MEASURING ROLE MODELING PERCEPTIONS OF SECONDARY SCHOOL STUDENTS - FACTOR STRUCTURE AND RELIABILITY OF SCALE1

Oct 15, 2026

Uploaded by Aditya

The research develops a valid and reliable scale to measure secondary school students’ perceptions of role modeling. Using a quantitative survey design, data were collected from 500 students in three Turkish secondary schools in the 2018 spring semester. Confirmatory factor analysis relied on responses from 308 students, while exploratory analyses used data from 2018–2019. Content validity was supported through a literature review, expert evaluation of an item pool, and item index analysis. Exploratory and confirmatory factor analyses verified construct validity. The resulting 30-item Role Modeling Perceptions Scale shows three factors explaining 41.96% of variance and strong reliability (Cronbach alpha: .91; reproduction .88, retention .84, motivation .75).

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Introduction

Social cognitive theory and reciprocal determinism

Perception, symbolism, and learning

Indirect learning and modeled behavior

MEASURING ROLE MODELING PERCEPTIONS OF SECONDARY SCHOOL STUDENTS: FACTOR STRUCTURE AND RELIABILITY OF SCALE1 Melek KARACA, Oktay BEKTAŞ Abstract: The research aims to develop a valid and reliable scale to determine secondary school students' perceptions of role modeling. The survey design model, which is a quantitative research method, was used in the research. The study's sample comprised 500 students enrolled in three secondary schools in Turkey during the 2018 spring semester. Data for confirmatory factor analysis were collected using the draft scale administered to 308 students across all levels of a secondary school in Turkey, in contrast to the sample utilized in the exploratory factor analysis during the 2018-2019 academic year. A literature review was conducted to ensure content validity, followed by the creation of a question pool that was evaluated by experts, and an analysis of item indexes was performed. Factor analyses, both exploratory and confirmatory, were performed to verify construct validity. As a result of the reliability analysis, the Role Modeling Perceptions Scale consisting of 30 questions and three factors explaining 41.96% of the variance was obtained, and the reliability coefficient was found to be .91 (Cronbach alpha coefficients of factors; reproduction .88; retention .84; motivation .75). This scale can be used to determine students’ rolemodeling perception levels. Keywords: Social cognitive theory, role model, science education, scale development, validity, reliability 1. Introduction Social cognitive learning theory involves triadic reciprocal determinism and views individuals as having an interactive role rather than a passive one. Constant interactions occur between an individual and their social environment. Another situation as important as the social environment of the individual is the individual's perception of that social environment. The potential environment turns into an active environment based on people’s behaviors. Although the potential environment is the same for every person, the active or perceived environment depends on behavior (Bandura, 1989) . In other words, the meanings of the physical environment for an individual and the individual's perceptions ofthe physical environment have more important effects on the individual than changes in the physical environment. This state of cognitive interaction is a purposeful action. The individual tries to integrate the stimuli into cognitive elements instead of giving automatic responses to the stimuli around them. The social cognitive theory views this behavior not as an automatic response but as a product of thought. This dynamic relationship between an individual and their social environment is explained through the principle of triple reciprocity (Celen, 1999, p. 114) . According to Bandura’s (1989) social cognitive theory, the environment affects behavior, and behavior also affects the environment. For example, the behavior of a rude person in society can result in an environment of high punishment and low reward. On the other hand, the behavior of a kind and friendly person in the same social environment may create an environment with low punishment and high reward. In these examples, individual behavior has changed the environment. The real environment one creates as a result of one’s behavior differs for individuals in the same potential social environment. In other words, Bandura stated that humans create negative conditions as well as opportunities (Burger, 2006, p. 531). People tend to shape the social environment in which they live by constantly running away from something or by pursuing something and taking advantage of their learned expectations. According to Bandura, how an individual perceives the social environment is an intermediate variable between stimulus and response in learning. According to social cognitive theory, people do not react directly to a stimulus; they first decide what to do by int

FAQs

What is the purpose of the study?

The study aims to develop a valid and reliable scale for determining secondary school students’ perceptions of role modeling.

How were the data and analyses organized?

A quantitative survey design was used, with exploratory analyses based on 2018–2019 data and confirmatory factor analysis using 308 students’ responses from the draft scale.

What reliability and factor structure results were obtained?

The final Role Modeling Perceptions Scale contains 30 items and three factors explaining 41.96% of the variance, with an overall reliability coefficient of .91 (Cronbach alpha).

How can the scale be used in practice?

It can be used to determine students’ role modeling perception levels.

Oct 15, 2026

Uploaded by Aditya