Adaptation of Self-Control and Self-Management Scale (SCMS) into Turkish Culture: A Study on Reliability and Validity

Abstract

The aim of this study is to adapt self-control and self-management scale (SCMS) developed by Mezo into Turkish and to test it considering gender and academic achievement variables. The scale was translated from English to Turkish for linguistic validity and then this scale was translated into English using back translation. The original and translated English version of the form was revised and edited by considering the opinions of three language experts of English. Considering the appropriateness of the scale into Turkish, the draft of the scale was evaluated by two Turkish language experts and two academicians from the Education Faculty evaluated the scale in terms of content. Necessary corrections were made and linguistic equivalence was obtained. In order to test the reliability of the scale, the original scale and a week later the Turkish form were implemented with 127 4th year students studying in English Language Teaching Department. Regarding the findings about linguistic equivalence, the correlation coefficients of self-control and self-management scale (SCMS) in both Turkish and English versions were found to be rSCMS = .91, rSR = .81, rSE = .79 and rSM = .84 Moreover, the Turkish scale was applied on the second sampling of the study which consisted of 159 students for the second time after a week via test-retest method. The reliability coefficients found revealed that the scale was reliable. The construct validity was carried out via exploratory factor analysis (EFA) with the intention of evaluating the structure of the draft scale in Turkish culture and 1006 students composed the third sampling of the study for validity. Moreover, confirmatory factor analysis (CFA) was administered. The total variance explained by the scale with three factor structure is 54.09%. In the second level of confirmatory factor analysis, it can be stated that the three-dimensional model has a good fit (RMSEA = .052, NFI = .97, CFI = .98, GFI = .96, AGFI = .94, RFI = .97). All these findings revealed that the scale was satisfactory considering reliability and validity (KMO = .91, Bartlett’s test X2 = 5119.371). In terms of gender variable, a significant difference was found in favor of female pre-service teachers in the entire scale and in all its sub-scales. Moreover, it was found that there was a positive and meaningful relation between the scores earned from the scale in general and from its sub-scales and pre-service teachers’ academic achievement scores.

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