Initial Development and Psychometric Validation of the Self-Efficacy Scale for Informational Reading Strategies in Teacher Candidates.

Talha Göktentürk, Yiğit Omay, Ali Fuat Arıcı, Emre Yazıcı, Sevgen Özbaşı

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Article in Behavioral sciences (Basel, Switzerland), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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5 · Who and what money

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5 authors.

Talha GöktentürkDepartment of Turkish Education, Faculty of Education, Yıldız Technical University, Davutpaşa Campus, 34220 Istanbul, Türkiye.ORCID 0000-0002-8619-0698

Yiğit OmayDepartment of Turkish Education, Faculty of Education, Yıldız Technical University, Davutpaşa Campus, 34220 Istanbul, Türkiye.ORCID 0000-0002-9111-3961

Ali Fuat ArıcıDepartment of Turkish Education, Faculty of Education, Yıldız Technical University, Davutpaşa Campus, 34220 Istanbul, Türkiye.

Emre YazıcıDepartment of Turkish Education, Faculty of Education, Yıldız Technical University, Davutpaşa Campus, 34220 Istanbul, Türkiye.

Sevgen ÖzbaşıDepartment of Turkish Education, Faculty of Education, Başkent University, Bağlıca Campus, 06790 Ankara, Türkiye.

Funding

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6 · The paper itself

Abstract

Assessing teacher candidates' self-efficacy in using reading strategies is essential for understanding their academic development. This study developed and validated the Teacher Candidates' Self-Efficacy Scale for Informational Reading Strategies (TCSES-IRS) using a mixed-methods sequential exploratory design. Initial qualitative data from interviews with 33 candidates and a literature review guided item generation. Lawshe's method confirmed content validity. The scale was administered to 1176 teacher candidates. Exploratory (n = 496) and confirmatory factor analyses (n = 388) supported a five-factor structure-cognitive, note-taking, exploration and preparation, physical and process-based, and reflective and analytical strategies-explaining 63.71% of total variance, with acceptable fit indices (

Indexed as

educational psychologyinformal reading strategiesscale developmentself-efficacyteacher candidates

Identifiers

PMID40867358

DOI10.3390/bs15081002

PMCPMC12382810

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