Teacher Power Use in the College Classroom: Turkish Students' Views

Basit Öğe Kaydı
dc.authoridBeycioglu, Kadir/0000-0003-0385-3087
dc.authoridSincar, Mehmet/0000-0002-4979-5014
dc.authoridÖzer, Niyazi/0000-0001-7745-6645
dc.authoridYILDIRIM, Muhamet Cevat/0000-0003-0062-7826
dc.authorwosidBeycioglu, Kadir/I-6632-2016
dc.authorwosidSincar, Mehmet/AAB-1645-2019
dc.authorwosidSincar, Mehmet/ABF-3555-2020
dc.authorwosidÖzer, Niyazi/C-6402-2013
dc.authorwosidYILDIRIM, Muhamet Cevat/HSE-5576-2023
dc.contributor.authorOzer, Niyazi
dc.contributor.authorUgurlu, C. Teyyar
dc.contributor.authorSincar, Mehmet
dc.contributor.authorYildirim, M. Cevat
dc.contributor.authorBeycioglu, Kadir
dc.date.accessioned2024-08-04T21:01:17Z
dc.date.available2024-08-04T21:01:17Z
dc.date.issued2014
dc.departmentİnönü Üniversitesien_US
dc.description5th World Conference on Educational Sciences (WCES) -- FEB 05-08, 2013 -- Rome Sapienza Univ, Rome, ITALYen_US
dc.description.abstractThe primary focus of this study is to determine the undergraduate students' perceptions of teacher power use (ie, coercive, reward, expert, legitimate, and referent power) and it was also aimed to investigate whether or not students' views differ significantly in terms of gender, class level and department variables. To this end we, firstly, conducted a pilot study to investigate the validity and reliability of the Teacher Power Use Scale. Turkish adoptation, validity and reliability studies of the scale were done by data gathered from a total number of 395 undergraduate students. For validity studies, exploratory and confirmatory factor analyses were carried out, and also item-total correlations were estimated. For reliability studies, Cronbach Alpha and test-retest correlation coefficients were estimated. Overall findings demonstrated that Turkish version of the scale had high validity and reliability scores. (C) 2013 The Authors. Published by Elsevier Ltd.en_US
dc.description.sponsorshipNear E Univ,Ankara Univ,Bahcesehir Univen_US
dc.identifier.doi10.1016/j.sbspro.2014.01.616
dc.identifier.endpage2592en_US
dc.identifier.issn1877-0428
dc.identifier.startpage2589en_US
dc.identifier.urihttps://doi.org/10.1016/j.sbspro.2014.01.616
dc.identifier.urihttps://hdl.handle.net/11616/104260
dc.identifier.volume116en_US
dc.identifier.wosWOS:000335471202124en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.language.isoenen_US
dc.publisherElsevier Science Bven_US
dc.relation.ispartof5th World Conference on Educational Sciencesen_US
dc.relation.publicationcategoryKonferans Öğesi - Uluslararası - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectTeacher power useen_US
dc.subjectuniversity studentsen_US
dc.subjectscale adoptationen_US
dc.subjecthigher educationen_US
dc.titleTeacher Power Use in the College Classroom: Turkish Students' Viewsen_US
dc.typeConference Objecten_US

Dosyalar

Koleksiyon

WoS İndeksli Yayınlar Koleksiyonu