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• W2336843482 abstract "This study aimed develop a scale measure time orientation of primary school students during classroom disengagement. Participants were a total of 369 primary school children, 179 female and 190 male students aged between 10-14. Exploratory and confirmatory factor analysises and certain reliability analyses were used in the study. The findings revealed a six-dimensional scale, 60.75 % of whose variance was explained. The dimensions of the scale were to display behavior at present, to think about past problems, to think about meeting future needs, to think about past hedonic experience, think about developmental task whether or not achieve, and to lose control. The reliability and validity values of the scale were found be satisfactory. The scale that resulted was given the title Scale for Primary School Children' Time Orientation during Classroom Disengagement. This instrument may be used in various studies in the future, thus contributing the development of the field. SUMMARY Purpose and Significance: Students in a classroom environment play a key role in learning how learn. By looking from a different perspective and benefiting from their experiences, students actively learn the information presented in the classroom environment (Finn, 1989; Jimerson, Campos & Greif, 2003; Natriello, 1984; Newmann, Wehlage & Lamborn, 1992; Willms, 2003). Disengagement is defined as low-level of student engagement in the classroom and school. Examples of classroom-level disengagement include disinterest in the subjects taught in the classroom; non-participation in classroom activities, even when physically present; attempts disrupt the classroom and; failure complete assignments (Fredricks, Blumenfeld, & Paris, 2004). Studies of classroom disengagement show that disengagement is closely related dropout and successful completion of education (Barton, 2004). Disengaged students are also found be academically less successful than other students (Voekl, 1995). School disengagement, dropout or academic failure does not occur suddenly. Rather, it is a process that develops over time. Disengagement is the first sign of the weakening relationship between students and school (Ames, 1992; Kushman, Sieber & Heariold-Kinney 2000; McCombs & Whisler, 1997; Strong, Silver & Robinson, 1995; Voekl, 1997). Therefore, studies of this issue may help prevent deepening of disengagement and other related problems. In this scope, the aim of the present study was reveal the forms of time-orientation primary school children in case of classroom disengagement. With this perspective, it is aimed develop a scale measure time orientation of primary school students during classroom disengagement . Methods: The preliminary sample consisted of 200 students from a 4th and a 8 th grade (100 boys and 100 girls), ages 10 years and older (M=11.91; SD=1.95), randomly drawn from two primary schools. Main sample: The study group included 369 adolescents (179 female, 190 male) attending two state primary schools in the Region of Eskisehir, Turkey. All study participants were anonymous volunteers. Data was collected as individual application and group application. Several methods were used in the process of developing the scale items. A series of 15-minute unstructured interviews were made with 30 4 th . and 5 th grade students; 6 th , 7 th and 8 th grade students. These interviews aimed reveal both student perspectives towards time orientation during classroom disengagement and the specific language they used during the interview. Then, 200 students were given 45 minutes respond the open-ended question What do you do and think when you are not actively engaged in the classroom. Student responses were analyzed individually, convert the statements into items" @default.
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• W2336843482 date "2011-09-01" @default.
• W2336843482 modified "2023-09-23" @default.
• W2336843482 title "Psychometric properties of time orientation during classroom disengagement scale" @default.
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