Adaptation of the Teacher Attitudes Towards Self-Regulated Learning Scale to Turkish and Examining of Primary School Teachers’ Attitudes towards Self-Regulated Learning

The aim of this study is to carry out studies within the scope of adaptation of the Teacher Attitudes\rToward Self-Regulated Learning Scale for primary school teachers developed by Steinbach and\rStoeger and examine the primary school teachers’ attitudes towards self-regulated learning\raccording to various variables. The study consists of two stages as the adaptation and examination\rof primary school teachers' attitudes towards self-regulation according to various variables; data\rwere collected from two different samples. Scale adaptation steps were followed in the first stage\rof the study. In this context, the necessary permits were received by mail from the relevant\rauthors. The exact form of scale translated into Turkish by the researcher under expert refereeing.\rThe prepared form was applied to 401 primary school teachers in the east of Turkey.\rConfirmatory factor analysis (CFA) was performed with this data. The 28 items, seven-factor\rstructure of the scale was tested. It was determined that model fit indices are acceptable and have\ra perfect fit level (X2/sd=1.98, RMSEA=.050, CFI=.99, RFI=.98, NFI=.98, IFI=.99, NNFI=.99,\rSRMR=.028, RMR=.069, GFI=.89 AGFI=.87). At the end of the reliability analyses Cronbach’s alpha\rcoefficient was found .90, Guttman’s value was .91. Correlation values between sub-factors were\rfound to be between .79 and .85. The second stage of the study was carried out in accordance with\rthe general survey model. It was found that primary school teacher’s (n=550) attitudes toward\rself-regulated learning differs significantly according to some variables.