Abstract
The quality of life has been examined in social sciences, education, politics, economics and sociology. Each discipline defines the concept of quality of life from different perspectives. Quality of life is a relationship between the quality of the resources available and the individual satisfaction acquired from these sources. Educational services, administrative services and facilities are the most important determinants of quality of life in universities. Students need to have a sense of belonging to their universities in order to be successful in such settings. While research on school quality of life in Turkey is limited, most of the studies are focused on primary and secondary education schools. In this study, while the scale for the quality of life of university students was developed, variables related to the subject were determined by examining the literature in the relevant field. The main goal of this study is to examine the validity and reliability study of Higher Education Quality of Life Scale. The study was conducted on 381 university students from Bulent Ecevit University, Eregli Faculty of Education. Exploratory Factor Analysis (EFA) showed that the scale included 12 items with 4 factors as called "Technical Proficiency of the Instructor", "Behaviors of the Instructor", "Student Behaviors" and "Qualification of Administrative Staff ". The fit index values obtained from Confirmatory Factor Analysis (CFA) indicated that the four-dimensional scale showed a fitted model. The factor loadings of the scale were ranged from .41 to .89. Cronbach Alpha internal consistency coefficients were .76 for "Technical Proficiency of the Instructor", .71 for "Behaviors of the Instructor", .70 for "Student Behaviors" and .74 for "Qualification of Administrative Staff ". In addition, test-retest reliability coefficients for these sub-factors in consecutive order were .74, .62, .62 and .66. In that case, 36,427% of the variances were explained by "Technical Proficiency of the Instructor" %10,773 by "Behaviors of the Instructor", %10,184 by "Student Behaviors" and, %8,709 by "Qualification of Administrative Staff ". Based on these findings, approximately 66.09% of the total variances were explained by the 4-factor scale. The study findings suggested that the scale may be considered as a valid and reliable instrument in the fields of education and psychology.
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AMA 10th edition
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Reference: Demirdağ S. DEVELOPMENT OF HIGHER EDUCATION QUALITY OF LIFE SCALE AND MEASURING ITS PSYCHOMETRIC PROPERTIES. Asian Journal of Instruction. 2017;5(2), 19-31.
APA 6th edition
In-text citation: (Demirdağ, 2017)
Reference: Demirdağ, S. (2017). DEVELOPMENT OF HIGHER EDUCATION QUALITY OF LIFE SCALE AND MEASURING ITS PSYCHOMETRIC PROPERTIES. Asian Journal of Instruction, 5(2), 19-31.
Chicago
In-text citation: (Demirdağ, 2017)
Reference: Demirdağ, Seyithan. "DEVELOPMENT OF HIGHER EDUCATION QUALITY OF LIFE SCALE AND MEASURING ITS PSYCHOMETRIC PROPERTIES". Asian Journal of Instruction 2017 5 no. 2 (2017): 19-31.
Harvard
In-text citation: (Demirdağ, 2017)
Reference: Demirdağ, S. (2017). DEVELOPMENT OF HIGHER EDUCATION QUALITY OF LIFE SCALE AND MEASURING ITS PSYCHOMETRIC PROPERTIES. Asian Journal of Instruction, 5(2), pp. 19-31.
MLA
In-text citation: (Demirdağ, 2017)
Reference: Demirdağ, Seyithan "DEVELOPMENT OF HIGHER EDUCATION QUALITY OF LIFE SCALE AND MEASURING ITS PSYCHOMETRIC PROPERTIES". Asian Journal of Instruction, vol. 5, no. 2, 2017, pp. 19-31.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Demirdağ S. DEVELOPMENT OF HIGHER EDUCATION QUALITY OF LIFE SCALE AND MEASURING ITS PSYCHOMETRIC PROPERTIES. Asian Journal of Instruction. 2017;5(2):19-31.