Browsing by Author "Şata, M."

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Reliability and Validity of Short-Form Generic Scale of Being Phubbed and Phubbing Among Turkish Adolescents and Young Adults
(Springer, 2024) Kaya, A.; Şata, M.; Türk, N.; Özok, H.I.; Yıldırım, M.
Presently, people focus their attention on their phones while communicating. The behavior known as phubbing is considered a new behavioral addiction. It may lead to many problems in the relationships of adolescents and adults. Therefore, we aimed to examine the measurement invariance of the short-form development of the generic scale of being phubbed and phubbing across two study samples among Turkish adolescents and young adults. A team of 12 experts was assigned the task of translating and back-translating the scales in accordance with the test adaptation guide. The data were collected from 451 Turkish adolescents (n = 206 high school students) and young adults (n = 245 university students). The measurement invariance of adolescents and young adults was investigated using a confirmatory factor analysis, in which increasingly strict equality constraints were applied to model parameters. Based on the model’s results, both the three-factor 12-item General Phubbed Being Scale (GSBP) and the four-factor 12-item General Phubbing Scale (GSP) were found to have good construct validity. A measurement invariance analysis showed that both GSBP and GSP were reliable and valid in both sample groups (i.e., adolescents and adults) to measure phubbing. These results will facilitate the identification of phubbing behaviors that adolescents and young adults exhibit and are exposed to. Moreover, this study provides short and effective measurement tools that can be used in studies to prevent and intervene in phubbing behavior. © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2024.
The Role of Time on Performance Assessment (Self, Peer, and Teacher) in Higher Education: Rater Drift
(Ozgen Korkmaz, 2023) Şevgin, H.; Şata, M.
This study aimed to investigate the change in teacher candidates' oral presentation skills over time through self, peer, and teacher assessments using the rater drift method. A longitudinal descriptive research model was used as a quantitative research approach to achieve this aim. The study group consisted of 47 teacher candidates receiving formation education at a state university in the Eastern Anatolia Region and an instructor teaching the course. An analytical rubric was used as a data collection tool to evaluate the candidates' oral presentation skills. The data collection process lasted six weeks in total. Since the performance evaluation process aimed to examine the change over time, the manyfacet Rasch model was used. When the findings of the study were examined, it was determined that the rater behavior of teacher candidates had statistically significant differences at the group level over time. It was found that 26 out of 48 peer raters had rater drift in their evaluations. It was also found that the majority of rater drift over time was positive, meaning that evaluators became more generous over time. Another result obtained in the study was that teacher assessment did not show rater drift over time, with similar ratings for six weeks. The study’s findings were discussed with previous studies in the literature, and recommendations were made to researchers. © 2023, Ozgen Korkmaz. All rights reserved.