vladimir Balan () Isa Habibbayli (Azerbaijan) Tahar Aifa Fikret Aliev (Azerbaijan) Iqbal H. Jebril (KSA) Rasim Aliguliev (Azerbaijan) Ata Atun () Sarwoko Mangkoedihardjo (Indonesia) Azizeh Khanchobani Ahranjani () Manuel Alberto M. Ferreira (Portugal) Zafer Agdelen (North Cyprus) Maybelle Saad Gaballah () Florin Negoescu (Romania) Mehmet Bayansalduz (Turkey) Razvan Raducanu (Romania) () Michael F. Shaughnessy (USA) Elaine Hewitt (Jordan) Savina Nadejda Nikolaevna () Amer AbuAli Jose Antonio Filipe (Portugal) Panagiotis E. Kaldis (Greece) Floriana Popescu (Romania) Mabrouk Benhamou (Morocco) Salvatore Lorusso (Italy) Carlos Fernandez (USA) Ionel Bostan (Romania) Yuriy Bilan (Poland) Angela Mari Braida (Italy) Eugen Axinte (Romania) Ivan Sosa (Croatia) Enkelena Qafleshi (USA) Veronica Vivanco (Spain) Aikyna D. Finch (USA) (Greece) Cemil Tunc (Turkey) Stratos Georgoulas Marek Smoluk (Poland)

Editorial office: Beynəlxalq Elmi Araşdırmalar Jurnalı (BEAJ) 2009-cu il, Milli Mətbuat Günündə Azərbaycan Respublikası Ədliyyə 97/2, I.Qutqashinli str., Baku, Nazirliyi tərəfindən rəsmi Dövlət Qeydiyyatına alınıb (№ 2996). BEAJ Azerbaijan Beynəlxalq ISSN Mərkəzində (Paris, Fransa) qeydiyyatdan keçərək mətbu Web: www.ijar.eu orqan kimi ISSN 2075-4124, elektron jurnal kimi E-ISSN 2075-7107 nöm- E-mail: [email protected] rələri ilə beynəlxalq nəşr statusu qazanıb. Tel: (+994 12) 510 02 80 Jurnal dünyanın 63 ölkəsinə (universitet və kitabxanalar) paylanır. © IJAR, 2013 Jurnalın təsisçisi “Proqres” İnternet və Poliqrafiya Xidmətləri MMC-dir. © “Progress” IPS LLC BEAJ ildə 6 dəfə - Yanvar, Mart, May, İyul, Sentyabr və Noyabr ayların- © Lit.az -Science Portal da dərc olunur. Redaksiyanın yazılı icazəsi olmadan materialların təkrar nəşri, tərcümə edilərək yayılması qadağandır. Məqalələr bir qayda olaraq Beynəlxalq Redaksiya Heyətinin yekun qərarı ilə dərc olunur. Məqalələrin elektron versiyası jurnalın İnternet səhifəsində yerləşdirilir və açıq şəkildə istifadəyə verilir (Elektron ISSN-2075-7107 məhz İnternet üzərindən müəllif hüquqlarının qorunmasına xidmət edir).

Növbəti buraxılış tarixi: 30.09.2013 Materiallar toplanıb: 20.05.2013 - 20.07.2013. Çapa imzalanıb: 01.08.2013. 1 Format: 60x84 /8. Şrift: Arial. Səhifələrin sayı: 530. F.ç.v. 66. Tiraj: 300 Jurnal “Proqres İPX MMC” tərəfindən nəşrə hazırlanıb və çap olunub.

2 | PART B. SOCIAL SCIENCES AND HUMANITIES

INTERNATIONAL JOURNAL of ACADEMIC RESEARCH Vol. 5. No. 4. July, 2013 TABLE OF CONTENTS

PART B

M. Sadiq Sohail, Abdelrahman M. Al-Gwaiz DETERMINANTS OF ADVERTISING ATTITUDES: THE INFLUENCE OF CULTURAL AND ENVIRONMENTAL CONTEXT……………………………………………………………………………………….7

Ata Atun MISLEADS IN THE BOOK TITLED AMBASSADOR MORGENTHAU’S STORY…………………………………………………..14

Omer Faruk Tutkun, Betul Ozturk THE EFFECT OF GEOGEBRA MATHEMATICAL SOFTWARE TO THE ACADEMIC SUCCESS AND THE LEVEL OF VAN HIELE GEOMETRICAL THINKING...... 22

Ergun Recepoglu INVESTIGATING ORGANIZATIONAL HEALTH OF TURKISH PRIMARY AND SECONDARY SCHOOLS IN TERMS OF TEACHER PERCEPTIONS...... 29

Sofia Eurico, Patrícia Oom do Valle, João Albino Silva SATISFACTION IN TOURISM-RELATED HIGHER EDUCATION: THE GRADUATES’ PERSPECTIVE...... 35

Lutfi Uredi THE RELATIONSHIP BETWEEN THE CLASSROOM TEACHERS’ LEVEL OF ESTABLISHING A CONSTRUCTIVIST LEARNING ENVIRONMENT AND THEIR ATTITUDES TOWARDS THE CONSTRUCTIVIST APPROACH……………………………………………………………50

Seyit Ates OPINIONS OF PRE-SERVICE TEACHERS ABOUT COMPREHENSION INSTRUCTION WITH REGARD TO CHANGING PARADIGMS……………………………………………………………………..56

Shahryar Sorooshian, Choo Wou Onn, Chue Wen Yeen MALAYSIAN BASED ANALYSIS ON E-SERVICE...... 62

Yeliz Sirin, Pervin Bilir, Tamer Karademir THE EFFECT OF ORGANIZATIONAL COMMITMENT ON JOB PERFORMANCE: THE CASE OF THE KAHRAMANMARAS PROVINCIAL DIRECTORATE OF YOUTH SERVICES AND SPORTS…………………………...... 65

Aysel Temelli, Murat Kurt ATTITUDES OF PRIMARY EDUCATION AND SCIENCE EDUCATION STUDENTS’ TOWARDS SCIENCE AND SCIENCE EDUCATION...... 72

Fereshteh Shirzad, Khorshid Musavi, Sepide Atmani, Azizeh Khanchobni Ahranjani, Samira Iraji GENDER DIFFERENCES IN EFL ACADEMIC WRITING...... 79

K. Faik Kucuktopuzlu, Musa Cakir THE IN THE PROCESS OF INTEGRATION INTO THE GLOBAL ECONOMY AND CULTURAL FACTORS OF CREATING BRAND AWARENESS………………………………………………..88

Erol Duran REVIEW OF THE PRIMARY SCHOOL STUDENTS CRITICAL READING SKILL LEVELS……………………………………...93

Mohammad Imdadul Haque ASSESSING THE ADEQUACY OF SERVQUAL DIMENSIONS IN RETAIL BANKING...... 99

Ahmet Haktan Sivrikaya DETERMINATION OF MULTIPLE INTELLIGENCES AREAS OF THE TEACHERS OF PHYSICAL EDUCATION AND SPORTS AND EVALUATION OF THESE AREAS IN TERMS OF DIFFERENT VARIABLES……………………………………………………………………………………105

Eriman Topbas A COMPARISON OF TEACHER TRAINING PROGRAMS IN TURKEY AND FINLAND...... 111

Imroatus Solikhah ENGLISH FOR ACADEMIC PURPOSES VOICES: A SURVEY ON PRACTICES AND CHALLENGES IN THE STATE UNIVERSITIES OF CENTRAL JAVA, INDONESIA…………………………………………….121

Battal Odabasi THE EFFECT OF LEARNED HELPLESSNESS TO THE SUCCESS……………………………………………………………...125

Baku, Azerbaijan| 3

INTERNATIONAL JOURNAL of ACADEMIC RESEARCH Vol. 5. No. 4. July, 2013

Erdal Ari, Hamit Cihan, Gokhan Deliceoglu, Hasan Sozen, Ibrahim Can THE EVALUATION OF ATHLETIC ORGANIZATIONS OF INTERNATIONAL ASSOCIATION OF ATHLETIC FEDERATIONS AND OLYMPIC GAMES ACCORDING TO CRITICAL VELOCITY CONCEPT...... 134

M. Djauzi Moedzakir IMPLEMENTING ACTION REFLECTION LEARNING APPROACH TO IMPROVE STUDENTS’ TRANSLATION ABILITY...... 139

Recep Cengiz, Ugur Abakay, Gonca Korucu INVESTIGATING THE RELATIONSHIP BETWEEN THE COMMUNICATION SKILLS AND BURNOUT LEVELS OF COLLEGE FUTSAL TOURNAMENT PLAYERS…………………………………………………..143

Nasrin Arian Parsa, Saba Harati ART THERAPY (POETRY THERAPY) CAN REDUCE THE EFFECTS OF DEPRESSION…………………………………….149

Mustafa Yasar Sahin, Recep Cengiz, Ugur Abakay THE INVESTIGATION OF THE ETHICAL LEADERSHIP ROLES OF SCHOOL ADMINISTRATORS AND ORGANIZATIONAL COMMITMENT OF PHYSICAL EDUCATION TEACHERS…………………………………………..153

Rafał Kasperowicz ENERGY CONSUMPTION AND ECONOMIC GROWTH IN POLAND…………………………………………………………….161

Ziya Bahadir A RESEARCH ON THE CLASS MANAGEMENT BEHAVIORS AND LIFE SATISFACTION OF PHYSICAL EDUCATION TEACHERS………………………………………………………………….170

Ozer Yildiz PERFORMANCE EVALUATION OF PHYSICAL EDUCATION TEACHERS IN TURKEY: OPINIONS OF EDUCATION INSPECTORS……………………………………………………………………………………….…176

Radosław Trojanek HOUSING AFFORDABILITY IN POLAND...... 183

Otuken Senger COMPARISON OF TYPE I ERROR PROBABILITIES OF WALD WOLFOWITZ AND MANN WHITNEY TESTS FOR LARGE, SMALL AND EQUAL SAMPLE SIZES…………………………………………………188

Mustafa Yildiz ADAPTATION OF THE MOTIVATION TO READ PROFILE TO TURKISH……………………………………………………….196

Ewa Glińska, Magdalena Florek IN SEARCHING FOR TOWN BRAND DISTINGUISHING FEATURES – LOCAL LEADERS' INNER PERSPECTIVE...... 200

Yakup Akif Afyon COMPARISON OF CHANCE CREATING AND GOAL SCORING SKILLS OF TWO PROFESSINAL FOOTBALL TEAMS IN TERMS OF SUCCESS...... 206

Maria Trojanek THE LOCAL PROPERTY MARKETS FOR SINGLE-FAMILY HOUSING IN POZNAN AGGLOMERATION IN THE PERIOD 1995-2010………………………………………………………………………...211

Korkmaz Yigiter INVESTIGATION OF THE PROBLEM SOLVING-SKILL, SELF-ESTEEM AND PREFERENCES OF THE UNIVERSITY STUDENTS REGARDING SPORT AND SOCIAL ACTIVITY IN TURKEY…………………………………220

Siskandar ATTITUDE, MOTIVATION, AND PARENT’S ROLE PERCEIVED BY SIXTH GRADE STUDENTS IN RELATION TO THEIR ACHIEVEMENT IN MATHEMATICS……………………………………………………..227

Ender Durualp, Pinar Cicekoglu A STUDY ON THE LONELINESS LEVELS OF ADOLESCENTS WHO LIVE IN AN ORPHANAGE AND THOSE WHO LIVE WITH THEIR FAMILIES……………………………………………………………..231

Mustafa Bektas THE METAPHORS THAT THE PRIMARY SCHOOL STUDENTS HAVE RELATED TO THE CONCEPT OF GAME…………………………………………………………………………………….237

Galina Peresadko, Svitlana Lukash, Olga Pidlisna, Evgeniy Kovalenko MARKETING RESEARCH IN THE BANKING SPHERE……………………………………………………………………………..248

Togay Seckin Birbudak, Bulent Akbaba EDUCATION LIFE IN THE KOSOVO PROVINCE IN THE EARLY PART OF TWENTIETH CENTURY………………………255

4 | PART B. SOCIAL SCIENCES AND HUMANITIES

INTERNATIONAL JOURNAL of ACADEMIC RESEARCH Vol. 5. No. 4. July, 2013

Meral Akan GENUINE INFORMATION SOURCES IN COLOURING WOOLLEN CARPET YARN WITH VEGETABLE DYES AND ARCHIVING……………………………………………………………………..261

Chee-Keong Choong THE PROPERTIES AND FLUCTUATIONS OF THE PRIVATE CAPITAL FLOWS IN A PANEL OF DEVELOPED AND DEVELOPING COUNTRIES...... 265

Cengiz Karagozoglu THE PERCEIVED WELLNESS PROFILE OF TURKISH FOOTBALL REFEREES………………………………………………272

Erkut Konter, Turhan Toros COURAGE AND PERFORMANCE IN SOCCER...... 276

Roxana Voicu-Dorobanţu AN ANALYSIS OF SIMILARITY OF ROMANIA IN A EUROPEAN CONTEXT REGARDING NEW ECONOMY INDICATORS………………………………………………………………………….283

Ergun Ozturk ASSESSMENT OF WRITING MOTIVATIONS AND ACTIVITIES OF THE 4TH GRADE PRIMARY SCHOOL STUDENTS……………………………………………………………………………..293

Hasan Isik THE EFFECT OF EDUCATION-PROJECT VIA MUSEUMS AND HISTORICAL PLACES ON THE ATTITUDES AND OUTLOOKS OF TEACHERS...... 300

Songul Kececi Kurt THE MORALITY COURSE IN OTTOMAN EDUCATIONAL INSTITUTIONS AND GIRLS’ MORAL (AHLÂK) EDUCATION (1839-1922)...... 307

Florina Pinzaru, Rodica Savulescu, Andreea Mitan NEW PRACTICES IN MARKETING TO GENERATION Y. PRODUCT PLACEMENT IN ROMANIAN POP MUSIC VIDEOS……………………………………………………………………………...…320

S. Dilek Guven, Aysegul Ozcan, Ozden Tasgin, Fatma Arslan THE RELATIONSHIP BETWEEN HEALTH COLLEGE STUDENTS’ PHYSICAL ACTIVITY STATUS AND LIFE SATISFACTION………………………………………………………………………..327

Tulay Yildirim THE EUROPEAN UNION’S COMMON SECURITY AND DEFENSE POLICY AND TURKEY...... 332

Halime Senay Sen THE ATTITUDES OF UNIVERSITY STUDENTS TOWARDS LEARNING……………………………………………………..…338

Kenan Sebin AN ANALYSIS OF EXPECTATIONS OF LOCAL RESIDENTS OF ERZURUM FROM 2011 UNIVERSIADE WINTER GAMES AND REALIZATION LEVELS OF THE EXPECTATIONS…………………………………...343

Alper Ciltas THE EFFECT OF THE MATHEMATICAL MODELING METHOD ON PROBLEM SOLVING SUCCESS……………………..352

Mehmet Kumartasli DETERMINATION OF LIFE SATISFACTION AND OCCUPATIONAL SELF ESTEEM LEVELS OF STUDENTS IN PHYSICAL EDUCATION DEPARTMENT……………………………………………………………359

Luminiţa Nicolescu, Mariana Nicolae, Gabriel Florentin Tudorache ROMANIAN SMEs AND ADVISORY SERVICES: SOME DESCRIPTIVES……………………………………………………….365

Saban Cetin THE EFFECT OF MICRO-TEACHING APPLICATIONS THAT ARE USED IN TEACHING PRACTICE COURSE ON CLASSROOM MANAGEMENT SELF-EFFICACY CONVICTIONS OF STUDENTS……………………………375

Imdat Yarim JUMPING PERFORMANCE DOES NOT PREDICT FINAL RANKING OF TEAMS IN BEACH VOLLEYBALL…………………………………………………………………………………….380

Guler Tuluk MEANINGFUL LEARNING APPROACH IN DYNAMIC AND INTERACTIVE LEARNING ENVIRONMENT: PLAN FOR A GEOMETRY CLASS ON “POINT, LINE, SURFACE, OBJECT”...... 384

Ilie Anca Gabriela, Dumitriu Dan, Enache Cristina Antonia CLOSING THE GENDER GAP IN ACCESSING LEADERSHIP POSITIONS IN UNIVERSITIES. WE KNOW THE FACTS, IT'S TIME TO ACT...... 399

Baku, Azerbaijan| 5

INTERNATIONAL JOURNAL of ACADEMIC RESEARCH Vol. 5. No. 4. July, 2013

Ali Yildiz VIEWS OF PRE-SERVICE TEACHERS RELATED TO THE MISTAKES ENCOUNTERED IN THE TEXTBOOKS WHICH THEY BENEFITED FROM IN PHYSICS COURSES...... 406

Hatice Firat TURKISH EDUCATION AND CHILDREN’S RIGHTS………………………………………………………………………………..412

Zeliha Yazıcı FAMILY INTERACTION IN MULTICULTURAL ENVIRONMENT: TURKISH IMMIGRANT FAMILY CASE...... 420

Amal Mohamed Falah Al-sarayreh EFFECTIVE USE OF RECIPROCAL TEACHING STRATEGY IN THE DEVELOPMENT OF ACADEMIC ACHIEVEMENT AND SKILL OF SOLVING PROBLEMS IN GEOGRAPHY FOR SIXTH-GRADE FEMALE STUDENTS IN THE HASHEMITE KINGDOM OF JORDAN………………………………………….424

Ahmet Yasar Demirkol SATISFACTION OF FOREIGN PARENTS WITH THE SCHOOLS IN TURKEY: A CASE STUDY IN ALANYA / ANTALYA……………………………………………………………………………………………..434

Sinem Evin Akbay, Burhan Capri, Bulent Gunduz DEVELOPMENT OF THE ACADEMIC RESPONSIBILITY SCALE (ARS): A VALIDITY AND RELIABILITY STUDY……………………………………………………………………………………………….440

Akin Celik THE ORGANIZATIONAL CREATIVITY BASED ON SOME DEMOGRAPHIC VARABLES: A CASE STUDY IN FIVE PROVINCIAL DIRECTORATES OF SPORTS………………………………………………………….447

Amira Ahmad Balkhyoor THE RELATION BETWEEN GLOBALIZATION MECHANISMS AND FAMILY CONSUMING ATTITUDES…………………..453

Cetin Cetinkaya A NEGLECTED SKILL: SILENT READING FLUENCY.……………………………………………………………………………..475

Umit Turgut, Fatih Gurbuz, Riza Salar, Ufuk Toman THE VIEWPOINTS OF PHYSICS TEACHER CANDIDATES TOWARDS THE CONCEPTS IN SPECIAL THEORY OF RELATIVITY AND THEIR EVALUATION DESIGNS………………………………………………….481

Zekeriya Bingol THE WAYS AND THE METHODS OF GOVERNMENT IN TOURISM DEVELOPMENT IN TURKEY…………………………490

Octavian-Dragomir Jora, Mihai-Vladimir Topan, Cosmin Marinescu THE FORGOTTEN SIMPLE THINGS AND THE POST-CRISIS RECOVERY IN THE MAKING: FROM PSEUDO AUSTERITY IN ECONOMIES TO WISE AUSTERITY IN ECONOMICS...... 495

Cenk Temel, Nevzat Mirzeoglu, A. Dilsad Mirzeoglu AN INVESTIGATION OF PHYSICAL EDUCATION TEACHERS’ WORK ALIENATION LEVEL ACCORDING TO SOME VARIABLES……………………………………………………………………….502

Taner Bozkus, Mutlu Turkmen, Murat Kul THE EFFECTS OF AGE, SPORTS EXPERIENCE AND PHYSICAL SELF PERCEPTION ON COMPETITION ANXIETY LEVELS OF FEMALE FOOTBALL PLAYERS...... 509

David Sloan DOMESTICMICROFINANCEAND ITS BARRIERS TO SUCCESS: POLICY PARADOXES IN THE ……………………………………………………………………………………514

Lokasundari Vijaya Sankar DISCOURSE AND THE STRUGGLE FOR POWER……………...……………………………………………………...... 520

INSTRUCTIONS FOR AUTHORS…………………………………………………………………………………………………………..528 MÜƏLLİFLƏR ÜÇÜN TƏLİMAT...... 530

6 | PART B. SOCIAL SCIENCES AND HUMANITIES

INTERNATIONAL JOURNAL of ACADEMIC RESEARCH Vol. 5. No. 4. July, 2013

S.E. Akbay, B. Capri, B. Gunduz. Development of the academic responsibility scale (ARS): a validity and reliability study. International Journal of Academic Research Part B; 2013; 5(4), 440-446. DOI: 10.7813/2075-4124.2013/5-4/B.64

DEVELOPMENT OF THE ACADEMIC RESPONSIBILITY SCALE (ARS): A VALIDITY AND RELIABILITY STUDY

Sinem Evin Akbay, Burhan Capri, Bulent Gunduz

Mersin University, Faculty of Education (TURKEY) E-mails: [email protected], [email protected], [email protected]

DOI: 10.7813/2075-4124.2013/5-4/B.64

ABSTRACT

When the universities undertake the tasks related to the learning environments and conditions, they await students to fulfill responsibilities such as attending courses and regularly going to school, avoiding disciplinary problems and obtaining academic success. The purpose of this study is to develop a valid and reliable instrument which measures the academic responsibilities of university students. For this purpose, four-point Likert type with 51 items Academic Responsibility Scale is prepared. It is applied for 350 students at Mersin University Education Faculty for doing validity and reliability studies of the scale. Exploratory and Confirmatory Factor analysis is applied for testing the structure validity and according to result of analysis; the scale has five factor structure and 25 items. Factors explain 58.530 % of variance. The Cronbach α coefficient is.91 for whole scale, validity coefficients of sub- factors are changing between .78 and .82.

Key words: Academic Responsibility, Academic Responsibility Scale, Scale Development

1. INTRODUCTION

Nowadays, mission of the universities for development of students is increasing in parallel with the changes on the society. UNESCO (1998) was reported that ‘help student to comprehend the abilities which direct them as having responsibility sense and being dedicated citizen (quote by Baskan, 2000). University students entrance a new period in which they gain autonomy. This autonomy loads students having responsibility sense. The autonomy concept is that university student gain new responsibility about personal, social, academic and they have to change their habits so that is foundational. UNESCO (1998) emphasized that university students are responsible for themselves for own learning process and faculty member has limited responsibility. According to these statements, universities have responsible for preparing the learning environment and conditions, university students must evaluate these environment and conditions by own selves. Education and training institutions and educators aspect from students to continue to class, never face with discipline problem, gain academic achievement (Glasser, 1999). When the students meet this expectation, it is not only an institutional mission but also a contribution to the country’s cognitive development. For this reason, academic responsibility is a very important content. So this content and its elements must be known more closely. If the students, educators and institutions have more information about the academic responsibility content and the characteristics of a person that have academic responsibility, academic goals will be easy to reach. The responsibility content is a daily life structure but, there isn’t clarity on the studies related to this concept. The responsibility concept is defined by different types other studies. Some researchers express the responsibility concept as a feeling, while some researchers assert that the responsibility is an act, judge or personality. Owens (1983) describes the responsibility concept as being aware of behavior or events that he/she can interfere with and as taking the result of these behavior and events. Yalom (1999), the individual that is having responsibility; has a respect to other and him/her, who fulfill its duties on time, do own their own business. Responsibility concept is analyzed into two parts as personal and social in most research. There are some claims that these concepts revealed an analogous situation (Abdi Golzar, 2006). According to this research, academic responsibility concept would be described. In this study, the academic responsibility concept is that university students define their tasks in academic environment, describe themselves academically and do the academic tasks on time. According to this definition, responsibility is as a trait in this research. Responsibility arises with the attitudes and skills in the family and it can be learned by living (Ozen, 2009). In this way, It can be said that responsibility is a learning behavior (Ruyter, 2002; Ellenburg, 2001; Flowers ve Marby, 2001; Sengeeta ve Jerre, 2001). Guidance and Counseling Department has duties such as describing behavior and presenting the researches to contribution the changing the behavior, so that this research can help for related field. When field scanning, there isn’t any scale for the responsibility concept. So the aim is to present a new concept to the field. The purpose of this study is to develop a scale that measures the academic responsibility level of the university students and doing validity and reliability studies.

440 | PART B. SOCIAL SCIENCES AND HUMANITIES

INTERNATIONAL JOURNAL of ACADEMIC RESEARCH Vol. 5. No. 4. July, 2013

2. METHOD

In this part, the topics such as study groups, developing the collecting data tool, collecting and analyzing data are mentioned.

2.1. Study Group The research’ study group is comprised of 350 undergraduate students that are studying on spring term 2012-2013 at Mersin University Education Faculty Math, Physic, Turkish, English, Pre-School, Primary School Teaching, and Guidance and Counseling departments,1.,2.,3.,4. classes. The distribution of the students according to programs and class levels are shown in table 1.

Table 1. The distribution of the study group according to programs and gender

Variables Classroom Level Program 1.Class 2.Class 3.Class 4.Class Total % Math Teaching 39 37 24 3 103 29.4 Physic Teaching - - - 24 24 6.9 Turkish Teaching 42 - - - 42 12 Guidance and - - 27 25 52 14.9 Counseling English Teaching 6 18 15 12 51 14.6 Pre-School Teaching - 14 23 8 45 12.9 Primary School Teaching 33 - - - 33 9.4 Total 120 69 89 72 350 100

2.2. Preparing the Scale Collecting data tool aims to determine the responsibility sense regarding to academic life of the students. First, the trial form of the scale is prepared for developing the scale that determines the academic responsibility levels of the university students. The trial form is created according to processing ways of Likert type scale (Tavsancıl, 2006). Related process ways: (a) attitude items creating stage, (b) expert opinion contact stage, (c) pre- trial stage are done at three stages. For developing the trial form of the scale, two forms that are included two open-ended questions are given to research assistance and researchers wanted them to fill the forms. In this form, the questions as to what is academic responsibility and what are the characteristics of a student academically asked to research assistance. Trial form of academic responsibility scale is prepared with the help of experts. Written items are reviewed again and 51 items are included to trial form. 2 items are negative, 49 items are positive. Trial form is prepared as Likert type scale and all participants marked one of the option; completely appropriate, appropriate, not appropriate, not exactly appropriate.

2.3. Scoring of the scale The answers to items of the scale are rated four point as “4= completely appropriate, “3= appropriate”, “2= not appropriate” and “1= Not exactly appropriate”. While positive scale items are scored as four to the most positive degree, one to the most negative in four points graduated scale; negative scale items are weighted by scoring oppositely. The total scores of the scale items can vary between 51 and 204. It can be evaluated that having scores between 51 to 102 have a low level of academic responsibility, scores between 102 to153 have medium level of academic responsibility, while score between 153 to204 have high level of academic responsibility.

2.4. Data Analysis The scale is applied to volunteer participants in the classes and aren’t requested identification information. Applying the scale that is mentioned takes about 10-15 minute period. Reactions that are given 350 students to the expressions in the trial form of the scale were transferred to a computer. The data obtained were analyzed by using “SPSS 15 for Windows” and Lissrel programs. Descriptive statistics were calculated for each scores of item in the study. Cronbach's alpha and split-half reliability coefficient was used for reliability calculation of the scale. Content, structure and criterion validity scores of scale were calculated for the study of the validity. Exploratory and confirmatory factor analysis was conducted for testing the content validity of the scale. The level of significance p<.05 was accepted in the analysis of the data.

3. FINDINGS

Findings and interpretations of the scale that is prepared with 51 items related to validity and reliability studies according to data obtained from the application of 350 university students were included. Descriptive statistics, item analysis, factor analysis, reliability analysis of the factors and stages that are description of the relations are given in the development process. Findings that are related to the reliability and validity of the scale are presented and interpreted in this stage.

3.1. Descriptive Analysis Because this study is a Likert type study, analyzing the distribution of scores of the scale is necessary (Tezbasaran, 1997). For this reason, first, total scores’ distribution obtained by applying the trial form is analyzed.

Baku, Azerbaijan| 441

INTERNATIONAL JOURNAL of ACADEMIC RESEARCH Vol. 5. No. 4. July, 2013 Since the trial form of the academic responsibility scale is 51 items, expected the lowest score is 51.00, the highest score is 204.00, and width is 153.00. As a result of the research, the lowest scale score’ average is 102.00, the highest score is 196.00, and width is 94.00. The scale covered expected width. The average of the scale scores is 153.28, median is 153, mod is 154.5, and standard deviation is 16.59. The skewness coefficient is -.04, kurtosis coefficient is -.341. According to these data, it can be said that the scores has a distribution close to normal distribution.

3.2. Item Analysis After analyzing the dispersion characteristics of the scores that are obtained from trail form of academic responsibility scale, doing analysis for each items is necessity for developing Likert type scale (Tezbasaran, 1997). Hence, item total-test correlation and internal consistency of the criteria were examined on the selection of item that will be included in scale. If item total-test correlation is positive and high, internal consistency would be high (Buyukozturk, 2009). Here, benchmark item that provides a making-decision regarding to item selection and conformity of item total test correlation value is admitted as.30.

Table 2. Item-Scale Correlation

Items Items Total Cor. Items Items Total Cor. Items Items Total Cor. 1 .316 18 .593 35 .387 2 .096 19 .612 36 .433 3 -.025 20 .626 37 .614 4 -.194 21 .571 38 .577 5 .616 22 .529 39 .613 6 .554 23 .552 40 .538 7 .474 24 .455 41 .686 8 .413 25 .518 42 .522 9 .549 26 .492 43 .404 10 .594 27 .407 44 .387 11 .325 28 .222 45 .451 12 .384 29 .329 46 .464 13 .565 30 .409 47 .532 14 .513 31 .598 48 .586 15 .509 32 .564 49 .583 16 .554 33 .561 50 .416 17 .507 34 .405 51 .379

According to findings in Table 2, “2., 3. and 4.” items are excluded from the scale because they have the values that are lower than.30. The trail form of the scale is remained 48 items and decided to make factor analysis of 48 items.

3.3. Validity Studies According to this research, evidence for content validity, construct validity and criterion validity are searched. The results are presented below in titles.

3.3.1. Content Validity Within the framework of this research, trial form with 51 items that is prepared to serve as evidence for the content validity is examined by 5 expert, there is consensus about that these items exhibit the properties relating to the concept.

3.3.2. Structure Validity Explanatory and confirmatory factor analysis is done for providing evidence of construct validity of the scale. Results are expressed as follows.

3.3.2.1. Explanatory Factor Analysis For determining the factor structure of the scale and providing evidence to content validity, principal components factor analysis by using varimax rotation method is applied to scores that are obtained from the reactions of 350 people to the scale. Benchmark factor load value that provides basis for decision-making regarding to article selection and conformity of article is.30 and higher. The results of Bartlett test and Kaiser- Meyer-Olkin (KMO) test are taken into account for conformity of data to factor analysis (Kalayci, 2005; Munro, 2005; Tavsancil, 2006).At principal components factor analysis, Kaiser-Meyer-Olkin (KMO) value is.909 and therefore it is very appropriate for principal components factor analysis. The Bartlett test is applied for testing that data has normal distribution or not. When the Bartlett test results 2 are analyzed, the value that is obtained is.01 level and significant (χ =3603.421; p<0.01). This result shows that data comes from multivariate normal distribution and therefore it means that another assumption of factor analysis is met (Cokluk, Sekercioglu and Buyukozturk, 2010). In other words, it can be said that data is appropriate for factor analysis.

442 | PART B. SOCIAL SCIENCES AND HUMANITIES

INTERNATIONAL JOURNAL of ACADEMIC RESEARCH Vol. 5. No. 4. July, 2013

As a result of the exploratory factor analysis, before varimax rotation, a structure with 12 factors is obtained (eigenvalues are respectively 14.062; 2.693; 2.523; 1.911; 1.714; 1.533; 1.368; 1.263; 1.191; 1.137; 1.096; 1.035). In the study, the operation is made on the factors with eigenvalues greater than 1 (Cokluk, Sekercioglu and Buyukozturk, 2012; Tabachnick and Fidell, 2001). It is observed that these twelve factors explain the 61.818% of total variance. (explanation rates of the variance respectively: 27.573%, 5.280%, 4.947%, 3.747%, 3.362%, 3.007%, 2.683%, 2.476%, 2.335%, 2.230%, 2.149%, 2.029%). First factor’s eigenvalue is more than three times the next factor’s eigenvalue and first factor explain alone the 25.578% of the variance. Considering the item total- test correlation, it can be thought that the scale is tended to be one-dimensional. In addition to this, when component matrix is analyzed, almost all items give the load to the first factor. On the basis of this information, it is decided that factor structure is emerged more clearly by varimax rotation method. In the process of item throwing, item-total correlation, factor analysis and internal consistency coefficient are evaluated together. After removing of each item, item-total correlation is calculated again and analyzed the factor structure. The items which aren’t appropriate the stated measuring is removed from the scale. As a result of the Explanatory Factor Analysis that is performed with the help of Varimax rotation, 23 items [1., 8., 9., 10., 11., 12., 14., 18., 19., 24., 27., 28., 29., 30., 31., 32., 33., 34., 41., 42., 43., 44. ve 49.items] which aren’t appropriate or load more than one factor are removed from the scale.

Scree Plot

10

8

6

4 Eigenvalue 2

0

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Component Number

Fig. 1. Eigenvalue Graph

According to the results of factor analysis, 5 factors were collected under 25 items. The first factor consists of six items (. 13., 15., 16., 17., 20. and 25. items ). Eigenvalue of this factor is 8.307. The first factor describes alone 33.227% percent of academic sense of responsibility. Second factor consists of five items ( 46., 47., 48., 50. and 51. items ). Eigenvalue of this factor is 2.081. The contribution of the second factor to total variance is 8.326 %. Third factor consists of five items (21., 22., 23., 26. and 40. items ). Eigenvalue of this factor is 1.751. The contribution of the third factor to total variance is 7.003 %. The fourth factor consists of 5 items (35., 36., 37., 38. and 45. items) again. Eigenvalue of this factor is 1.317. The contribution of the fourth factor to total variance is 5.270 %. Fifth factor consists of 4 items (5., 6., 7. and 39. İtems ). Eigenvalue of this factor is 1.176. The contribution of the fourth factor to total variance is 4.704 %. Five factors together explain 58.530 % percent of academic sense of responsibility. The common variance of five factors is changing between.419 and.751. It can be seen that scale items gathered under the five-factor according to the line graph that obtained by eigenvalue in Figure 1. The statistics for scale items are presented in Table 3. When items’ averages are analyzed, it has been observed to vary between 2.737 and 3.630. The deviation value of the items is between 3.489 and.822, item-scale correlations is between 0.402 and 0.621 and factor loadings is between.515 and.845.

Baku, Azerbaijan| 443

INTERNATIONAL JOURNAL of ACADEMIC RESEARCH Vol. 5. No. 4. July, 2013 Table 3. Arithmetic mean of items, standard deviation, scale correlations and factor loadings

Items and Factors Arithmetic Standard Item-scale Factor Mean Deviation Correlation Loadings I. Factor “Responsibilities related to the academic environment” 13. I struggle to solve problems encountered in courses. 3.163 .545 .558 .529 15. I apply plans for school. 2.971 .624 .505 .761 16. I apply decisions concerning academic plans. 3.009 .564 .550 .770 17. I try to eliminate elements that disrupt the academic plans. 3.077 .554 .513 .706 20. I fulfill my school duties most effectively. 3.066 .619 .608 .537 25. I set goals to myself for each course. 2.856 .670 .501 .515 II. Factor “Responsibilities related to Education and Training process” 46. I respect to the information given in school. 3.275 .576 .475 .559 47. I keep clean educational environment. 3.435 .545 .558 .675 48. I avoid behaviors that disturb education and teaching. 3.398 .538 .592 .624 50. I respect to my teachers in school. 3.630 .489 .443 .845 51. I respect to my friends in school. 3.578 .503 .412 .830 III. Factor “Responsibilities related to Vocational Areas” 21. I do plans related to profession that I will have in the future. 3.290 .655 .548 .673 22. I attend to scientific activities related to my department. 2.814 .708 .484 .765 23. I follow the innovations related to my department. 3.054 .620 .553 .770 26. When I graduate. I have vocational goals that I want to achieve. 3.443 .582 .496 .454 40. I follow the agenda related to my department. 3.051 .658 .540 .720 IV. Factor “Responsibilities related to courses” 35. I am in the lesson in time. 3.063 .731 .402 .691 36. I don’t have absenteeism to the classes. 2.737 .822 .452 .801 37. I accomplish the course requirements on time. 2.977 .601 .621 .653 38. I come to class with tools and equipment that are required for the course 2.920 .655 .585 .676 45. I take notes in the lesson. 3.060 .801 .459 .619 V. Factor “Responsibilities related to research and development” 5. When something is stuck in my mind about the course, I certainly research .615 2.997 .686 .587 it. 6. When I study on the course, I use many sources relevant to topics.. 3.112 .657 .540 .762 7. I try to correct deficiencies according to exam results. 3.200 .576 .488 .741 39. I use different sources while preparing to academic affairs.. 3.106 .636 .608 .548

Factors are named taking into consideration the material expressions of each factor in Table 3. In this context, it is decided to be called for first factor “Responsibilities related to the academic environment”; second factor “Responsibilities related to Education and Training process”; third factor “Responsibilities related to Vocational Areas”; fourth factor “Responsibilities related to courses” and fifth factor “Responsibilities related to research and development”.

3.3.2.2. Confirmatory Factor Analysis Confirmatory Factor Analysis (CFA) is applied for examining the factor structure of Academic Responsibility Scale. CFA is made using Lisrel 8.71(Joreskog and Sorbom, 2004). The most Maximum Likelihood (ML) is used in the analysis. Various criteria of conformity index is used for evaluating the goodness of fit of model. χ2 is the oldest and most often used statistic which is calculated by CFA with regarding the consistency of the model-data. Because it is sensitive to sample size,χ2 fit statistics created a problem especially the number of samples is more than 250 samples.In addition to the χ2 different fit indices are also recommended to us for eliminating this problem (Bentler, 1990). In this direction, frequently used fit indices are used such as χ2/sd, GFI (Goodness of fit index; Joreskog and Sorbom, 1981), RMSEA (Root mean square error of approximation; Steiger and Lind, 1980), CFI (Comparative fit index; Bentler, 1990), RMR (root mean square error of approximation), SRMR (Standardized root mean square error of approximation). 3 and the lower value of χ2/sd is considered as a good model fit, but the values up to 5 is considered as an adequate model fit (Kline, 1998; Marsh and Hocevar, 1988). It is acceptable that GFI and CFI values can be greater than.90, being greater than.95 is considered as an indicator of good fit (Hu and Bentler, 1999; Schermelleh-Engel, Moosbrugger and Muller, 2003). On the other hand, being under.05 of RMSEA and RMR indices indicate to very close model data fit, until.08 is indicates to acceptable fit, ≥.10 models indicate to poor model data fit (Browne and Cudeck, 1993; Schermelleh-Engel, Moosbrugger and Muller, 2003). Five component structure of Academic Responsibility Scale obtained by the result of Exploratory Factor Analysis (EFA) is tested for conforming. Findings which are obtained from the results of Confirmatory Factor Analysis (CFA) are shown in Table 4.

Table 4. Indicators of model fit of Academic Responsibility Scale (ARS) according to results of Conformity of Factor Analysis

χ2 sd χ2/sd GFI RMSEA CFI RMR NNFI UİBO-OF 604.47 265 2.28 0.88 0.061 0.97 0.022 0.96

When the findings that are related to conformity factor analyze and made in table 4 are analyzed RMSEA and GFI values are seen as having an acceptable level of fit and because it is above the value.95, CFI, RMR and NNFI values are seen as having a good fit. In this case, the results indicate the acceptable fit and it show that it justify the five-component structure of the scale (χ2=604.47, df=265, p=.000<.001; χ2/df=2.28; GFI=.88;

444 | PART B. SOCIAL SCIENCES AND HUMANITIES

INTERNATIONAL JOURNAL of ACADEMIC RESEARCH Vol. 5. No. 4. July, 2013

RMSEA=.061; CFI=.97; RMR=.022; NNFI=.96). According to these results, it can be said that five-component structure of the scale of (ARS) is verified on college students which are research participants and can also be used on this population.

3.3.3. Validity Criterion Correlations between corrected total scores and factor scores are calculated for analyzing the criterion validity of the scale, shown in Table 4.

Table 4. Correlations between factor scores and corrected total scores

Factors Number of items N x ss Factor 1 Factor 2 Factor 3 Factor 4 Factor 5 Factor 1 6 350 18.14 2.58 Factor 2 5 350 17.32 2.03 .409(**) Factor 3 5 350 15.65 2.42 .533(**) .469(**) Factor 4 5 350 14.76 2.69 .479(**) .461(**) .384(**) Factor 5 4 350 12.42 1.99 .624(**) .430(**) .530(**) .444(**) Total 25 350 78.28 8.94 .810(**) .707(**) .765(**) .747(**) .778(**)

*p<.01

When table 4 is analyzed, correlation between factors and total test scores is very high; the correlation between the factors is at medium level. It can be said that the scale is proper to use with five-factor or one-factor.

3.4. Reliability of the scale Reliability can be defined as the consistency between individuals' answers to test items, if we are talking about the reliability of a measurement tool, it is expected that the scale must be consistent. In this study as regards the reliability of the scale, Cronbach α internal consistency coefficients and Spearman Brown split-half reliability are separately calculated for all scale items and each factor and shown in table 5. Cronbach's α coefficient of whole scale (25-item) is found.91; α=.82 for the first factor that has 6 items; α=.82 for the second factor that has 5 items; α=.81 for the third factor that has 5 items; α=.79 for the fourth factor that has 5 items; α=.78 for the fifth factor that has 4 items. Reliability coefficients that are obtained by dividing the scale in to two halves is as follows;.80 for the first factor,.72 for the second factor,.82 for the third factor,.74 for the fourth factor,.76 for the fifth factor and.86 for total. In light of all these values, it can be said that reliability of the scale is high.

Table 5. Reliability Coefficients that are calculated by internal consistency and split-half reliability methods for total and Sub-Size of Academic Responsibility Scale

Factors internal consistency coefficients Spearman Brown split-half reliability 1. Factor .82 .80 2. Factor .82 .72 3. Factor .81 .82 4. Factor .79 .74 5. Factor .78 .76 Total .91 .86

4. RESULT

This research is prepared to measure the academic responsibility sense of the students. The scale items that are prepared for this purpose are prepared with authority opinions as 4 point likert scale with 51 items. It is applied to 350 students at Mersin University Education Faculty for the validity and reliability studies of the scale. 26 items are excluded from the scale in accordance with the analysis of the validity and reliability of data obtained from trial application. Factor structure of the scale is analyzed with exploratory factor analysis that is performed by varimax rotation method. As a result of the analysis, the scale has a structure with 25 items and 5 factors, and that the factors explain the 58.530% of the total variance together is determined. Cronbach alfa internal consistency coefficients of the scale is.91, half-split reliability coefficient is.86. Findings related to validity and reliability analysis show that Academic Responsibility Scale has valid and reliable structure. In this state, Academic Responsibility Scale is considered as a valid and reliable measurement tool for measuring the responsibility related to academic field. University students are the research group that the validity and reliability studies of the scale are carried out. For this reason, studies on the different samples are extremely important for the validity and reliability of the scale. The scale can be applied for various education levels. Besides, validity study of the scale can be done again with the help of another measurement tools that measure the same structure.

REFERENCES

1. F. Abdi Golzar. İlkogretim 5. Sinif ogrencilerine yonelik sorumluluk olceginin gelistirilmesi ve sorumluluk duzeylerinin cinsiyet, denetim odagi ve akademik basariya gore incelenmesi. Hacettepe Universitesi Sosyal Bilimler Enstitusu Egitim Bilimleri Ana Bilim Dali, Unpublished Master Thesis, Ankara, 2006. Baku, Azerbaijan| 445

INTERNATIONAL JOURNAL of ACADEMIC RESEARCH Vol. 5. No. 4. July, 2013 2. P.M. Bentler. Comparative Fit Indexes In Structural Models. Psychological Bulletin, 107, pp.238- 246,1990. 3. M. W. Browne and R. Cudeck. Alternative ways of assessing model fit. In Testing Structural Equation Models, K. A. Bollen and J. S. Long, Eds. CA: Sage, Beverly Hills, pp 136-162, 1993. 4. S. Buyukozturk. Sosyal Bilimler İcin Veri Analizi El Kitabi. Pegem Akademi, Ankara, 2009. 5. O. Cokluk, O., G. Sekercioglu and Buyukozturk, S. Sosyal Bilimler Icin Cok Degiskenli Istatistik: SPSS ve Lisrel Uygulamalari. Pegem Akademi, Ankara, 2010. 6. F.C. Ellenburg. Society ande schoole must teach responsible behavior. Educational Administration, 106(1), pp.9-11, 2001. 7. B. Flowers and N.K. Marby. (2001). A new team approach to teaching responsible behavior. Foundations of the Bsinger’s Art, 3(8), pp.424-425, 2001. 8. K.G. Joreskog and D. Sorbom. LISREL 8.7 for Windows [Computer Software]. Lincolnwood, IL: Scientific Software International, Inc, 2004. 9. L. Hu and P.M. Bentler. Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, pp 1–55, 1999. 10. S. Kalayci. SPSS Uygulamali Cok Degiskenli İstatistik Teknikleri. Asil Yayin Dagitim. Ankara, 2005. 11. R.B. Kline. Principles and Practices of Structural Equation Modeling. Guilford, New York, 1998. 12. H.W. Marsh and D. Hocevar. Confirmatory factor-analysis of multitrait–multimethod matrices. Journal of Educational Measurement, 20, pp 231–248, 1983. 13. B.H. Munro. Statistical Methods for Health Care Research, 5th Ed. Lippincott Williams and Williams, USA, 2005. 14. T. Owens. Helping Youth Become More Responsible. American Education Research Association, 67:22, 1983. 15. Y. Ozen. Ilkogretim 8. Sinif ogrencilerinin kisisel ve sosyal sorumluluk yordayicilarinin incelenmesi. Ataturk Universitesi Sosyal Bilimler Enstitusu Egitim Bilimleri Ana Bilim Dali, Unpublished PhD Thesis, Erzurum, 2009. 16. D. Ruyter. The virtue of taking responsibility. Educational Philosophy and theory, 34(1), pp.25-36, 2002, 17. S. Sangeeta and A. Jerre. Development of the student personal responsibility scale-10. Social Behavior and Personality, 27 (3), pp 331-335, 2001. 18. K. Schermelleh-Engel, H. Moosbrugger and H. Muller. Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Method of Psychological Research, 8(2), pp 23–74, 2003. 19. J.H. Steiger and J.M. Lind. Statistically Based Tests for the Number of Factors. Paper presented at the annual meeting of the Psychometric Society, Iowa City, IA, 1980. 20. B.G. Tabachnick and L.S. Fidell. Using Multivariate Statistics, 4th ed. MA: Allyn and Bacon, Needham Heights, 2001. 21. E. Tavsancil. Tutumlarin Olculmesi ve SPSS ile İleri Veri Analizi. Nobel Yayin Dagitim, Ankara, 2006. 22. A.A. Tezbasaran. Likert Tipi Olcek Gelistirme Klavuzu, 3. Baski. Ankara, 2008. 23. UNESCO. Yirmi Birinci Yuzyilda Yuksekogretim, Vizyon ve Eylem”, (Turkceye Uyarlayan: Gulsum Baskan), Kuram ve Uygulamada Egitim Yonetimi, 6(22), pp 167-189, 2000. 24. I. Yalom. Varoluscu Psikoterapi, 1. Baski. Kabalak Publications, Ankara, 1999.

446 | PART B. SOCIAL SCIENCES AND HUMANITIES