<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Fatih Önder</style></author><author><style face="normal" font="default" size="100%">Pinar Çelik</style></author><author><style face="normal" font="default" size="100%">İlhan Silay</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PSYCHOMETRIC EVALUATION ON THE TURKISH ADAPTATION OF THE SCIENTIFIC ATTITUDE INVENTORY</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">confirmatory analyses</style></keyword><keyword><style  face="normal" font="default" size="100%">exploratory analyses</style></keyword><keyword><style  face="normal" font="default" size="100%">psychometric evaluation</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific attitude inventory</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1419166561.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">11</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The purpose of this study is to adapt Scientific Attitude Inventory-II into Turkish and to examine its factor structure. The English and Turkish versions of the scale were tested out on the students in the Department of English Language Teaching (N=40) at Dokuz Eylul University a week apart and a high degree of correlation was found between the scores of the two applications. Then Confirmatory Factor Analysis (CFA) was conducted with the data collected from 292 students in order to examine the factor structure of the scale. Following the CFA, 12, 6, 3 and 1 factor structures did not fit the data. When Exploratory Factor Analysis was conducted with the same data set, it was determined that the items in the scale could be grouped under four factors. The scale was tested out on different 255 students and CFA was conducted again. After the CFA, the four-factor structure was found to be adequate fit with the data.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">7-15 </style></section></record></records></xml>