Araştırma Makalesi
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Social Information Processing Interview–Preschool Version: Adaptation to Turkish Validity and Reliability Study

Yıl 2019, Cilt: 27 Sayı: 4, 1445 - 1456, 15.07.2019
https://doi.org/10.24106/kefdergi.2829

Öz

The purpose of this study is to test the validity and relia-bility of Turkish translation of the Social Information Proces-sing Interview–Preschool Version (SIPI). The study’s sample consisted of 76 children aged 60-72 months studying in inde-pendent preschools in Afyonkarahisar, Turkey. The GPOWER package program was used to determine the sample size. The results of this study showed scope validity, indicating that all items in the measurement tool are useful. To assess reliability analysis, Kurder Richardson and Cronbach Alpha, item total points, and similar reliability statistics were calculated. The obtained values were 0.7 or higher, and item total correlation was significant. When these results were analyzed, it was found that SIPI has high validity-reliability results within the sample chosen. 

Kaynakça

  • Alpar, R. (2014). Spor, sağlık ve eğitim bilimleriden örneklerle uygulamalı istatistik ve geçerlik-güvenilirlik (Yenilenmiş 3. Baskı). Ankara: Detay Yayıncılık.
  • August, G. J., Egan, E. A., Realmuto, G. M., & Hektner, J. M. (2003). Four years of the early risers early-age-targeted preventive intervention: Effects on aggressive children’s peer relations. Behavior Therapy. 34, 453-70.
  • Büyüköztürk, Ş. (2001). Deneysel desenler öntest-sontest kontrol grubu desen ve veri analizi. Ankara: Pegem A Yayıncılık.
  • Büyüköztürk, Ş. (2004). Veri analizi el kitabı (4. Baskı). Ankara: Pegem Akademi Yayıncılık.
  • Creswell, J. W. (2014). Nitel, nicel ve karma yöntem yaklaşımları araştırma deseni. Ankara: Eğiten Kitap.
  • Crick, N. R., & Dodge K. A. (1994). A review and reformulation of social information-processing mechanisms in children’s social adjustment. Psychological Bulletin, 115(1), 74-101.
  • Denham, S., Blair, K., Demulder, E., Levitas, J., Sawyer, K., Auerbach-Major, S., & Queenan, P. (2003). Preschool emotional compe-tence: Pathway to social competence. Child Development, 74(1), 238-256.
  • Diamond, A. (2002). Normal Development of Prefrontal Cortex From Birth to Young Adulthood: Cognitive Functions, Anatomy, and Biochemistry. D. Stuss, R. Knight (Eds.), Principles of Frontal Lobe Function. New York: Oxford University Press; 2002.
  • Dodge, K. A. (1986). A social information processing model of social competence in children. Hillsdale, NJ: Lawrence Erlbaum.
  • Erdley, C. A., Rivera, M. S., Shepherd, E. J., & Holleb, L. J. (2010). Social-Cognitive Models and Skills. D. W. Nangle, D. J. Hansen, C. A. Erdley, P. J. Norton (Eds.), Practitioner’s Guide to Empirically Based Measures of Social Skills. New York: Springer.
  • Homant, R. J., & Kennedy, D. B. (2003). Hostile attribution in perceived justification of workplace aggression. Psychological Reports. 92(1), 185-194.
  • Hudley, C., & Graham, S. (1993). An attributional intervention to reduce peer-directed aggression among African- American boys. Child Development. 64(1), 124-138.
  • Hughes, J. N., Cavell, T. A., & Meehan, B. (2004). Development and validation of a gender-balanced measure of aggression-relevant social cognition. Journal of Clinical Child & Adolescent Psychology.33(2), 292-302.
  • Güç Analizi (GPOWER) [İnternet]. (2010) [Erişim Tarihi: 02.02.2017]. Erişim adresi: http://www.psycho.uniduesseldorf.de/abteilungen/aap/gpower3/literature/Dokumente/Prajapati-et-al.--2010-.pdf.
  • Ladd, G. W., & Crick, N. R. (1989). Probing The Psychological Environment: Children’s Cognitions, Perceptions and Feelings in the Peer Culture. M. L. Maehr, C. Ames (Eds.), Greenwich, Advances in Motivation and Achievement: Motivation Enhancing Environ-ments. CT: JAI Press.
  • Lavallee, K. L., Bierman, K. L., & Nix, R. L. (2005). The impact of first-grade “friendship group” experiences on child social outcomes in the Fast Track Program. Journal of Abnormal Child Psychology. 33, 307-324.
  • Leff, S. S., Crick, N. R., Angelucci, J., Haye, K., Jawad, A. F., & Grossman M. (2006). Social cognition in context: Validating a car-toon-based attributional measure for urban girls. Child Development. 77, 1351-1358.
  • Lemerise, E. A., & Arsenio, W. F. (2000). An integrated model of emotion processes and cognition in social information processing. Child Development. 71, 107-118.
  • Lemerise, E. A., Gregory, D. S., & Frestrom, B. K. (2005). The influence of provocateurs’ emotion displays on the social information processing of children varying in social adjustment and age. Journal of Experimental Child Psychology. 90(4), 344-366.
  • Matthews, B. A., & Norris, F. H. (2002). When is believing “seeing”? Hostile attribution bias as a function of self-reported aggression. Journal of Applied Social Psychology. 32, 1-32.
  • Orobio de Castro, B., Veerman, J., Koops, W., & Vosch, J. Monshouwer H. (2002). Hostile attribution of intent and aggressive beha-vior: A meta-analysis. Child Development. 73, 916-934.
  • Price, J. M., & Glad, K. (2003). Hostile attributional tendencies in maltreated children. Journal of Abnormal Child Psychology. 31, 329-343.
  • Schultz, D., Ambike, A., Logie, S. K., Bohner, K. E., Stapleton, L. M., & Vander Walde, H. (2010). Assessment of social information processing in early childhood: Development and initial validation of the Schultz test of emotion processing-Preliminary version. Journal of Abnormal Child Psychology, 38(5), 601-613.
  • Vitale, J. E., Newman, J. P., Serin, R. C., & Bolt, D. M. (2005). Hostile attributions in incarcerated adult male offenders: An explora-tion of diverse pathways. Aggressive Behavior. 31, 99-115.
  • Yurdugül H. (2005). Ölçek Geliştirme Çalışmalarında Kapsam Geçerliği için Kapsam Geçerlik İndekslerinin Kullanılması, XIV. Ulusal Eğitim Bilimleri Kongresi, 28–30 Eylül 2005, Pamukkale Üniversitesi Eğitim Fakültesi, DENİZLİ.
  • Ziv, Y., Oppenheim, D., & Sagi-Schwartz, A. (2004). Social information processing in middle childhood: Relations to infant-mother attachment. Attachment & Human Development. 6(3), 327-348.
  • Ziv, Y. (2007). Social Information Processing in Preschool Children: Preliminary Evidence Regarding a Promising New Measure-ment Tool. J. A. Zebrowski (Eds.), New Research on Social Perception. NY: Nova Science.
  • Ziv, Y. ve Sorongon, A. (2011). Social information processing in preschool children: Relation to sociodemographic risk and problem behavior. Journal of Experimental Child Psychology, 109, 412-429.
  • Ziv, Y. (2012). Exposure to violence, social information processing, and problem behavior in preschool child-ren. Aggressive Behavior, 38, 429–441.
  • Ziv, Y. (2013). Social information processing patterns, social skills, and school readiness in preschool children. Journal of Experimental Child Psychology, 114, 306-320.
  • Ziv, Y., Hadad, B. S., & Khateeb, Y. (2014). Social Information Processing in Preschool Children Diagnosed with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 44(4), 846-859.
  • Ziv, Y. Kupermintz, H., & Aviezer, O. (2016). The associations among maternal negative control, children’s social information proces-sing patterns, and teachers’ perceptions of children’s behavior in preschool. Journal of Experimental Child Psychology, 142, 18-35.

Okul Öncesi Dönem Çocukları İçin Sosyal Bilgi İşleme Süreci Testi: Türkçe’ye Uyarlama Geçerlik ve Güvenirlik Çalışması

Yıl 2019, Cilt: 27 Sayı: 4, 1445 - 1456, 15.07.2019
https://doi.org/10.24106/kefdergi.2829

Öz

Bu çalışmada, Okul Öncesi Dönem Çocukları İçin Sosyal Bilgi İşleme Süreci Testi (SBİST)’nin Türkçe’ye uyarlanarak geçerlik güvenirlik çalışmasının yapılması amaçlanmıştır. Araştırmanın evrenini 2015-2016 eğitim-öğretim yılında Afyonkarahisar il merkezindeki bağımsız anaokullarında öğrenim görmekte olan 60-72 aylık çocuklar; örneklemini ise bu çocuklardan 76’sı oluşturmaktadır. Örneklem sayısı GPOWER paket programı kullanılarak belirlenmiştir. Araştırmanın sonucunda kapsam geçerliğinin sağlandığı ölçme aracındaki tüm maddelerin kalması gerektiği sonucuna ulaşılmıştır. Güvenirlik analizi kapsamında Kurder Richardson ve Cronbach Alfa, madde toplam puan ve eşdeğer araştırmacı güvenirliği değerleri hesaplanmıştır. Elde edilen değerler 0,7 ve üstünde; madde toplam korelasyonlarının yeterli düzeydedir. Bu sonuçlar incelendiğinde SBİST’nin uygulanan örneklem grubunda yüksek geçerlik güvenirlik sonuçlarına ulaşılmıştır. 

Kaynakça

  • Alpar, R. (2014). Spor, sağlık ve eğitim bilimleriden örneklerle uygulamalı istatistik ve geçerlik-güvenilirlik (Yenilenmiş 3. Baskı). Ankara: Detay Yayıncılık.
  • August, G. J., Egan, E. A., Realmuto, G. M., & Hektner, J. M. (2003). Four years of the early risers early-age-targeted preventive intervention: Effects on aggressive children’s peer relations. Behavior Therapy. 34, 453-70.
  • Büyüköztürk, Ş. (2001). Deneysel desenler öntest-sontest kontrol grubu desen ve veri analizi. Ankara: Pegem A Yayıncılık.
  • Büyüköztürk, Ş. (2004). Veri analizi el kitabı (4. Baskı). Ankara: Pegem Akademi Yayıncılık.
  • Creswell, J. W. (2014). Nitel, nicel ve karma yöntem yaklaşımları araştırma deseni. Ankara: Eğiten Kitap.
  • Crick, N. R., & Dodge K. A. (1994). A review and reformulation of social information-processing mechanisms in children’s social adjustment. Psychological Bulletin, 115(1), 74-101.
  • Denham, S., Blair, K., Demulder, E., Levitas, J., Sawyer, K., Auerbach-Major, S., & Queenan, P. (2003). Preschool emotional compe-tence: Pathway to social competence. Child Development, 74(1), 238-256.
  • Diamond, A. (2002). Normal Development of Prefrontal Cortex From Birth to Young Adulthood: Cognitive Functions, Anatomy, and Biochemistry. D. Stuss, R. Knight (Eds.), Principles of Frontal Lobe Function. New York: Oxford University Press; 2002.
  • Dodge, K. A. (1986). A social information processing model of social competence in children. Hillsdale, NJ: Lawrence Erlbaum.
  • Erdley, C. A., Rivera, M. S., Shepherd, E. J., & Holleb, L. J. (2010). Social-Cognitive Models and Skills. D. W. Nangle, D. J. Hansen, C. A. Erdley, P. J. Norton (Eds.), Practitioner’s Guide to Empirically Based Measures of Social Skills. New York: Springer.
  • Homant, R. J., & Kennedy, D. B. (2003). Hostile attribution in perceived justification of workplace aggression. Psychological Reports. 92(1), 185-194.
  • Hudley, C., & Graham, S. (1993). An attributional intervention to reduce peer-directed aggression among African- American boys. Child Development. 64(1), 124-138.
  • Hughes, J. N., Cavell, T. A., & Meehan, B. (2004). Development and validation of a gender-balanced measure of aggression-relevant social cognition. Journal of Clinical Child & Adolescent Psychology.33(2), 292-302.
  • Güç Analizi (GPOWER) [İnternet]. (2010) [Erişim Tarihi: 02.02.2017]. Erişim adresi: http://www.psycho.uniduesseldorf.de/abteilungen/aap/gpower3/literature/Dokumente/Prajapati-et-al.--2010-.pdf.
  • Ladd, G. W., & Crick, N. R. (1989). Probing The Psychological Environment: Children’s Cognitions, Perceptions and Feelings in the Peer Culture. M. L. Maehr, C. Ames (Eds.), Greenwich, Advances in Motivation and Achievement: Motivation Enhancing Environ-ments. CT: JAI Press.
  • Lavallee, K. L., Bierman, K. L., & Nix, R. L. (2005). The impact of first-grade “friendship group” experiences on child social outcomes in the Fast Track Program. Journal of Abnormal Child Psychology. 33, 307-324.
  • Leff, S. S., Crick, N. R., Angelucci, J., Haye, K., Jawad, A. F., & Grossman M. (2006). Social cognition in context: Validating a car-toon-based attributional measure for urban girls. Child Development. 77, 1351-1358.
  • Lemerise, E. A., & Arsenio, W. F. (2000). An integrated model of emotion processes and cognition in social information processing. Child Development. 71, 107-118.
  • Lemerise, E. A., Gregory, D. S., & Frestrom, B. K. (2005). The influence of provocateurs’ emotion displays on the social information processing of children varying in social adjustment and age. Journal of Experimental Child Psychology. 90(4), 344-366.
  • Matthews, B. A., & Norris, F. H. (2002). When is believing “seeing”? Hostile attribution bias as a function of self-reported aggression. Journal of Applied Social Psychology. 32, 1-32.
  • Orobio de Castro, B., Veerman, J., Koops, W., & Vosch, J. Monshouwer H. (2002). Hostile attribution of intent and aggressive beha-vior: A meta-analysis. Child Development. 73, 916-934.
  • Price, J. M., & Glad, K. (2003). Hostile attributional tendencies in maltreated children. Journal of Abnormal Child Psychology. 31, 329-343.
  • Schultz, D., Ambike, A., Logie, S. K., Bohner, K. E., Stapleton, L. M., & Vander Walde, H. (2010). Assessment of social information processing in early childhood: Development and initial validation of the Schultz test of emotion processing-Preliminary version. Journal of Abnormal Child Psychology, 38(5), 601-613.
  • Vitale, J. E., Newman, J. P., Serin, R. C., & Bolt, D. M. (2005). Hostile attributions in incarcerated adult male offenders: An explora-tion of diverse pathways. Aggressive Behavior. 31, 99-115.
  • Yurdugül H. (2005). Ölçek Geliştirme Çalışmalarında Kapsam Geçerliği için Kapsam Geçerlik İndekslerinin Kullanılması, XIV. Ulusal Eğitim Bilimleri Kongresi, 28–30 Eylül 2005, Pamukkale Üniversitesi Eğitim Fakültesi, DENİZLİ.
  • Ziv, Y., Oppenheim, D., & Sagi-Schwartz, A. (2004). Social information processing in middle childhood: Relations to infant-mother attachment. Attachment & Human Development. 6(3), 327-348.
  • Ziv, Y. (2007). Social Information Processing in Preschool Children: Preliminary Evidence Regarding a Promising New Measure-ment Tool. J. A. Zebrowski (Eds.), New Research on Social Perception. NY: Nova Science.
  • Ziv, Y. ve Sorongon, A. (2011). Social information processing in preschool children: Relation to sociodemographic risk and problem behavior. Journal of Experimental Child Psychology, 109, 412-429.
  • Ziv, Y. (2012). Exposure to violence, social information processing, and problem behavior in preschool child-ren. Aggressive Behavior, 38, 429–441.
  • Ziv, Y. (2013). Social information processing patterns, social skills, and school readiness in preschool children. Journal of Experimental Child Psychology, 114, 306-320.
  • Ziv, Y., Hadad, B. S., & Khateeb, Y. (2014). Social Information Processing in Preschool Children Diagnosed with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 44(4), 846-859.
  • Ziv, Y. Kupermintz, H., & Aviezer, O. (2016). The associations among maternal negative control, children’s social information proces-sing patterns, and teachers’ perceptions of children’s behavior in preschool. Journal of Experimental Child Psychology, 142, 18-35.
Toplam 32 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Derleme Makale
Yazarlar

Fatma Betül Şenol 0000-0002-4844-4968

Emine Nilgün Metin 0000-0001-9763-2896

Yayımlanma Tarihi 15 Temmuz 2019
Kabul Tarihi 11 Ocak 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 27 Sayı: 4

Kaynak Göster

APA Şenol, F. B., & Metin, E. N. (2019). Okul Öncesi Dönem Çocukları İçin Sosyal Bilgi İşleme Süreci Testi: Türkçe’ye Uyarlama Geçerlik ve Güvenirlik Çalışması. Kastamonu Eğitim Dergisi, 27(4), 1445-1456. https://doi.org/10.24106/kefdergi.2829