Abstract:

The rapid evolution of information and communication technologies necessitates engagement with unfamiliar digital systems, highlighting the importance of reliable assessment tools for measuring individuals’ attitudes toward new technologies and their self-efficacy in using them. Within the context of Social Cognitive Theory, self-efficacy is defined as an individual's belief in their ability to successfully perform specific tasks. Research indicates that anxiety, stress, and avoidance behaviors towards digital environments and tools significantly influence self-efficacy and attitudes regarding new technologies.

This study focuses on adapting the Computer Self-Efficacy Scale (CSES) by Laver et al. (2012) to Turkish culture and examines its psychometric properties. Prior to translation, the word "computer" in the original items was changed to "emerging technologies" to make sure that the adapted scale measures self-efficacy across all new technologies. The adaptation followed a back-translation method, verified by field experts and ensuring linguistic adequacy. No significant differences in mean scores between the Turkish and English versions affirmed linguistic equivalence. As a methodological research project, it employed the 10-item CSES, testing linguistic equivalence between English and Turkish versions with 184 university students three weeks apart. For language equivalence, the Solomon four-group model was utilized, showing strong internal consistency (Cronbach's alpha and McDonald's Omega coefficients both at .90). The test-retest analysis confirmed stability over time with significant correlation (r = .70, p < .001).

To ensure robust sample size for confirmatory factor analysis, data was further collected from 428 students using both online and face-to-face methods. Initial findings suggested a two-factor structure, prompting further confirmatory factor analysis to clarify construct validity. Results indicated a predominant single-factor structure, with one item removed due to minimal contribution. Depending on confirmatory factor analysis findings, the fit indices were acceptable (x2/sd = 5.56, RMSEA=.10, NFI=.93, NNFI/TLI=.92, CFI=.94, GFI=.92, AGFI=.87), with Average Explained Variance (AVE) at 0.594, surpassing the recommended threshold of 0.50, ensuring convergent validity. The scale's reliability was confirmed with Cronbach's alpha (α = .903) and McDonald's omega (ω = .904).

The adapted Self Efficacy Scale for Emerging Technologies demonstrates itself as a valid and reliable instrument for assessing university students' attitudes toward new technologies and self-efficacy, allowing for culturally sensitive evaluations. It is a useful tool for educators to gauge students' readiness for technology-integrated educational content. Interventions aimed at reducing technological anxieties and enhancing self-efficacy can improve the effectiveness and inclusivity of the digital learning environment.

Acknowledgements:
-This work was supported by the Scientific and Technological Research Council of Türkiye (TÜBİTAK) under project number 223K502. We thank TÜBİTAK for their support of the project.
-The study protocol was approved by the Scientific Research and Ethical Review Board of a state university in Türkiye.

Keywords:

New Technologies Attitude Scale, Scale Adaptation, Self-Efficacy.