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ADAPTATION AND INITIAL VALIDATION OF THE L2-GRIT SCALE IN TURKISH

Year 2023, Volume: 13 Issue: 2, 1176 - 1188, 30.06.2023

Özgehan Uştuk Ali Erarslan

https://doi.org/10.30783/nevsosbilen.1276339

Abstract

Even though grit in language education, as an individual difference among learners, has recently been a very popular field in second language acquisition research, a few language-specific tools rather than domain-general ones to measure this individual difference have only been developed very recently. To add, adapted versions of these tools are needed to examine this notion across cultures and contexts. This study presents psychometric analyses of an adapted version of a language-specific grit scale in the Turkish language: the L2-Grit Scale in Turkish. An adapted scale was translated and administered to 284 university students studying at various universities across Turkey and learning English as a foreign language. Statistical analyses such as item, reliability, and exploratory factor analyses were run. The results showed that the L2-Grit Scale in Turkish is a highly reliable and internally consistent tool with a two-factor solution, and it can not only inform further grit research in the Turkish context but also contribute to this globally bourgeoning field.

Keywords

L2-Grit Scale in Turkish Grit Second language Scale adaptation

References

  • Alamer, A. (2021). Grit and language learning: Construct validation of L2-Grit scale and its relation to later vocabulary knowledge. Educational Psychology, 41(5), 544–562. https://doi.org/10.1080/01443410.2020.1867076
  • Argon, T., & Kaya, A. (2018). Examination of grit levels of teachers according to personal variables. Journal of Education and Training Studies, 6(3a), 45. https://doi.org/10.11114/jets.v6i3a.3157
  • Arslan, S., Akın, A., & Çitemel, N. (2013). The predictive role of grit on metacognition in Turkish university students. Studia Psychologica, 55(4), 311–320. https://doi.org/10.21909/sp.2013.04.645
  • Carroll, J., & Sapon, S. (2002). Manual for the MLAT. Second Language Testing, Inc.
  • Credé, M. (2018). What shall we do about grit? A critical review of what we know and what we don’t know. Educational Researcher, 47(9), 606–611. https://doi.org/10.3102/0013189X18801322
  • Credé, M., Tynan, M. C., & Harms, P. D. (2017). Much ado about grit: A meta-analytic synthesis of the grit literature. Journal of Personality and Social Psychology, 113(3), 492–511. https://doi.org/10.1037/pspp0000102
  • DeVellis, R. F. (2016). Scale development: Theory and applications (4th ed.). Sage Publications.
  • Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge. https://doi.org/10.4324/9781315779553
  • Dörnyei, Z., & Ushioda, E. (2010). Teaching and researching motivation. Pearson Education.
  • Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087–1101. https://doi.org/10.1037/0022-3514.92.6.1087
  • Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (Grit–S). Journal of Personality Assessment, 91(2), 166–174. https://doi.org/10.1080/00223890802634290
  • Ebadi, S., Weisi, H., & Khaksar, Z. (2018). Developing an Iranian ELT Context-Specific Grit Instrument. Journal of Psycholinguistic Research, 47(4), 975–997. https://doi.org/10.1007/s10936-018-9571-x
  • Erarslan, A. (2023). Cognitive flexibility and grit during times of crisis for Turkish EFL teachers. Psychology in the Schools. https://doi.org/10.1002/pits.22852
  • Feng, L., & Papi, M. (2020). Persistence in language learning: The role of grit and future self-guides. Learning and Individual Differences, 81(May), 101904. https://doi.org/10.1016/j.lindif.2020.101904
  • Horwitz, E. K. (2010). Foreign and second language anxiety. Language Teaching, 43(2), 154–167. https://doi.org/10.1017/s026144480999036x
  • Khajavy, G. H., MacIntyre, P. D., & Hariri, J. (2021). A closer look at grit and language mindset as predictors of foreign language achievement. Studies in Second Language Acquisition, 43(2), 379–402. https://doi.org/10.1017/S0272263120000480
  • Lê, S., Josse, J., & Husson, F. (2008). FactoMineR : An R package for multivariate analysis. Journal of Statistical Software, 25(1), 1–18. https://doi.org/10.18637/jss.v025.i01
  • Li, S., Hiver, P., & Papi, M. (Eds.). (2022). The Routledge handbook of second language acquisition and individual differences. Routledge. https://doi.org/10.4324/9781003270546
  • Norton, B., & Toohey, K. (2011). Identity, language learning, and social change. Language Teaching, 44(4), 412–446. https://doi.org/10.1017/S0261444811000309
  • Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9–31. https://doi.org/10.2307/3587803
  • Park, D., Tsukayama, E., Yu, A., & Duckworth, A. L. (2020). The development of grit and growth mindset during adolescence. Journal of Experimental Child Psychology, 198, 104889. https://doi.org/10.1016/j.jecp.2020.104889
  • Park, D., Yu, A., Baelen, R. N., Tsukayama, E., & Duckworth, A. L. (2018). Fostering grit: Perceived school goal-structure predicts growth in grit and grades. Contemporary Educational Psychology, 55, 120–128. https://doi.org/10.1016/j.cedpsych.2018.09.007
  • Pasha-Zaidi, N., Afari, E., Sevi, B., Urganci, B., & Durham, J. (2019). Responsibility of learning: A cross-cultural examination of the relationship of grit, motivational belief and self-regulation among college students in the U.S., UAE and Turkey. Learning Environments Research, 22(1), 83–100. https://doi.org/10.1007/s10984-018-9268-y
  • Pawlak, M., Csizér, K., Kruk, M., & Zawodniak, J. (2022). Investigating grit in second language learning: The role of individual difference factors and background variables. Language Teaching Research, 136216882211057. https://doi.org/10.1177/13621688221105775
  • Raiche, G., & Magis, D. (2020). nFactors: Parallel analysis and other non graphical solutions to the Cattell Scree Test (2.4.1.).
  • Revelle, W. (2022). psych: Procedures for Personality and Psychological Research (2.2.3). Northwestern University, Evanston, Illinois, USA. https://cran.r-project.org/package=psych
  • Rose, H., Mckinley, J., & Baffoe-Djan, J. B. (2020). Data collection research methods in applied linguistics. Bloomsbury Academic.
  • Saricam, H. (2016). Turkish adaptation of the short Grit scale (Grit‐S): Validity and reliability study. International Journal Of Turkish Literature Culture Education, 5(2), 927–927. https://doi.org/10.7884/teke.622
  • Sudina, E., Brown, J., Datzman, B., Oki, Y., Song, K., Cavanaugh, R., Thiruchelvam, B., & Plonsky, L. (2021). Language-specific grit: Exploring psychometric properties, predictive validity, and differences across contexts. Innovation in Language Learning and Teaching, 15(4), 334–351. https://doi.org/10.1080/17501229.2020.1802468
  • Sudina, E., & Plonsky, L. (2021). Academic perseverance in foreign language learning: An investigation of language‐specific grit and its conceptual correlates. The Modern Language Journal, 105(4), 829–857. https://doi.org/10.1111/modl.12738
  • Teimouri, Y., Plonsky, L., & Tabandeh, F. (2020). L2 grit: Passion and perseverance for second-language learning. Language Teaching Research, 136216882092189. https://doi.org/10.1177/1362168820921895
  • Wei, H., Gao, K., & Wang, W. (2019). Understanding the relationship between grit and foreign language performance among middle school students: The roles of foreign language enjoyment and classroom environment. Frontiers in Psychology, 10, 1–8. https://doi.org/10.3389/fpsyg.2019.01508
  • Wei, T., & Simko, V. (2021). R package “corrplot”: Visualization of a correlation matrix (0.92).
  • Wickham, H. (2016). ggplot2: Elegant Graphics for Data Analysis. Springer-Verlag. https://ggplot2.tidyverse.org
  • Wild, D., Grove, A., Martin, M., Eremenco, S., McElroy, S., Verjee-Lorenz, A., & Erikson, P. (2005). Principles of good practice for the translation and cultural adaptation process for patient-reported outcomes (PRO) measures: Report of the ISPOR Task Force for Translation and Cultural Adaptation. Value in Health, 8(2), 94–104. https://doi.org/10.1111/J.1524-4733.2005.04054.X

İKİNCİ DİL ÖĞRENME AZMİ ÖLÇEĞİNİN TÜRKÇEYE UYARLANMASI VE ÖN GEÇERLİLİK ÇALIŞMASI

Year 2023, Volume: 13 Issue: 2, 1176 - 1188, 30.06.2023

Özgehan Uştuk Ali Erarslan

https://doi.org/10.30783/nevsosbilen.1276339

Abstract

Her ne kadar dil eğitiminde azim son zamanlarda, bir bireysel farklılık olarak, ikinci dil edinimi araştırma alanının popüler bir konusu olsa da, genel anlamda azim araştırmalarının yanında çok az sayıda dil eğitimi özelinde azmi ölçecek araç geliştirilmiştir. Ayrıca bu az sayıda ölçeğin uyarlamaları da bu olgunun farklı kültür ve bağlamlarda araştırılması için gereklidirler. Bu araştırma Türkçe bir dil öğrenme azmi ölçeğinin uyarlamasının psikometrik analizlerini sunmaktadır. Analizleri yapılan bu araç Türkçe İkinci Dil Azmi Ölçeği olarak isimlendirilmiştir. Uyarlama süreci mevcut bir ölçeğin sistematik bir panel süreci sonunda Türkçeye uyarlanması ve uyarlanan aracın yabancı dil olarak İngilizce öğrenen ve Türkiye’deki çeşitli üniversitelerden çalışmaya katılan 284 katılımcıya uygulanmasını içermektedir. Uygulanan istatistiksel analizler madde, güvenilirlik ve temel bileşenler analizlerini içermektedir. Sonuçlar Türkçe İkinci Dil Azmi ölçeğinin yüksek güvenilirlik ve geçerlilik seviyesine sahip olduğunu göstermektedir. İki faktörlü bir yapı ile bu ölçme aracı, yabancı dil eğitiminde azim olgusu ile ilgili hem Türkiye bağlamında yapılacak araştırmalara destek olacak hem de bu yeni oluşan araştırma alanına uluslararası ölçekte de katkı sağlayacaktır.

Keywords

İkinci Dil Öğrenme Azmi Ölçeği Azim İkinci dil Ölçek uyarlama

References

  • Alamer, A. (2021). Grit and language learning: Construct validation of L2-Grit scale and its relation to later vocabulary knowledge. Educational Psychology, 41(5), 544–562. https://doi.org/10.1080/01443410.2020.1867076
  • Argon, T., & Kaya, A. (2018). Examination of grit levels of teachers according to personal variables. Journal of Education and Training Studies, 6(3a), 45. https://doi.org/10.11114/jets.v6i3a.3157
  • Arslan, S., Akın, A., & Çitemel, N. (2013). The predictive role of grit on metacognition in Turkish university students. Studia Psychologica, 55(4), 311–320. https://doi.org/10.21909/sp.2013.04.645
  • Carroll, J., & Sapon, S. (2002). Manual for the MLAT. Second Language Testing, Inc.
  • Credé, M. (2018). What shall we do about grit? A critical review of what we know and what we don’t know. Educational Researcher, 47(9), 606–611. https://doi.org/10.3102/0013189X18801322
  • Credé, M., Tynan, M. C., & Harms, P. D. (2017). Much ado about grit: A meta-analytic synthesis of the grit literature. Journal of Personality and Social Psychology, 113(3), 492–511. https://doi.org/10.1037/pspp0000102
  • DeVellis, R. F. (2016). Scale development: Theory and applications (4th ed.). Sage Publications.
  • Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge. https://doi.org/10.4324/9781315779553
  • Dörnyei, Z., & Ushioda, E. (2010). Teaching and researching motivation. Pearson Education.
  • Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087–1101. https://doi.org/10.1037/0022-3514.92.6.1087
  • Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (Grit–S). Journal of Personality Assessment, 91(2), 166–174. https://doi.org/10.1080/00223890802634290
  • Ebadi, S., Weisi, H., & Khaksar, Z. (2018). Developing an Iranian ELT Context-Specific Grit Instrument. Journal of Psycholinguistic Research, 47(4), 975–997. https://doi.org/10.1007/s10936-018-9571-x
  • Erarslan, A. (2023). Cognitive flexibility and grit during times of crisis for Turkish EFL teachers. Psychology in the Schools. https://doi.org/10.1002/pits.22852
  • Feng, L., & Papi, M. (2020). Persistence in language learning: The role of grit and future self-guides. Learning and Individual Differences, 81(May), 101904. https://doi.org/10.1016/j.lindif.2020.101904
  • Horwitz, E. K. (2010). Foreign and second language anxiety. Language Teaching, 43(2), 154–167. https://doi.org/10.1017/s026144480999036x
  • Khajavy, G. H., MacIntyre, P. D., & Hariri, J. (2021). A closer look at grit and language mindset as predictors of foreign language achievement. Studies in Second Language Acquisition, 43(2), 379–402. https://doi.org/10.1017/S0272263120000480
  • Lê, S., Josse, J., & Husson, F. (2008). FactoMineR : An R package for multivariate analysis. Journal of Statistical Software, 25(1), 1–18. https://doi.org/10.18637/jss.v025.i01
  • Li, S., Hiver, P., & Papi, M. (Eds.). (2022). The Routledge handbook of second language acquisition and individual differences. Routledge. https://doi.org/10.4324/9781003270546
  • Norton, B., & Toohey, K. (2011). Identity, language learning, and social change. Language Teaching, 44(4), 412–446. https://doi.org/10.1017/S0261444811000309
  • Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9–31. https://doi.org/10.2307/3587803
  • Park, D., Tsukayama, E., Yu, A., & Duckworth, A. L. (2020). The development of grit and growth mindset during adolescence. Journal of Experimental Child Psychology, 198, 104889. https://doi.org/10.1016/j.jecp.2020.104889
  • Park, D., Yu, A., Baelen, R. N., Tsukayama, E., & Duckworth, A. L. (2018). Fostering grit: Perceived school goal-structure predicts growth in grit and grades. Contemporary Educational Psychology, 55, 120–128. https://doi.org/10.1016/j.cedpsych.2018.09.007
  • Pasha-Zaidi, N., Afari, E., Sevi, B., Urganci, B., & Durham, J. (2019). Responsibility of learning: A cross-cultural examination of the relationship of grit, motivational belief and self-regulation among college students in the U.S., UAE and Turkey. Learning Environments Research, 22(1), 83–100. https://doi.org/10.1007/s10984-018-9268-y
  • Pawlak, M., Csizér, K., Kruk, M., & Zawodniak, J. (2022). Investigating grit in second language learning: The role of individual difference factors and background variables. Language Teaching Research, 136216882211057. https://doi.org/10.1177/13621688221105775
  • Raiche, G., & Magis, D. (2020). nFactors: Parallel analysis and other non graphical solutions to the Cattell Scree Test (2.4.1.).
  • Revelle, W. (2022). psych: Procedures for Personality and Psychological Research (2.2.3). Northwestern University, Evanston, Illinois, USA. https://cran.r-project.org/package=psych
  • Rose, H., Mckinley, J., & Baffoe-Djan, J. B. (2020). Data collection research methods in applied linguistics. Bloomsbury Academic.
  • Saricam, H. (2016). Turkish adaptation of the short Grit scale (Grit‐S): Validity and reliability study. International Journal Of Turkish Literature Culture Education, 5(2), 927–927. https://doi.org/10.7884/teke.622
  • Sudina, E., Brown, J., Datzman, B., Oki, Y., Song, K., Cavanaugh, R., Thiruchelvam, B., & Plonsky, L. (2021). Language-specific grit: Exploring psychometric properties, predictive validity, and differences across contexts. Innovation in Language Learning and Teaching, 15(4), 334–351. https://doi.org/10.1080/17501229.2020.1802468
  • Sudina, E., & Plonsky, L. (2021). Academic perseverance in foreign language learning: An investigation of language‐specific grit and its conceptual correlates. The Modern Language Journal, 105(4), 829–857. https://doi.org/10.1111/modl.12738
  • Teimouri, Y., Plonsky, L., & Tabandeh, F. (2020). L2 grit: Passion and perseverance for second-language learning. Language Teaching Research, 136216882092189. https://doi.org/10.1177/1362168820921895
  • Wei, H., Gao, K., & Wang, W. (2019). Understanding the relationship between grit and foreign language performance among middle school students: The roles of foreign language enjoyment and classroom environment. Frontiers in Psychology, 10, 1–8. https://doi.org/10.3389/fpsyg.2019.01508
  • Wei, T., & Simko, V. (2021). R package “corrplot”: Visualization of a correlation matrix (0.92).
  • Wickham, H. (2016). ggplot2: Elegant Graphics for Data Analysis. Springer-Verlag. https://ggplot2.tidyverse.org
  • Wild, D., Grove, A., Martin, M., Eremenco, S., McElroy, S., Verjee-Lorenz, A., & Erikson, P. (2005). Principles of good practice for the translation and cultural adaptation process for patient-reported outcomes (PRO) measures: Report of the ISPOR Task Force for Translation and Cultural Adaptation. Value in Health, 8(2), 94–104. https://doi.org/10.1111/J.1524-4733.2005.04054.X
There are 35 citations in total.

Details

Primary Language English
Journal Section Educational Sciences
Authors

Özgehan Uştuk 0000-0002-7486-1386

Ali Erarslan 0000-0003-2536-6044

Early Pub Date June 23, 2023
Publication Date June 30, 2023
Published in Issue Year 2023 Volume: 13 Issue: 2

Cite

APA Uştuk, Ö., & Erarslan, A. (2023). ADAPTATION AND INITIAL VALIDATION OF THE L2-GRIT SCALE IN TURKISH. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, 13(2), 1176-1188. https://doi.org/10.30783/nevsosbilen.1276339
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