Author(s): Serhat ARSLAN Cengiz YURDAKUL
Autonomous Learning Scale (Macaskill & Taylor, 2010) was developed to measure learner autonomy in students after revealing that there was a lack of comprehensive measures of autonomous learning despite its significance. In the light of the need for valid measures for evaluating the learner autonomy, we adapted the ALS and conducted a psychometric validation with students. The results of confirmatory factor analysis described that the 12 items loaded two factors and the two dimensional model was well fit (x²=207.03, df= 53, RMSEA=.062, GFI=.96, CFI=.96, IFI=.96, AGFI= 0.94, RFI=.93, NNFI=.95, NFI=.94, and SRMR=.044). The internal consistency coefficient was .80 for the overall scale. The item-total correlations of ALS ranged from .29 to .59. Overall findings of the ALS Turkish version demonstrated expected reliability and validity with adaptive abilities. Thus, this study indicates that the adapted ALS is a valid instrument for measuring students’ learner autonomy in Turkey
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