Development of the generative artificial intelligence awareness scale for secondary school students in Türkiye.

The widespread adoption of generative artificial intelligence (AI) in education and daily life necessitates a deeper understanding of students' awareness and attitudes. However, there is a lack of appropriate and psychometrically validated tools to assess these constructs reliably. This study aimed to examine the validity and reliability of a newly developed scale measuring secondary school students' awareness of generative artificial intelligence in the Turkish context. This methodological study employed a cross-sectional, descriptive, and correlational design. The research was conducted with 444 secondary school students aged 14-18. Data were collected using a Demographic Information Form and the Generative Artificial Intelligence Awareness Scale. The study followed a three-stage process in line with the STROBE checklist: (1) item development, (2) expert evaluation for content validity, and (3) construct validity and reliability testing. Construct validity was assessed using Exploratory and Confirmatory Factor Analyses. Reliability was examined through Cronbach's alpha, corrected item-total correlations, and split-half reliability analysis. EFA revealed a three-factor structure: Basic Knowledge of Generative Artificial Intelligence, Positive Attitudes Toward Generative Artificial Intelligence, and Concerns About the Impacts of Generative Artificial Intelligence, explaining 54.29% of the total variance. CFA supported the model, yielding acceptable fit indices (χ