1This study was presented at the 3rd International Eurasian Educational Research Congress in Muğla, Turkey.
2Erzincan University, Faculty of Education, Department of Measurement and Evaluation, Turkey.
Purpose: While numerous studies about academic performance that focused on only one factor, studies aiming to measure academicians’ perceptions across many factors have not been observed in the literature. The current study aims to fill this gap and become a resource for upcoming studies. The aim of this study is to develop a valid and reliable scale that measures academicians’ performance perception. Research Methods: The first research group of the study consists of 125 academicians who have been working in or studying for post-graduate degrees at Ankara University Faculty of Educational Sciences, while the second group of researchers, who have undergone confirmatory factor analysis, consists of 147 academicians either working as professionals or acquiring post-graduate education at Erzincan University (except for one multivariate extreme value). The pre-testing form of the scale composed of 29 positive and 11 negative factors, for a total of 40 items. The expert opinions obtained about the items is evidence for content validity. Findings: Results indicated that the final form of the scale which was composed of 19 positive and 7 negative factors, 26 items in total, is a reliable and valid data collection tool to be used in the field of education. Implications for Research and Practice: Researchers may be able to use this newly developed tool to investigate the presence of a meaningful relationship between academic encouragement scores and the academic performance perceptions of academicians.
Keywords: Academic effort, self-efficacy, achievement, academic proficiency, polytomous DIF.