Adaptation of the Student Attitudes Toward Artificial Intelligence Scale to the Turkish Context: Validity and Reliability Study

Abstract

This study aimed to adapt the Student Attitudes toward Artificial Intelligence (SATAI) Scale to the Turkish Context both at secondary and high school levels. The research was conducted with two study groups: the first group of 384 secondary school students and the second group of 295 high school students. Data were collected from these participants in the 2023–2024 academic year. The scale consists of 26 items and three factors; behavioral, affective, and cognitive, and serves the purpose of measuring the students’ attitude toward artificial intelligence. The behavioral factor assesses students’ AI-related actions while the affective factor captures their emotional reactions, and the cognitive factor, in turn, evaluates their knowledge of the topic at hand. By determining students’ attitudes about AI, this measurement guides learning processes, contributes to the development of teaching materials, and increases interest in the field of AI. Language validity, construct validity, criterion validity, conceptual and experiential equivalence, and reliability studies were carried out in the process of adapting the scale to Turkish. To ensure the language validity of the Turkish form of the scale, translation back translation technique was applied and expert opinions were sought. Confirmatory Factor Analysis (CFA) was applied to test the construct validity. To test the criterion validity, the correlation between the whole scale and each sub-factor was examined. Within the scope of reliability studies, Cronbach Alpha reliability coefficients of the scale, half-test reliability, item total correlations, and item discrimination values were calculated. As a result of the research, it has been determined that the Student Attitudes toward Artificial Intelligence (SATAI) Scale Turkish Form is a valid and reliable assessment tool.

Keywords:

• Artificial intelligence
• scale adaptation
• validity and reliability
• secondary and high school students

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Pelin Derinalp

Pelin Derinalp is an Assistant Professor currently working at Gaziantep University. She obtained her Ph.D. from the University of York in TESOL. Her research focused on reflective practice, teacher training, continuous professional development and lifelong learning. Her research interests also include learner and teacher autonomy, mindset, and artificial intelligence in education.

Melike Ozyurt

Melike Ozyurt is an Associate Professor at Gaziantep University. Her research interests are curriculum development, instructional design, higher order thinking skills, 21st century skills and instructional technologies. She has coordinated EU projects and most recently managed an EU Project on an instructional design model for online inclusive teaching.