BEDEN EĞİTİMİ DERSİ AKRAN İLİŞKİLERİ ÖLÇEĞİ: GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI

Abstract

Bu çalışmada, beden eğitimi ve spor derslerinde öğrenciler arasındaki akran ilişkilerini değerlendirmek amacıyla geçerli ve güvenilir bir ölçek geliştirilmesi hedeflenmiştir. Ölçek geliştirme süreci, literatür taraması, madde havuzu oluşturma, uzman görüşü alma, pilot uygulama ve psikometrik analizlerden oluşmuştur. Açımlayıcı Faktör Analizi (AFA) için 430 öğrenciden, Doğrulayıcı Faktör Analizi (DFA) için ise 391 öğrenciden veri toplanmıştır. AFA sonuçları, ölçeğin iki faktörlü bir yapıya sahip olduğunu ve toplam varyansın %48.3’ünü açıkladığını göstermiştir. DFA analizleri, ölçeğin yapı geçerliliğini desteklemiş ve modelin uyum indeksleri kabul edilebilir düzeyde bulunmuştur (χ²/sd = 3.10, RMSEA = 0.073, CFI = 0.937, TLI = 0.913). İç tutarlılık analizleri sonucunda Cronbach Alpha katsayısı uyum boyutu için 0.811, çatışma boyutu için 0.793 olarak hesaplanmıştır. Sonuçlar, geliştirilen ölçeğin beden eğitimi derslerinde akran ilişkilerini değerlendirmek için geçerli ve güvenilir bir araç olduğunu ortaya koymaktadır.

Keywords

• Beden eğitimi
• akran ilişkileri
• ölçek geliştirme

PEER RELATIONSHIPS SCALE IN PHYSICAL EDUCATION CLASS: VALIDITY AND RELIABILITY STUDY

Abstract

This study aimed to develop a valid and reliable scale to assess peer relationships (e.g., communication, cooperation, social interaction and conflict situations) among students in physical education and sports classes. The scale development process included a literature review, item pool generation, expert evaluation, pilot testing, and psychometric analyses. Data were collected from 430 students for the Exploratory Factor Analysis (EFA) and 391 students for the Confirmatory Factor Analysis (CFA). EFA results indicated that the scale has a two-factor structure, explaining 48.3% of the total variance. The scale consists of nine items, with two subdimensions: “cohesion” (5 items) and “conflict” (4 items). CFA results supported the construct validity of the scale, with acceptable model fit indices (χ²/df = 3.10, RMSEA = 0.073, CFI = 0.937, TLI = 0.913). Internal consistency analysis showed that Cronbach’s alpha coefficient was 0.811 for the "cohesion" dimension and 0.793 for the "conflict" dimension. The findings demonstrate that the developed scale is a valid and reliable instrument for assessing peer relationships in physical education classes.

Keywords

• Physical education
• peer relationships
• scale development

References

1. Abou‐ezzeddine, T., Schwartz, D., Chang, L., Lee‐Shin, Y., Farver, J., ve Xu, Y. (2007). Positive peer relationships and risk of victimization in Chinese and South Korean children's peer groups. Social Development, 16(1), 106-127.
2. Atik, Z. E., Çoban, A. E., Çok, F., Doğan, T., ve Karaman, N. G. (2014). Akran ilişkileri ölçeği’nin türkçeye uyarlanması: Geçerlik ve güvenirlik çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 14(2), 433-446
3. Aydoğdu, F. (2022). Developing a Peer Relationship Scale for Adolescents: a validity and reliability study. Current Issues in Personality Psychology, 10(2), 165-176. doi: https://doi.org/10.5114/cipp.2021.109461
4. Bailey, R. (2006). Physical education and sport in schools: A review of benefits and outcomes. Journal of school health, 76(8), 397-401.
5. Bapoğlu Dümenci, S ve Gürsoy, F. (2019). Akran İlişkileri Ölçeği: Ölçek Geliştirme Çalışması. Ebelik ve Sağlık Bilimleri Dergisi, 2(2), 64-70.
6. Boateng, G. O., Neilands, T. B., Frongillo, E. A., Melgar-Quiñonez, H. R., & Young, S. L. (2018). Best practices for developing and validating scales for health, social, and behavioral research: A primer. Frontiers in Public Health, 6, 149. https://doi.org/10.3389/fpubh.2018.00149
7. Bond, L., Wolfe, S., Tollit, M., Butler, H., & Patton, G. (2007). A comparison of the Gatehouse Bullying Scale and the Peer Relations Questionnaire for students in secondary school. Journal of School Health, 77(2), 75-79. https://doi.org/10.1111/j.1746-1561.2007.00170.x
8. Brown, T. A. (2015). Confirmatory factor analysis for applied research. Guilford publications.

9. Bukowski, W. M., Hoza, B., ve Boivin, M. (1994). Measuring friendship quality during preandearly adolescence: The development and psychometric properties of the Friendship Qualities Scale. Journal of Socialand Personal Relationships, 11, 471-84
10. Burk, W., ve Laursen, B. (2005). Adolescent perceptions of friendship and their associations with individual adjustment. International journal of behavioral development, 29(2), 156-164.
11. Carpenter, S. (2018). Ten steps in scale development and reporting: A guide for researchers. Communication methods and measures, 12(1), 25-44. https://doi.org/10.1080/19312458.2017.1396583
12. Cattell, R. B. (1966). The scree test for the number of factors. Multivariate behavioral research, 1(2), 245-276. https://doi.org/10.1207/s15327906mbr0102_10
13. Cervantes, D. J., ve Gutierrez, A. S. (2019). Stories from the Field: Fostering Positive Peer Relationships. Transforming Education.1-8.
14. Ciesla, J. R., & Yao, P. (2011). Validation of a targeted peer relations scale for adolescents treated for substance use disorder: an application of Rasch modeling. Substance abuse: research and treatment, 5, SART-S7367. https://doi.org/10.4137/SART.S7367
15. Coffee, P., Freeman, P., ve Allen, M. S. (2017). The TASS-Q: The Team-referent Availability of Social Support Questionnaire. Psychology of Sport and Exercise, 33, 55-65.
16. Costello, A. B. & Osborne, J., (2005) “Best practices in exploratory factor analysis: four recommendations for getting the most from your analysis”, Practical Assessment, Research, and Evaluation 10(1): 7. doi: https://doi.org/10.7275/jyj1-4868
17. Cox, A. E., & Ullrich-French, S. (2010). The motivational relevance of peer and teacher relationship profiles in physical education. Psychology of Sport and Exercise, 11(5), 337-344.
18. De Paula, F. N., Pereira, A. J., & Triani, F. S. (2017). The competition-cooperation: The work with cooperative games in physical education. FIEP Bulletin On-line, 87, 56-58. https://doi.org/10.16887/87.a1.12
19. Devine, K. A., Willard, V. W., Hocking, M. C., Stapleton, J. L., Rotter, D., Bukowski, W. M., & Noll, R. B. (2018). PROMIS peer relationships short form: How well does self-report correlate with data from peers?. Journal of Pediatric Psychology, 43(9), 1059-1067. https://doi.org/10.1093/jpepsy/jsy038
20. Fabrigar, L. R., Wegener, D. T., MacCallum, R. C., & Strahan, E. J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological methods, 4(3), 272.
21. Farias Júnior, J. C. D., Mendonça, G., Florindo, A. A., ve Barros, M. V. G. D. (2014). Reliability and validity of a physical activity social support assessment scale in adolescents-ASAFA scale. Revista Brasileira de Epidemiologia, 17, 355-370
22. Fernández-Bustos, J. G., Pastor-Vicedo, J. C., González-Martí, I.,ve Cuevas-Campos, R. (2020). Physical fitness and peer relationships in Spanish preadolescents. International Journal of Environmental Research and Public Health, 17(6), 1890.
23. Field, A. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). Sage.
24. Flora, D. B., & Flake, J. K. (2017). The purpose and practice of exploratory and confirmatory factor analysis in psychological research: Decisions for scale development and validation. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement, 49(2), 78.
25. Freeman, P., Coffee, P., ve Rees, T. (2011). The PASS-Q: The perceived available support in sport questionnaire. Journal of Sport and Exercise Psychology, 33(1), 54–74.
26. Guo, L. (2014). On the emotion regulation in the training of physical education. Advanced Materials Research, 1044-1045, 1639-1642. https://doi.org/10.4028/WWW.SCIENTIFIC.NET/AMR
27. Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis (8th ed.). Cengage Learning. Henson, R. K., & Roberts, J. K. (2006). Use of exploratory factor analysis in published research: Common errors and some comment on improved practice. Educational and Psychological measurement, 66(3), 393-416. https://doi.org/10.1177/0013164405282485
28. Hinkin, T. R. (1998). A brief tutorial on the development of measures for use in survey questionnaires. Organizational research methods, 1(1), 104-121.
29. Kaiser, H. F. (1974). An index of factorial simplicity. psychometrika, 39(1), 31-36.
30. Kanmaz, T., ve Şahin, F. T. (2022). Okul Öncesinde Akran İlişkileri Ölçeği Ebeveyn ve Öğretmen Formlarının Geliştirilmesi. Turkish Studies-Educational Sciences, 17(3), 437-468.
31. Küçükibiş, H. F., ve Eskiler, E. (2019). Fiziksel Aktivitelerde Sosyal Destek Ölçeği: Türkçeye Uyarlama, Geçerlilik Ve Güvenirlilik Çalışması. Cumhuriyet Üniversitesi İktisadi ve İdari Bilimler Dergisi, 20(2), 117-127.
32. Landstedt, E., Hammarström, A. ve Winefield, H. (2015). How well do parental and peer relationships in adolescence predict health in adulthood? Scandinavian Journal of Public Health, 43(5), 460-468. https://doi.org/10.1177/1403494815576360
33. Lee, S., Shin, M., & Smith, A. L. (2019). The relationship of physical activity from physical education with perceived peer acceptance across childhood and adolescence. Journal of School Health, 89(6), 452-459. https://doi.org/10.1111/josh.12756
34. Leka, I. (2015). The impact of peer relations in the academic process among adolescents. Mediterranean Journal os Social Sciences, 6(1), 127-132.
35. Liao, Y., Cheng, X., Chen, W., ve Peng, X. (2022). The influence of physical exercise on adolescent personality traits: The mediating role of peer relationship and the moderating role of parent–child relationship. Frontiers in Psychology, 13, 889758.
36. Lomax, R. G. (2004). A beginner's guide to structural equation modeling. psychology press. Mahindru, A., Patil, P., & Agrawal, V. (2023). Role of physical activity on mental health and well-being: A review. Cureus, 15(1), 1-7.
37. McGrath, H., ve Noble, T. (2010). Supporting positive pupil relationships: Research to practice. Educational and Child Psychology, 27(1), 79-90.
38. Molina, F. (2017). Teaching in physical education: Socialization, play and emotions. Electronic Journal of Research in Educational Psychology, 10(27), 755-770. https://doi.org/10.25115/EJREP.V10I27.1526
39. Netemeyer, R. G., Bearden, W. O., & Sharma, S. (2003). Scaling procedures: Issues and applications. sage publications.
40. Neuharth-Pritchett, S., ve Ma, I. (2006). Review of research: Temperament and peer relationships. Childhood Education, 83(1), 38-43.
41. Rasco, D., Day, S. L., ve Denton, K. J. (2020). Student retention: Fostering peer relationships through a brief experimental intervention. Journal of College Student Retention: Research, Theory & Practice, 25(1), 153-169.
42. Reise, S. P., Waller, N. G., & Comrey, A. L. (2000). Factor analysis and scale revision. Psychological assessment, 12(3), 287. https://doi.org/10.1037/1040-3590.12.3.287
43. Rigby, K., ve Slee, P. T. (1993). Dimensions of interpersonal relation among Australian children and implications for psychological well-being. The Journal of social psychology, 133(1), 33-42.
44. Shang, Y., Chen, S. P., & Liu, L. P. (2023). The role of peer relationships and flow experience in the relationship between physical exercise and social anxiety in middle school students. BMC psychology, 11(1), 428.
45. Smith, A. L. (1999). Perceptions of peer relationships and physical activity participation in early adolescence. Journal of Sport and Exercise Psychology, 21(4), 329-350.
46. Şenel, E., Yıldız, M., ve Ulaş, M. (2018). Takıma İlişkin Elde Edilebilir Sosyal Destek Ölçeği: Türkçe Uyarlaması, Geçerlik Ve Güvenirlik Çalışması. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 16(4), 21-36.
47. Tabachnick, B. G., & Fidell, L. S. (2019). Using multivariate statistics (7th ed.). Pearson.
48. Tavakol, M., & Wetzel, A. (2020). Factor Analysis: A means for theory and instrument development in support of construct validity. International Journal of Medical Education, 11, 245-253. https://pmc.ncbi.nlm.nih.gov/articles/PMC7883798/
49. Weiss, M. R., & Duncan, S. C. (1992). The relationship between physical competence and peer acceptance in tie context of children's sports participation. Journal of Sport and Exercise Psychology, 14(2), 177-191.
50. Wentzel, K. R., ve Watkins, D. E. (2002). Peer relationships and collaborative learning as contexts for academic enablers. School Psychology Review, 31(3), 366-377
51. Zhou, Y. (2019). A mixed methods model of scale development and validation analysis. Measurement: Interdisciplinary Research and Perspectives, 17(1), 38-47.