Araştırma Makalesi
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Yıl 2021, Cilt 8, Sayı 3, 165 - 177, 03.09.2021
https://doi.org/10.33200/ijcer.860534

Öz

Kaynakça

  • Acar, S. ve Yenmiş, A. (2014). Eğitimde sosyal ağların kullanımına ilişkin öğrenci görüşlerini belirlemeye yönelik bir araştırma: Facebook örneği. Electronic Journal of Vocational Colleges, 4(3).
  • Akdağ, M. (2011). Spss' de İstatistiksel Analizler Ders Notları.
  • Aküzüm, C. ve Saraçoğlu, M. (2017). Üniversite öğrencilerinin sosyal medyaya ilişkin tutumlarının incelenmesi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 32, 803-817.
  • Alican, C. ve Saban, A. (2013). Ortaokul ve lise de öğrenim gören öğrencilerin sosyal medya kullanımına ilişkin tutumları: Ürgüp örneği, Sosyal Bilimler Enstitüsü Dergisi, 35, 1-14.
  • Arthur, J. A., and Bostedo-Conway, K. (2012). Exploring the relationship between student-instructor interaction on Twitter and student perceptions of teacher behaviors. International Journal of Teaching and Learning in Higher Education, 24(3), 286–292.
  • Atkins, A. (2010). It’s complicated: Using Facebook to create emotional connections in student-professor relationships. The Journal of the Assembly for Expanded Perspectives on Learning. 16(1). 79–89.
  • Bridges, L. M. (2009). Face-to-face on Facebook: students are there... should we be? In R. J. LAckie& V. B. Cvetkovic (Eds.), Teaching generation M: A handbook for librarians and educators (pp. 125–136). New York: Neal-Schuman Publishers.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. ve Demirel, F. (2011). Bilimsel araştırma yöntemleri. Ankara: PegemA Yayıncılık.
  • Büyüköztürk, Ş. (2014). Sosyal bilimler için veri analizi el kitabı. Ankara: PegemA Yayıncılık.
  • Cayanus, J. L. (2004). Effective instructional practice: Using teacher self-disclosure as an instructional tool. Communication Teacher, 18(1), 6-9.
  • Cayanus, J. & Martin, M.M. (2004). An instructor self‐disclosure scale, Communication Research Reports, 21 (3), 252-263, DOI: 10.1080/08824090409359987.
  • Cayanus, J. L., & Martin, M. M. (2008). Teacher self-disclosure: Amount, relevance, and negativity. Communication Quarterly, 56(3), 325-341.
  • Cayanus, J. & Martin, M.M. (2016). Teacher self‐disclosure, P.L.Witt (Ed.), Communication and Learning. (p.241-258). Berlin: CPI Books.
  • Cayanus, J. L., Martin, M. M., & Goodboy, A. K. (2009). The relation between teacher self-disclosure and student motives to communicate. Communication Research Reports, 26(2), 105-113.
  • Clark, J. D. (1978). The impact of teacher self-disclosure on student perceptions of the teacher. Doctoral Dissertations. 1199. https://scholars.unh.edu/dissertation/1199.
  • Çağ, P. ve Yıldırım, İ. (2017). Eşe kendini açma ölçeği: geçerlik ve güvenirlik çalışması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 7 (47), 99-111.
  • Çakmak, F., & Arap, B. (2013). Teachers‘ perceptions of the appropriateness of teacher self-disclosure: a case study from Turkey. Journal of Teacher Education and Educators, 2(2), 275-288.
  • Çelik, H.E. ve Yılmaz, V. (2013). Lisrel 9.1 ile yapısal eşitlik modellemesi. Ankara: Anı Yayıncılık.
  • Çeçen, A. R. (2006). Duyguları yönetme becerileri ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışmaları. Türk Psikolojik Danışma ve Rehberlik Dergisi. 3(26). 101–113.
  • Çetinkaya, B. (2005). Üniversite öğrencilerinin kendini açma davranışları ile bağlanma stilleri arasındaki ilişki. (Yayınlanmamış Doktora Tezi). Atatürk Üniversitesi, Erzurum.
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik: Spss ve Lisrel uygulamaları. Ankara: PegemA Akademi.
  • Dawson, S. (2008). A study of the relationship between student social networks and sense of community. Journal of educational technology & society, 11(3), 224.
  • Downs, V.C., Javidi, M.M. & Nussbaum, J. F. (2009). An analysis of teachers' verbal communication within the college classroom: Use of humor, self‐disclosure, and narratives, Communication Education, 37 (2), 127-141, DOI:10 .1080 /0363 4528 80 9378710.
  • Eke, Helen N. Miss; Omekwu, Charles Obiora Prof; and Odoh, Jennifer Nneka Miss (2014). The Use of Social Networking Sites among the Undergraduate Students of University of Nigeria, Nsukka. Library Philosophy and Practice (e-journal), 1195.
  • Eugenia. M., and Wong, H.C. (2013). Facebook: More than social networking for at-risk students. Procedia-Social and Behavioral Sciences, 73, 22-29.
  • Farani, S. T., & Fatemi, A. H. (2014). The impact of teacher's self-disclosure on students' attitude towards language learning in a foreign language context. Theory & Practice in Language Studies, 4(11).
  • Foubert, J. D., & Sholley, B. K. (1996). Effects of genders, gender role, and indivitualized trust on self-disclosure. Journal of Social Behaivior & Personality, 11, 2777-289.
  • Fusani, D.S. (1994) “Extra‐class” communication: Frequency, immediacy, self‐disclosure, and satisfaction in student‐faculty interaction outside the classroom, Journal of Applied Communication Research,22(3), 232-255, DOI: 10.1080/00909889409365400
  • Goldstein, G. S., & Benassi, V. A. (1994). The Relation between Teacher Self-Disclosure and Student Classroom Participation. Teaching of Psychology, 21 (4), 212-217. https ://doi.org/10.1207/s15328023top2104_2
  • Günaydın, S. (2017). Öğretmenlerin sosyal medya kullanım endişeleri ve farkındalıkları. (Yayınlanmamış Yüksek Lisans Tezi). Ege Üniversitesi, İzmir.
  • Ha, J., and Shin, D. H. (2014). Facebook in a standard college class: an alternative conduit for promoting teacher-student interaction. American Communication Journal, 16(1), 36-52.
  • Haeger, H., Wang, R., and Lorenz, A. (2014). Bridge or Barrier: The Impact of Social Media on Engagement for First-generation College Students.
  • Henson, R.K. ve Roberts, J.K. (2006). Use of exploratory factor analysis in published research: Common errors and some comment on improved practice. Educational and Psychological Measurement, 66, 393-416.
  • Hassan, S. S. S., and Landani, Z. M. (2015). The Use of Social Networks Sites (SNSs) among University Students: How Far do They Learn. International Journal of Social Science and Humanity, 5(5), 436–439.
  • Hosek, A. M., & Thompson, J. (2009). Communication privacy management and college instruction: Exploring the rules and boundaries that frame instructor private disclosures. Communication Education, 58(3), 327-349.
  • Hurt, N. E., Moss, G. S., Bradley, C. L., Larson, L. R. and Lovelace, M. (2012). The ‘Facebook'effect: college students' perceptions of online discussions in the age of social networking. International Journal for the Scholarship of Teaching and Learning, 6(2), 10.
  • Irwin, C., Ball, L., Desbrow, B. and Leveritt, M. (2012). Students' perceptions of using Facebook as an interactive learning resource at university. Australasian Journal of Educational Technology, 28(7), 1221–1232.
  • İli, K. (2013). Sosyal Medya Ortam Ve Araçlarının Öğrenci Davranışlarına Etkisi (Gaziçiftliği Anadolu Lisesi Örneği). Yayımlanmamış yüksek lisans tezi, Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
  • Junco, R., Heiberger, G. and Loken, E. (2011). The effect of Twitter on college student engagement and grades. Journal of computer assisted learning, 27(2), 119-132.
  • Kırksekiz, A. (2013). Sosyal Ağlardan Facebook’un Kullanımına İlişkin Öğretim Elemanlarının Görüşleri. Yayınlanmamış yüksek lisans tezi, Sakarya Üniversitesi, Eğitim Bilimleri Enstitüsü, Sakarya.
  • Konuk, N., ve Güntaş, S. (2019). Sosyal medya kullanımı eğitimi ve bir eğitim aracı olarak sosyal medya kullanımı. International Journal of Entrepreneurship and Management Inquiries, 3(4), 1-25.
  • Kuzu, E. B. (2014). Bilişim Teknolojileri Öğretmen Adayları Arasında Çevrimiçi Sosyal Ağların Öğretim Amaçlı Kullanımı. Yayınlanmamış doktora tezi, Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü, Eskişehir.
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The Scale of Teachers' Self- Disclosure through Social Media: Validity and Reliability Studies

Yıl 2021, Cilt 8, Sayı 3, 165 - 177, 03.09.2021
https://doi.org/10.33200/ijcer.860534

Öz

The purpose of this study was to develop a valid and reliable scale that can be used to identify the perceptions of teachers on their self-disclosure to their students in their interactions with them through social media. This study was designed as a sequential exploratory mixed method. So validity and reliability studies were conducted for this purpose. Data from 301 teachers for EFA and 422 teachers CFA were used pyschometric properties of “The Scale of Teachers’ Self-disclosure through Social Media” (STSSM). The exploratory factor analysis yielded four-factor model with 21 items. As a result of the analyses of confirmatory FA, it was found that the scale produced sufficient goodness of fit values. Finally, the findings on the reliability proved that “The Scale of Teachers’ Self-disclosure through Social Media” can reliably measure the perceptions of teachers on self-disclosure to their students on social media.

Kaynakça

  • Acar, S. ve Yenmiş, A. (2014). Eğitimde sosyal ağların kullanımına ilişkin öğrenci görüşlerini belirlemeye yönelik bir araştırma: Facebook örneği. Electronic Journal of Vocational Colleges, 4(3).
  • Akdağ, M. (2011). Spss' de İstatistiksel Analizler Ders Notları.
  • Aküzüm, C. ve Saraçoğlu, M. (2017). Üniversite öğrencilerinin sosyal medyaya ilişkin tutumlarının incelenmesi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 32, 803-817.
  • Alican, C. ve Saban, A. (2013). Ortaokul ve lise de öğrenim gören öğrencilerin sosyal medya kullanımına ilişkin tutumları: Ürgüp örneği, Sosyal Bilimler Enstitüsü Dergisi, 35, 1-14.
  • Arthur, J. A., and Bostedo-Conway, K. (2012). Exploring the relationship between student-instructor interaction on Twitter and student perceptions of teacher behaviors. International Journal of Teaching and Learning in Higher Education, 24(3), 286–292.
  • Atkins, A. (2010). It’s complicated: Using Facebook to create emotional connections in student-professor relationships. The Journal of the Assembly for Expanded Perspectives on Learning. 16(1). 79–89.
  • Bridges, L. M. (2009). Face-to-face on Facebook: students are there... should we be? In R. J. LAckie& V. B. Cvetkovic (Eds.), Teaching generation M: A handbook for librarians and educators (pp. 125–136). New York: Neal-Schuman Publishers.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. ve Demirel, F. (2011). Bilimsel araştırma yöntemleri. Ankara: PegemA Yayıncılık.
  • Büyüköztürk, Ş. (2014). Sosyal bilimler için veri analizi el kitabı. Ankara: PegemA Yayıncılık.
  • Cayanus, J. L. (2004). Effective instructional practice: Using teacher self-disclosure as an instructional tool. Communication Teacher, 18(1), 6-9.
  • Cayanus, J. & Martin, M.M. (2004). An instructor self‐disclosure scale, Communication Research Reports, 21 (3), 252-263, DOI: 10.1080/08824090409359987.
  • Cayanus, J. L., & Martin, M. M. (2008). Teacher self-disclosure: Amount, relevance, and negativity. Communication Quarterly, 56(3), 325-341.
  • Cayanus, J. & Martin, M.M. (2016). Teacher self‐disclosure, P.L.Witt (Ed.), Communication and Learning. (p.241-258). Berlin: CPI Books.
  • Cayanus, J. L., Martin, M. M., & Goodboy, A. K. (2009). The relation between teacher self-disclosure and student motives to communicate. Communication Research Reports, 26(2), 105-113.
  • Clark, J. D. (1978). The impact of teacher self-disclosure on student perceptions of the teacher. Doctoral Dissertations. 1199. https://scholars.unh.edu/dissertation/1199.
  • Çağ, P. ve Yıldırım, İ. (2017). Eşe kendini açma ölçeği: geçerlik ve güvenirlik çalışması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 7 (47), 99-111.
  • Çakmak, F., & Arap, B. (2013). Teachers‘ perceptions of the appropriateness of teacher self-disclosure: a case study from Turkey. Journal of Teacher Education and Educators, 2(2), 275-288.
  • Çelik, H.E. ve Yılmaz, V. (2013). Lisrel 9.1 ile yapısal eşitlik modellemesi. Ankara: Anı Yayıncılık.
  • Çeçen, A. R. (2006). Duyguları yönetme becerileri ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışmaları. Türk Psikolojik Danışma ve Rehberlik Dergisi. 3(26). 101–113.
  • Çetinkaya, B. (2005). Üniversite öğrencilerinin kendini açma davranışları ile bağlanma stilleri arasındaki ilişki. (Yayınlanmamış Doktora Tezi). Atatürk Üniversitesi, Erzurum.
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik: Spss ve Lisrel uygulamaları. Ankara: PegemA Akademi.
  • Dawson, S. (2008). A study of the relationship between student social networks and sense of community. Journal of educational technology & society, 11(3), 224.
  • Downs, V.C., Javidi, M.M. & Nussbaum, J. F. (2009). An analysis of teachers' verbal communication within the college classroom: Use of humor, self‐disclosure, and narratives, Communication Education, 37 (2), 127-141, DOI:10 .1080 /0363 4528 80 9378710.
  • Eke, Helen N. Miss; Omekwu, Charles Obiora Prof; and Odoh, Jennifer Nneka Miss (2014). The Use of Social Networking Sites among the Undergraduate Students of University of Nigeria, Nsukka. Library Philosophy and Practice (e-journal), 1195.
  • Eugenia. M., and Wong, H.C. (2013). Facebook: More than social networking for at-risk students. Procedia-Social and Behavioral Sciences, 73, 22-29.
  • Farani, S. T., & Fatemi, A. H. (2014). The impact of teacher's self-disclosure on students' attitude towards language learning in a foreign language context. Theory & Practice in Language Studies, 4(11).
  • Foubert, J. D., & Sholley, B. K. (1996). Effects of genders, gender role, and indivitualized trust on self-disclosure. Journal of Social Behaivior & Personality, 11, 2777-289.
  • Fusani, D.S. (1994) “Extra‐class” communication: Frequency, immediacy, self‐disclosure, and satisfaction in student‐faculty interaction outside the classroom, Journal of Applied Communication Research,22(3), 232-255, DOI: 10.1080/00909889409365400
  • Goldstein, G. S., & Benassi, V. A. (1994). The Relation between Teacher Self-Disclosure and Student Classroom Participation. Teaching of Psychology, 21 (4), 212-217. https ://doi.org/10.1207/s15328023top2104_2
  • Günaydın, S. (2017). Öğretmenlerin sosyal medya kullanım endişeleri ve farkındalıkları. (Yayınlanmamış Yüksek Lisans Tezi). Ege Üniversitesi, İzmir.
  • Ha, J., and Shin, D. H. (2014). Facebook in a standard college class: an alternative conduit for promoting teacher-student interaction. American Communication Journal, 16(1), 36-52.
  • Haeger, H., Wang, R., and Lorenz, A. (2014). Bridge or Barrier: The Impact of Social Media on Engagement for First-generation College Students.
  • Henson, R.K. ve Roberts, J.K. (2006). Use of exploratory factor analysis in published research: Common errors and some comment on improved practice. Educational and Psychological Measurement, 66, 393-416.
  • Hassan, S. S. S., and Landani, Z. M. (2015). The Use of Social Networks Sites (SNSs) among University Students: How Far do They Learn. International Journal of Social Science and Humanity, 5(5), 436–439.
  • Hosek, A. M., & Thompson, J. (2009). Communication privacy management and college instruction: Exploring the rules and boundaries that frame instructor private disclosures. Communication Education, 58(3), 327-349.
  • Hurt, N. E., Moss, G. S., Bradley, C. L., Larson, L. R. and Lovelace, M. (2012). The ‘Facebook'effect: college students' perceptions of online discussions in the age of social networking. International Journal for the Scholarship of Teaching and Learning, 6(2), 10.
  • Irwin, C., Ball, L., Desbrow, B. and Leveritt, M. (2012). Students' perceptions of using Facebook as an interactive learning resource at university. Australasian Journal of Educational Technology, 28(7), 1221–1232.
  • İli, K. (2013). Sosyal Medya Ortam Ve Araçlarının Öğrenci Davranışlarına Etkisi (Gaziçiftliği Anadolu Lisesi Örneği). Yayımlanmamış yüksek lisans tezi, Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
  • Junco, R., Heiberger, G. and Loken, E. (2011). The effect of Twitter on college student engagement and grades. Journal of computer assisted learning, 27(2), 119-132.
  • Kırksekiz, A. (2013). Sosyal Ağlardan Facebook’un Kullanımına İlişkin Öğretim Elemanlarının Görüşleri. Yayınlanmamış yüksek lisans tezi, Sakarya Üniversitesi, Eğitim Bilimleri Enstitüsü, Sakarya.
  • Konuk, N., ve Güntaş, S. (2019). Sosyal medya kullanımı eğitimi ve bir eğitim aracı olarak sosyal medya kullanımı. International Journal of Entrepreneurship and Management Inquiries, 3(4), 1-25.
  • Kuzu, E. B. (2014). Bilişim Teknolojileri Öğretmen Adayları Arasında Çevrimiçi Sosyal Ağların Öğretim Amaçlı Kullanımı. Yayınlanmamış doktora tezi, Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü, Eskişehir.
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Ayrıntılar

Birincil Dil İngilizce
Konular Sosyal
Bölüm Articles
Yazarlar

Mustafa DEMİR (Sorumlu Yazar)
T.C. MİLLİ EĞİTİM BAKANLIĞI
0000-0002-0159-8986
Türkiye


Okay DEMİR
T.C. MİLLİ EĞİTİM BAKANLIĞI
0000-0001-8033-3355
Türkiye

Yayımlanma Tarihi 3 Eylül 2021
Yayınlandığı Sayı Yıl 2021, Cilt 8, Sayı 3

Kaynak Göster

APA Demir, M. & Demir, O. (2021). The Scale of Teachers' Self- Disclosure through Social Media: Validity and Reliability Studies . International Journal of Contemporary Educational Research , 8 (3) , 165-177 . DOI: 10.33200/ijcer.860534

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IJCER (International Journal of Contemporary Educational Research) ISSN: 2148-3868