The Adaptation Study of the Loco-motion and Assessment Scales Measuring Self-Regulation Approaches of Prospective Teachers

Özgür Murat Çolakoğlu, Ahmet Mahiroğlu


The purpose of this study is to adapt Locomotion scale and Assessment scale, which were developed by Kruglanski et al. (2000), in order to measure preservice teachers’ self-regulating approaches. Each scales are five point Likert type, consist of 12 items. Adaptation process was carried out in accordance with the process steps compiled by the International Test Commission (ITC). Sample of the study is 1221 prospective teacher and sample is divided to four groups. Validity of the scales was ensured by CFA, reliability of the scales was examined by Cronbach Alpha and item-total correlations. Result of the analysis showed that; Loco-motion scale consists of 9 items and Assessment scale consists of 8 items.


Self-regulation; Self-regulation Approaches; Prospective Teachers; Scale Adaptation

Full Text:

PDF (Türkçe)


Avnet, T., & Higgins, E. T. (2003). Locomotion, assessment and regulatory fit: Value transfer from "How" To "What". Journal of Experimental Social Psychology, 39, 525-530.

Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 5, 248-287.Zimmerman, B. J., Bonner S. & Kovach R. (1996).

Bland, L. S. (2005). The effects of a self-reflective learning process on student art performance. Doktora Tezi, The Florida State University School of Visual Arts and Dance, Florida.

Byrne, B. M. (2010). Structural Equation Modeling with AMOS: Basic Concepts, Applications, and Programming (2 nd edition). Routledge Academy, New York.

Deniz, K. Z. (2007). Psikolojik Ölçme Aracı Uyarlama. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi. 40(1), 1-16.

Distefano, S. & Hess, B. (2005). Using confirmatory factor analysis for construct validation: An empirical review. Journal of Psychoeducational Assessment. 23, 225-241.

Forster, J. & Jostmann, N. B. (2012). What is automatic self-regulation?. Zeitschrift fur Psychologie, 220(3), 147-156.

Hoyle, R. H. (2000). Confirmatory Factor Analysis. H. E. A. Tinsley & S. D. Brown (Eds.). Handbook of Applied Multivariate Statistics and Mathematical Modeling (s. 465-497). New York: Academic Press.

Kruglanski, A.W., Thompson, E. P., Higgins, E. T., Atash, M. N., Pierro, A., Shah, J. Y. & Spiegel, S. (2000). To "do the right thing" or to "just do it": Locomotion and assessment as distinct self-regulatory imperatives. Journal of Personality and Social Psychology. 79(5), 793-815.

Kruglanski, A.W., Pierro, A., Mannetti, L. & Higgins, E.T. (2013). The distinct psychologies of “looking” and “leaping”: Assessment and locomotion as the springs of action. Personality and Social Psychology Compass, 7(2), 79–92.

Kuhl, J. (1985). Volitional mediators of cognition-behaviour consistency: Self-regulatory processes and action versus state orientation. J. Kuhl & J. Beckmann (Eds.), Action control: From cognition to behaviour. (s. 101-128). New York: Springer.

Mannetti, L., Pierro, A., Higgins, E. T., & Kruglanski, A. W. (2012). Maintaining physical exercise: How locomotion moderates the full attitude-intention-behavior relation. Basic and Applied Social Psychology, 34, 295-303.

Pierro, A., Kruglanski, A. W., & Higgins, E. T. (2006). Regulatory mode and the joys of doing: Effects of ‘locomotion’ and ‘assessment’ on intrinsic and extrinsic task motivation. European Journal of Personality, 2, 355-375.

Zimmerman, B. J., Bonner S. & Kovach R. (1996). Developing self-regulated learners, beyond achievement to self-efficacy. Washington: American Psychological Association



  • There are currently no refbacks.

Creative Commons License  
 Kastamonu Eğitim'de yayınlanan tüm içerik ve makaleler "Creative Commons Alıntı 4.0 Uluslararası Lisansı" ile lisanslanmıştır.