Okulda Önemsenmeme: Bir Ölçek Uyarlama Çalışması

Year 2026, Volume: 26 Issue: 1, 253 - 276, 25.03.2026

Sinem Tarhan

https://doi.org/10.17240/aibuefd.2026..-1687218

https://izlik.org/JA49PE58KB

Abstract

Önemsenmeme, başkalarının gözünde önemsizlik, ötekileştirme hatta görünmezlik olarak tanımlanır. Başkaları için önemli olmama duygusu, başkaları tarafından görülmediğini, duyulmadığını veya değer verilmediğini uzun süreli olarak hisseden herkes için geçerlidir. Bu çalışmanın amacı, Önemsenmeme Ölçeği’ni okul bağlamında Türkçeye uyarlamak, ölçeğin geçerlik ve güvenirlik kanıtlarını incelemektir. Çalışmanın örneklemini 368 (%77.5 kadın, %22.5 erkek) okul psikolojik danışmanı oluşturmaktadır. Ölçeğin İngilizce ve Türkçe formları arasındaki korelasyon .76 olarak hesaplanmış, doğrulayıcı faktör analizi sonucunda orijinal ölçeğe benzer tek boyutlu faktör yapısı belirlenmiştir. Ölçeğin cinsiyet, okul türü ve kurum türü (devlet veya özel) için ölçme değişmezliği sağladığı tespit edilmiştir. Ölçeğin McDonald Omega güvenirlik katsayısı .88 olarak hesaplanmıştır. Iraksak geçerlik analizinde önemsenmeme ile yaşam doyumu ve iş tatmini arasında negatif yönlü, düşük düzeyde ve istatistiksel olarak anlamlı bir ilişki bulunmuş, yakınsak geçerlik analizinde ise önemsenmeme ile tükenmişlik ve duygusal yoksunluk arasında pozitif yönlü, orta düzeyde ve istatistiksel olarak anlamlı bir ilişki olduğu tespit edilmiştir. Bu bulgular doğrultusunda, Okulda Önemsenmeme Ölçeği’nin Türkçe versiyonunun bu çalışmadaki örneklem için geçerli ve güvenilir bir ölçme aracı olduğu söylenebilir.

Keywords

Önemsenmeme , Önemsenme , Okul Psikolojik Danışmanı , Ölçek Uyarlama

Anti-Mattering at School: A Scale Adaptation Study

https://izlik.org/JA49PE58KB

Abstract

Anti-mattering is defined as insignificance, marginalisation, or even invisibility in the eyes of others. The feeling of being unimportant to others applies to anyone who feels that they are not seen, heard, or valued by others over a long period of time. The current study aimed to adapt the Anti-Mattering Scale into Turkish in the context of school and to examine its validity and reliability evidence. The sample of the current study consisted of 368 (77.5% women, 22.5% men) school counsellors. The correlation between the English and Turkish forms of the scale was calculated to be .76, and the results of confirmatory factor analysis demonstrated a unidimensional factor structure, like the original scale. The scale was found to demonstrate measurement invariance across gender, type of school, and type of institution (public or private). The McDonald omega reliability coefficient of the scale was .88. Divergent validity evidence indicated statistically significant and negative correlations, which were low in magnitude, between anti-mattering and both life satisfaction and job satisfaction. Evidence for convergent validity was supported by statistically significant and positive correlations, which were medium in magnitude, between anti-mattering and both burnout and emotional deprivation. In line with these findings, the Turkish version of the Anti-Mattering at School Scale was found to be a valid and reliable measurement tool for the current sample utilized.

Keywords

Anti Mattering , Mattering , School Psycholgical Counselor , Scale Adaptation

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