Akademik Veri Yönetim Sistemi
BILIMNAME, cilt.43, sa.3, ss.349-364, 2020 (ESCI)
Determining the level of moral maturity that has an effect on the individual's behavior is important for understanding the individual and his behaviors. For this reason, many studies have been conducted to determine the various aspects of the moral status of individuals. In these studies, questionnaires consisting of a single question mostly based on taking opinions or moral judgment, moral development, determination of values etc. measurement tools were used. A small scale development study has also been carried out in the name of moral maturity. The first of these is the moral maturity scale developed by Dilmac (1999). Developed for primary school students, the scale was designed as a one-dimensional Likert type and consists of 37 positive and 29 negative statements in total (Dilmac, 1999). Another scale included in the literature with the name of moral maturity scale was developed by Sengun and Kaya (2007). The scale, which is also designed as a Likert type, is intended for high school students. It consists of 66 items and one dimension in total. The variance explained by society was calculated as 20.74% (Sengun & Kaya, 2007). In this study, a new scale was developed due to the fact that a long time has passed since the developed scales and also the number of items in both scales was high. However, considering the new developments in the field of statistics (for example, confirmatory factor analysis (CFA) of both scales was not done), it was considered appropriate to develop an up-to-date moral maturity scale. In the process of developing the scale, both of these scales (Dilmac, 1999; Sengun & Kaya, 2007) were used. The study has been constructed according to the exploratory sequential pattern, one of the mixed method designs. This pattern, which uses a qualitative phase based on discovery first, and then a quantitative phase that includes testing the findings obtained from the qualitative phase, is used especially in the development of measurement tools (Creswell, Fetters & Ivankova, 2004). The validity and reliability studies of the moral maturity scale were carried out with the participation of high school students attending different high schools in Yakutiye district (Erzurum Center) in the academic year of 2015-2016. While forming the study group, the appropriate sampling method was preferred. The appropriate sampling method is for the researcher to form the study group, starting with the most accessible people until he reaches the number he needs (Buyukozturk et al., 2013). The form, which was arranged as 68 items in order to be able to choose an item, was applied with the participation of 123 high school students. The 37-item form for factor analysis was applied to a group of 378 students (199 Girls 52.6%, 179 Boys 47.4%). As a result of the exploratory factor analysis, a single factor scale consisting of 17 items was reached. The total variance explained by the scale was 43.35% and the eigenvalue of the single factor was found to be 7.369. Buyukozturk (2011) states that 30% is sufficient for single factor scales, while Kline (2011) states that it should be at least 40%. It is seen that item factor load values change between.739 and.550. Tabachnik and Fidell (2007) stated that.32 would be sufficient for these values. During the analysis, this value was taken as.40. Findings regarding the confirmatory factor analysis X2 / df = 2.78, RMSEA =.069, RMR =.051 SRMR =.045, PNFI =.84, GFI =.91, AGFI =.88, CFI =.97, NFI =.96, NNFI = 97, IFI =.97 and PGFI =.70.