Adaptation of the Intellectual Experience Scale to Turkish Culture: A Validity and Reliability Study Among University Students
Entelektüel Deneyim Ölçeği'nin Türk Kültürüne Uyarlanması: Üniversite Öğrencilerinde Geçerlik ve Güvenirlik Çalışması
Intellectual experience is a multifaceted process involving both cognitive and emotional responses of an individual. The Intellectual Experience Scale (IES), developed by Mayer and Caruso (1989), measures this construct across three dimensions: Intellectual Pleasure, Intellectual Absorption, and Intellectual Apathy. This study aimed to adapt the IES into Turkish and evaluate its psychometric properties. Following a rigorous multi-stage translation and cultural adaptation process, the scale was refined to 34 items. The Turkish version was administered to 600 university students, and the dataset was randomly divided into two statistically independent subsamples. The first subsample (n = 300) was used for Exploratory Factor Analysis (EFA), whereas the second subsample (n = 300) was used for Confirmatory Factor Analysis (CFA). The EFA supported the original three-factor structure, with factor loadings ranging from .401 to .795, and the three factors explained 31.86% of the total variance. The CFA confirmed the adequacy of the three-factor model (χ²/df = 2.04, RMSEA = .059, CFI = .94, NNFI = .93, SRMR = .097, NFI = .89, AGFI = .82). Internal consistency coefficients were satisfactory (Cronbach’s α = .870 for Intellectual Pleasure, .834 for Intellectual Apathy, .758 for Intellectual Absorption, and .851 for the overall scale). These findings indicate that the Turkish version of the IES is a reliable and valid instrument for assessing intellectual experience among university students.
Entelektüel deneyim, bireyin bilişsel ve duyuşsal tepkilerini kapsayan çok boyutlu bir yapıdır. Mayer ve Caruso (1989) tarafından geliştirilen Entelektüel Deneyim Ölçeği (EDÖ), bu yapıyı entelektüel haz, entelektüel özümseme ve entelektüel ilgisizlik olmak üzere üç boyutta ölçmektedir. Bu araştırmanın amacı, EDÖ’yü Türkçeye uyarlamak ve psikometrik özelliklerini incelemektir. Çok aşamalı çeviri ve kültürel uyarlama sürecinin ardından ölçek 34 maddeye indirgenmiştir. Ölçek Türkiye'deki 600 üniversite öğrencisine uygulanmış, veri seti rastgele iki bağımsız örnekleme ayrılmıştır. İlk örneklem (n = 300) Açımlayıcı Faktör Analizi (AFA), ikinci örneklem (n = 300) ise Doğrulayıcı Faktör Analizi (DFA) için kullanılmıştır. AFA sonuçları, faktör yüklerinin .401 ile .795 arasında değiştiğini ve üç faktörlü yapının toplam varyansın %31.86'sını açıkladığını göstermiştir. DFA sonuçları ise üç faktörlü modelin kabul edilebilir düzeyde uyum gösterdiğini ortaya koymuştur (χ²/df = 2.04, RMSEA = .059, CFI = .94, NNFI = .93, SRMR = .097, NFI = .89, AGFI = .82). Ölçeğin iç tutarlılık katsayıları Entelektüel Haz için .870, Entelektüel İlgisizlik için .834, Entelektüel Özümseme için .758, ölçeğin geneli için ise .851 olarak bulunmuştur. Bulgular, EDÖ'nün Türkçe formunun üniversite öğrencilerinin entelektüel deneyim düzeylerini belirlemede geçerli ve güvenilir bir ölçme aracı olduğunu göstermektedir.
Ackerman, P. L., & Heggestad, E. D. (1997). Intelligence, personality, and interests: Evidence for overlapping traits. Psychological Bulletin, 121(2), 219–245.
Ainley, M., Hidi, S., & Berndorff, D. (2015). Interest, learning, and motivation. Routledge.
Alexander, P. A., Dinsmore, D. L., & Buehl, M. M. (2017). An integrative perspective on the development of motivation, engagement, and achievement. In A. Efklides & P. Misailidi (Eds.), Trends and prospects in metacognition research (pp. 261–279). Springer.
Aristotle. (1984). The complete works of Aristotle: The revised Oxford translation (J. Barnes, Ed.). Princeton University Press.
Astin, A. W. (1993). What matters in college? Four critical years revisited. Jossey-Bass.
Ayre, C., & Scally A. J. (2014). Critical values for Lawshe’s content validity ratio: revisiting the original methods of calculation. Measurement and Evaluation in Counseling and Development, 47 (1), 79–86. doı: 10.1177/0748175613513808
Baxter Magolda, M. B. (2004). Evolution of a model of intellectual development. In M. B. Baxter Magolda & P. M. King (Eds.), Learning partnerships: Theory and practice in higher education (pp. 3-26). Jossey-Bass.
Biesta, G. J. J. (2012). Good education in an age of measurement: Ethics, politics, democracy. Routledge.
Brown, T. A. (2006). Confirmatory factor analysis for applied research. NY: Guilford Publications. (Book)
Bruner, J. S. (1966). Toward a theory of instruction. Harvard University Press.
Bruner, J. S. (1973). Beyond the information given. W. W. Norton and Company.
Butcher, J. D., Zhang, L., & Hong, S. (2012). The Perceived School Experience Scale: Development and validation of a measure for high school students. Educational Psychology, 32(4), 433-452.
Büyüköztürk, Ş. (2022). Sosyal bilimler için veri toplama ve analiz yöntemleri (3. Baskı). Ankara, Türkiye: Pegem Akademi. (Book)
Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming (2nd ed.). Routledge.
Campbell, J. L., Quincy, C., Osserman, J., & Pedersen, O. K. (2013). Coding in-depth semistructured interviews: Problems of unitization and intercoder reliability. Sociological Methods & Research, 42(3), 294–320. https://doi.org/10.1177/0049124113500475
Chick, N. L., & Karis, T. A. (2016). Assessing intellectual engagement in higher education: A missing piece of the student success puzzle. Research in Higher Education, 57(7), 804–824.
Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. New Directions for Teaching and Learning, 1987(32), 7-12
Chickering, A. W., & Reisser, L. (1993). Education and identity. Jossey-Bass.
Cortina, J. M. (2003). What is coefficient alpha? An examination of theory and applications. Journal of Applied Psychology. 78, 98-104.
Costello, A. B., & Osborne, J. W. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment, Research, and Evaluation, 10(7), 1–9. https://doi.org/10.7275/jyj1-4868
Cronbach, L. J., & Meehl, P. E. (1955). Construct validity in psychological tests. Psychological Bulletin, 52(4), 281–302.
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. HarperCollins.
Csikszentmihalyi, M. (1997). Finding flow: The psychology of engagement with everyday life. HarperCollins.
Deci, E. L., & Ryan, R. M. (2000). Intrinsic motivation and self-determination in human behaviour. Plenum Press.
Descartes, R. (1985). The philosophical writings of Descartes (J. Cottingham, R. Stoothoff, & D. Murdoch, Trans.). Cambridge University Press.
DeVellis, R. F. (2016). Scale development: Theory and applications (4th ed.). Sage Publications.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: D.C. Heath and Company.
Dewey, J. (1938). Experience and education. Kappa Delta Pi.
Duran, A., & Extremera, N. (2016). Mindfulness-based interventions on teacher stress: A systematic review. Psychology Research and Behavior Management, 9, 319–331.
Ekiz, D. (2013). Bilimsel araştırma yöntemleri (3. Baskı). Ankara, Türkiye: Anı Yayıncılık. (Book)
Fabrigar, L. R., & Wegener, D. T. (2011). Exploratory factor analysis. Oxford University Press.
Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). Sage.
Fine, G. (2021). Knowledge and experience in the philosophy of F. H. Bradley. Oxford University Press.
Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum International Publishing Group.
Gardner, H. (2006). Multiple intelligences: New horizons. Basic Books.
George, D., & Mallery, M. (2010). SPSS for Windows Step by Step: A Simple Guide and Reference. Boston: Pearson.
Glassman, M. (2001). Dewey and Vygotsky: A comparison. The Educational Forum, 65(2), 132-145.
Glosbe. (n.d.). Intellectual experience. Retrieved from https://glosbe.com/en/la/intellectual%20experience
Gonyea, R.M., Kish, K.A., Kuh, G.D., Muthiah, R.N., & Thomas, A.D. (2003). College Student Experiences. Questionnaire: Norms for the Fourth Edition.
Gregorić, P., & Grgić, F. (2006). Aristotle on the role of intellect in practical reasoning. Phronesis, 51(3), 223-249. [Journal article]
Gutek, G. L. (2013). Philosophical and ideological perspectives on education. Routledge.
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2013). Multivariate Data Analysis. Boston: Pearson Education Limited.
Hambleton, R. K., & Patsula, L. (1999). Translating educational assessments. Educational Measurement: Issues and Practice, 18(1), 3-11.
Hayes, A. F., & Coutts, J. J. (2020). Use Omega Rather than Cronbach's Alpha for Estimating Reliability. But…. Communication Methods and Measures, 14(1), 1–24.
Hohr, H. (2013). Experience and education: Dewey's challenge to traditional pedagogy. Routledge.
Hooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural equation modelling: Guidelines for determining model fit. Electron J Bus Res Methods, 6, 53–60. (Journal Article)
IBM Corp. Released 2016. IBM SPSS Statistics for Windows, Version 24.0. Armonk, NY: IBM Corp.
Illeris, K. (2018). How we learn: Learning theories and pedagogy in the digital age. Routledge.
Interaction Foundation Design. (2021). Types of experience. Retrieved from https://interaction-design.org/literature/topics/types_of_experience
Jackson, D. L., & Leffingwell, R. J. (1999). The role of item characteristics in the internal structure of the intellectual interest scale. Personality and Individual Differences, 27(6), 1183–1194.
Jöreskog, K.G. & Sörbom, D. (2006). LISREL 8.80 for Windows [Computer software]. Lincolnwood, IL: Scientific Software International, Inc.
Kılıç, Ç., Büyüköztürk, Ş., & Akbaba-Altun, E. (2014). Kültürlerarası araştırmada veri toplama araçlarının uyarlanması: bir rehber. [Adaptation of data collection tools in cross-cultural research: a guide]. Pegem Eğitim ve Bilim Dergisi, 4(2), 233-253.
King, P. M., & Kitchener, K. S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. Jossey-Bass.
Kline, P. (2013). Psychometrics: A practical guide. Routledge.
Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.). Guilford Press.
Kuh, G. D. (2001). The national survey of student engagement: Findings from the first administration. Indiana University Center for Postsecondary Research.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Lewis, C. S. (1969). An experiment in criticism. Cambridge University Press.
Liu, C.-W., & Wang, W.-C. (2016). A comparision of methods for dimensionality assesment of catogorical item responses. Pacific Rim Objective Measurement Symposium (PROMS) 2015 Conference Proceeding, 395–410. https://doi.org/10.1007/978-3-642-37592-7
Mandeville, D.E., Perks, L.G., Benes, S.S., & Poloskey, L. (2018). The Mindset and Intellectual Development Scale (MINDS): Metacognitive Assessment for Undergraduate Students. The International Journal of Teaching and Learning in Higher Education, 30, 497-505.
Mardia, K. V. (1970). Measures of multivariate skewness and kurtosis with applications. Biometrika, 57(3), 519–530. https://doi.org/10.2307/2334770
Marin R. S. (1991). Apathy: a neuropsychiatric syndrome. The Journal of neuropsychiatry and clinical neurosciences, 3(3), 243–254. https://doi.org/10.1176/jnp.3.3.243
Maslow, A. H. (1954). Motivation and personality. Harper and Row.
Maslow, A. H. (1970). Motivation and personality (2nd ed.). Harper and Row.
Mayer, J. D., & Caruso, D. R. (1989). A measure of emotional intelligence. [Manuscript, University of New Hampshire].
Mayer, J. D., Caruso, D. R., Zigler, E., & Dryden, J. I. (1993). Intelligence and intelligence-related personality traits. Personality and Individual Differences, 15(6), 637-654.
Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.
Mezirow, J. (2000). Learning as transformation. Jossey-Bass
Nowotny, H., Plaice, N., & Neville, B. (1996). Agents of knowledge: Knowledge practices and notions of agency in science and technology studies. Social Studies of Science, 26(1), 3-23. [Journal article]
Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric Theory (3rd ed.). McGraw-Hill.
Osburn, H. G. (2000). Coefficient alpha and related internal consistency reliability coefficients. Psychological Methods, 5, 343–355.
Paloutzian, R. F., & Park, C. L. (Eds.). (2015). Handbook of the psychology of religion and spirituality. Guilford Publications.
Pascarella, E. T., & Terenzini, P. T. (1991). How college affects students: Findings and insights from twenty years of research. San Francisco: Jossey-Bass.
Paul, E. L., & Feldman, D. H. (2009). Critical thinking: Tools for taking charge of your learning and your life. Pearson.
Perry, W. G. (1970). Forms of Intellectual and Ethical Development in the College Years: A Scheme. New York: Holt, Rinehart & Winston. (Book)
Perry, W. G. (1981). Intellectual and ethical development in the college years: A further report. Jossey-Bass. (Book)
Plato. (1997). Complete works (J. M. Cooper & D. S. Hutchinson, Eds.). Hackett Publishing.
Popper, K. R., Eccles, J. C., & John, C. (1977). The self and its brain. Springer. (Book)
Rathunde, K. (2001). Montessori education and the theory of optimal experience. ERIC Clearinghouse on Adult, Career, and Vocational Education.
Rathunde, K. (2004). The Montessori method: A comprehensive guide. Gryphon House.
Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students' academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387.
Robledo, R. (2014). Cognitive processes in education: Enhancing intellectual functioning and problem-solving. Springer Science & Business Media. (Book)
Roth, W. M., & Jornet, A. (2014). Activity theory and development. Cambridge University Press.
Sartre, J.-P. (1943). Being and nothingness: A phenomenological ontology. New York: Washington Square Press.
Schiefele, U., & Krapp, A. (2008). Motivation and cognitive engagement in learning. Psychology Press.
Shields, C. (2022). Spinoza’s metaphysical scepticism: Epistemic and intellectual humility. Routledge. (Book)
Sinaiko, H. W., & Brislin, R. W. (1973). Good bye, good luck, and good-bye: Cross-cultural communication techniques. In L. A. Samovar and R. E. Porter (Eds.), Intercultural communication: A reader (pp. 45-52). Wadsworth Publishing Company.
Skaalvik, E. M., & Skaalvik, S. (2014). A model of academic boredom. Educational Psychology, 44(2), 143-159.
Sloww. (2021). The 15 core themes of human wisdom: A cross-disciplinary exploration. Retrieved from https://www.sloww.co/core-themes-human-wisdom/
Spinoza, B. (1996). Ethics (E. Curley, Trans.). Penguin Classics.
Stein, C. M., Morris, N. J., & Nock, N. L. (2012). Structural equation modeling. Statistical human genetics: Methods and protocols, 495-512.
Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3(6), 49–74 (Journal Article)
Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson.
Thakkar, J.J. (2020). Introduction to Structural Equation Modeling. In: Structural Equation Modeling. Studies in Systems, Decision and Control, vol 285. Springer, Singapore. https://doi.org/10.1007/978-981-15-3793-6_1
Thompson, B. (2004). Exploratory and Confirmatory Factor Analysis: Understanding Concepts and Applications. Washington DC: American Psychological Association.
Timmerman, M. E., & Lorenzo-Seva, U. (2011). Dimensionality assessment of ordered polytomous items with parallel analysis. Psychological Methods, 16(2), 209–220. https://doi.org/10.1037/a0023353
Vansteenkiste, M., Simons, J., Lens, W., Soenens, B., & Matos, L. (2012). Examining the motivational impact of intrinsic versus extrinsic goal framing and autonomy-supportive versus internally controlling communication style on early adolescents' academic achievement. Child Development, 83(4), 1012–1028.
Vygotsky, L. S. (1935/2001). Thought and language. MIT Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Vygotsky, L. S. (1987). Thought and language. MIT Press.
World Economic Forum. (2020). The future of jobs report 2020. Geneva: World Economic Forum.
Worthington, R. L., & Whittaker, T. A. (2006). Scale development research: A content analysis and recommendations for best practices. The Counseling Psychologist, 34(6), 806–838. https://doi.org/10.1177/0011000006288127
Yalçın, Ş. (2021). Ölçek geliştirme ve uyarlama [Bilgi Notu]. Ankara Üniversitesi Eğitim BilimleriFakültesi.http://egitim.ankara.edu.tr/wpcontent/uploads/sites/347/2021/06/Ölçek-Geliştirme-ve-Uyarlama.Bilgi-notu.-Doc.-Dr.-Seher-Yalcin.pdf (Website).
Yaşlıoğlu, M. M. (2017). Sosyal bilimlerde faktör analizi ve geçerlilik: Keşfedici ve doğrulayıcı faktör analizlerinin kullanılması [Özel Sayı]. İstanbul Üniversitesi İşletme Fakültesi Dergisi, 46, 74–85 (Journal Article)
Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (7. Baskı). Ankara, Türkiye: Seçkin Yayıncılık. (Book)
Telif Hakkı (c) 2026 Yönetim ve Eğitim Bilimleri Dergisi
Bu çalışma Creative Commons Attribution 4.0 International License ile lisanslanmıştır.
İndir
Makale Bilgileri
- Makale Türü Makaleler
- Gönderildi Eylül 30, 2026
- Yayınlanmış Eylül 30, 2026
- Sayı Cilt 5 Sayı 3 (2026): JMEDUSCI
- Bölüm Makaleler
