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AİLE KATILIMI ÖLÇEĞİNİN TÜRK KÜLTÜRÜNE UYARLANMASI

Year 2018, Volume: 18 Issue: 1, 21 - 40, 30.03.2018
https://doi.org/10.17240/aibuefd.2018..-368784

Abstract

Bu araştırmanın amacı, Perry, Fantuzzo ve Munis (1997,
2002) ve Fantuzzo, Tighe ve Childs
(2000) tarafından geliştirilen Aile Katılım Ölçeğini (AKÖ) Türkçeye
uyarlamak, ölçeğin geçerlik ve güvenirlik analizlerini
yapmaktır. Araştırma verileri İstanbul il merkezinde bulunan okul
öncesi eğitim kurumlarına devam eden, yaş ortalaması 60.38 (SS= 9.98)
olan 442 çocuğun annesinden toplanmıştır. İlk adım olarak, AKÖ dil ve
kültürel açıdan Türkçeye uyarlanmıştır. Daha sonra AKÖ’nün yapı geçerliği için
Doğrulayıcı Faktör Analizleri (DFA) yapılmış ve ölçeğin orijinal ölçekteki
gibi üç faktörlü bir yapıya sahip olduğu belirlenmiştir. Sonuçlar AKÖ’nün ayırt
edici özelliğe sahip olduğunu göstermiştir. Analizler sonucunda üç alt ölçek
bulunmuştur: Ev-Okul İşbirliği Temelli Katılım (α= 0.88), Ev Temelli Katılım (α=
0.77) ve Okul Temelli Katılım (α= 0.84). Bu analizler doğrultusunda Aile
Katılım ölçeğinin; geçerli, güvenilir ve Türk ebeveynlerine uygun olduğu kabul
edilmiştir.

References

  • Ahmetoğlu, E. ve Acar, İ.H. (2017). Parents’ satisfaction with their children’s educational experiences in early childhood period, Turkish Studies, 12(6), 1-14. DOI Number: http://dx.doi.org/10.7827/TurkishStudies.11550
  • Alisinanoğlu, F., Bay, D. N. ve Şimşek, Ö. (2014). Okul öncesi eğitimde okul aile işbirliği ölçeğinin geçerlik ve güvenirlik çalışması. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 15(1), 1-13.
  • Anderson, J.C., & Gerbing D.W. (1984). The effect of sampling error on convergence, improper solutions, and goodness‐of‐fit indices for maximum likelihood comfirmatory factor analysis. Psychometrika, 49, 155‐173.
  • Arnold, D. H., Zeljo, A., & Doctoroff, G. L. (2008). Parent involvement in preschool: predictors and the relation of involvement to preliteracy development. School Psychology Review, 37(1), 74-90.
  • Bandura, A. (1992). Social Cognitive Theory. In R. Vasta (Ed.), Six theories of child development: revised formulations and current issues (pp. 1-60). London, UK: Jessica Kingsley Publishers.
  • Bentler, P. M. (1995). EQS structural equations program manual. Encino, CA: Multivariate Software.  
  • Bronfenbrenner, U. (1992). Ecological systems theory. In R. Vasta (Ed.), Six theories of child development: revised formulations and current issues (pp. 187-250). London, UK: Jessica Kingsley Publishers.
  • Browne, M. W. & Cudeck, R. (1992). Alternative ways of assessing model fit. Sociological Methods and Research, 21, 230-258. doi:10.1177/0049124192021002005  
  • Büyüköztürk, Ş. (2002). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem A Yayıncılık.
  • Büyüköztürk, Ş., Akgün, Ö. E., Özkahveci, Ö. ve Demirel, F. (2004). Güdülenme ve Öğrenme Stratejileri Ölçeği’nin Türkçe formunun geçerlik ve güvenirlik çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 4(2), 207-239.
  • Campbell, D. T. & Fiske, D. W. (1959). Convergent and discriminant validation by the multitrait-multimethod matrix. Psychological Bulletin, 56, 81-105.
  • Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L., Navarro-Asencio, E. & Gaviria, J. L. (2015). Parental involvement on student academic achievement: a meta-analysis. Educational Research Review, 14, 33-46. doi:10.1016/j.edurev.2015.01.002
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik spss ve lisrel uygulamaları. (2. Baskı). Ankara: Pegem Akademi. 
  • DeLoatche, K. J., Bradley-Klug, K. L., Ogg, J., Kromrey, J. D., & Sundman-Wheat, A. N. (2014). Increasing parent involvement among head start families: a randomized control group study. Early Childhood Education Journal, 43(4), 271-279. doi:10.1007/s10643-014-0660-7
  • DeMeulenaere, M. (2015). Focus on family: family involvement in quality early child care centers. Childhood Education, 91(4), 315-316. doi:10.1080/00094056.2015.1069164
  • Epstein, J. L. (1995). School/family/community partnerships: caring for the children we share. Phi Delta Kappa International, 76(9), 701-712.
  • Fantuzzo, J., Gadsden, V., Li, F., Sproul, F., McDermott, P., Hightower, D., & Minney, A. (2013). Multiple dimensions of family engagement in early childhood education: evidence for a short form of the Family Involvement Questionnaire. Early Childhood Research Quarterly, 28(4), 734-742. doi:10.1016/j.ecresq.2013.07.001
  • Fantuzzo, J., Tighe, E., & Childs, S. (2000). Family Involvement Questionnaire: a multivariate assessment of family participation in early childhood education. Journal of Educational Psychology, 92(2), 367-376. doi:10.1037/0022-0663.92.2.367
  • Fantuzzo, J., Tighe, E., McWayne, C., Davis, G., & Childs, S. (2003). Peer-reviewed papers: parent involvement in early childhood education and children's peer-play competencies: an examination of multivariate relationships. NHSA Dialog, 6(1), 3-21. doi:10.1207/s19309325nhsa0601_2
  • Froiland, J. M., Peterson, A., & Davison, M. L. (2012). The long-term effects of early parent involvement and parent expectation in the USA. School Psychology International, 34(1), 33-50. doi:10.1177/0143034312454361
  • Gottfried, A. W., Schlackman, J., Gottfried, A. E., & Boutin-Martinez, A. S. (2015). Parental provision of early literacy environment as related to reading and educational outcomes across the academic lifespan. Parenting: Science and Practice, 15(1), 24-38. doi:10.1080/15295192.2015.992736
  • Grover, K. A., Houlihan, D. D., & Campana, K. (2016). A validation of the family involvement questionnaire-high school version. International Journal of Psychological Studies, 8(2), 28. doi:10.5539/ijps.v8n2p28
  • Gürşimşek, I. (2003). Okul öncesi eğitime aile katılımı ve psikosoyal gelişim. Kuram ve Uygulamada Eğitim Bilimleri, 3(1), 125-144.
  • Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Englewood Cliffs: Prentice Hall.
  • He, J., & Van de Vijver, F. (2012). Bias and equivalence in cross-cultural research. Online Readings in Psychologyand Culture, 2(2). doi: 10.9707/2307-0919.1111.
  • Hu, L, T., & Bentler, P.M. (1999). Cut‐off criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1‐55.
  • Kağıtçıbaşı, C. (2007). Family, self, and human development across cultures: Theory and  applications. Mahwah, NJ: Lawrence Erlbaum.  
  • Karasar, N. (2014). Bilimsel araştırma yöntemi “kavramlar ilkeler teknikler” (26. Basım) Ankara: Nobel.
  • Keleş, O. ve Dikici Sığırtmaç, A. (2016). Validity and reliability study of Identifying Parent Involvement Strategies Scale for pre-school teachers. Euroasian Academy of Sciences Euroasioan Education and Literature Journal, 6,49-58.
  • Kline, R. B. (2005). Principles and practice of structural equation modeling. The Guilford Press, New York, London.
  • LaForett, D. R., & Mendez, J. L. (2010). Parent involvement, parental depression, and program satisfaction among low-income parents participating in a two-generation early childhood education program. Early Education & Development, 21(4), 517-535. doi:10.1080/10409280902927767
  • MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1, 130–149.
  • Manz, P. H., Fantuzzo, J. W., & Power, T. J. (2004). Multidimensional assessment of family involvement among urban elementary students. Journal of School Psychology, 42(6), 461-475. doi:10.1016/j.jsp.2004.08.002
  • Manz, P. H., McWayne, C., & Ginsburg-Block, M. (2006, June). Family involvement behaviors in diverse latino communities: the development of a Spanish translation of the Family Involvement Questionnaire. Paper presented at Symposium paper presented at the annual Head Start Research Conference, Washington, D.C.
  • Marsh, H., & Bailey, M. (1991). Confirmatory factor analysis of multitrait-multimethod data: a comparison of alternative models. Applied Psychological Measurement, 15, 47-70.
  • Marsh, H.W., Balla, J.R., & McDonald, R.P.(1988). Goodness‐of‐fit indexes in confirmatory factor analysis: the effect of sample size. Psychological Bulletin, 103, 391‐410.
  • McWayne, C., Campos, R., & Owsianik, M. (2008). A multidimensional, multilevel examination of mother and father involvement among culturally diverse Head Start families. Journal of School Psychology, 46(5), 551-573. doi:10.1016/j.jsp.2008.06.001
  • McWayne, C., Hampton, V., Fantuzzo, J., Cohen, H. L., & Sekino, Y. (2004). A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten children. Psychology in the Schools, 41(3), 363-377. doi:10.1002/pits.10163
  • Murray, E., McFarland-Piazza, L., & Harrison, L. J. (2015). Changing patterns of parent–teacher communication and parent involvement from preschool to school. Early Child Development and Care, 185(7), 1031-1052. doi:10.1080/03004430.2014.975223
  • Muthen, L. K., & Muthen, B. O. (2012). Mplus: statistical analysis with latent variables. User's guide. Los Angeles, CA: Muthen & Muthen.
  • O'Donnell, J., & Kirkner, S. L. (2014). The impact of a collaborative family involvement program on latino families and children’s educational performance. School Community Journal, 24(1), 211-234.
  • Park, S., & Holloway, S. D. (2013). No parent left behind: predicting parental involvement in adolescents' education within a sociodemographically diverse population. The Journal of Educational Research, 106(2), 105-119. doi:10.1080/00220671.2012.667012
  • Perry, M. A., Fantuzzo, J., & Munis, P. (2002). Family Involvement Questionnaire (FIQ). Philadelphia, PA: University of Pennsylvania.
  • Powell, D. R., Son, S., File, N., & San Juan, R. R. (2010). Parent–school relationships and children's academic and social outcomes in public school pre-kindergarten. Journal of School Psychology, 48(4), 269-292. doi:10.1016/j.jsp.2010.03.002
  • Schumacker, R.E., & Lomax,R.G. (1996). A beginner’s guide to structural equation modeling. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.
  • Şeker, H., ve Gençdoğan, B. (2014). Psikolojide ve eğitimde ölçme aracı geliştirme (2.Basım) Ankara: Nobel Yayınları.
  • Sımsıkı, H., ve Şendil, G. (2014). Baba Katılım Ölçeği'nin (BAKÖ) geliştirilmesi. Elektronik Sosyal Bilimler Dergisi, 13(49), 104-123. doi:10.17755/esosder.23977
  • Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics. Boston: Allyn and Bacon.  
  • Walberg, H. J. (2011). Improving student learning: action principles for families, classrooms, schools, districts, and states. Charlotte, NC: Information Age Publishing.
  • Webster-Stratton, C., & Reid, M. J. (2004). Strengthening social and emotional competence in young children—The Foundation for Early School Readiness and Success. Infants & Young Children, 17(2), 96-113. doi:10.1097/00001163-200404000-00002
Year 2018, Volume: 18 Issue: 1, 21 - 40, 30.03.2018
https://doi.org/10.17240/aibuefd.2018..-368784

Abstract

References

  • Ahmetoğlu, E. ve Acar, İ.H. (2017). Parents’ satisfaction with their children’s educational experiences in early childhood period, Turkish Studies, 12(6), 1-14. DOI Number: http://dx.doi.org/10.7827/TurkishStudies.11550
  • Alisinanoğlu, F., Bay, D. N. ve Şimşek, Ö. (2014). Okul öncesi eğitimde okul aile işbirliği ölçeğinin geçerlik ve güvenirlik çalışması. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 15(1), 1-13.
  • Anderson, J.C., & Gerbing D.W. (1984). The effect of sampling error on convergence, improper solutions, and goodness‐of‐fit indices for maximum likelihood comfirmatory factor analysis. Psychometrika, 49, 155‐173.
  • Arnold, D. H., Zeljo, A., & Doctoroff, G. L. (2008). Parent involvement in preschool: predictors and the relation of involvement to preliteracy development. School Psychology Review, 37(1), 74-90.
  • Bandura, A. (1992). Social Cognitive Theory. In R. Vasta (Ed.), Six theories of child development: revised formulations and current issues (pp. 1-60). London, UK: Jessica Kingsley Publishers.
  • Bentler, P. M. (1995). EQS structural equations program manual. Encino, CA: Multivariate Software.  
  • Bronfenbrenner, U. (1992). Ecological systems theory. In R. Vasta (Ed.), Six theories of child development: revised formulations and current issues (pp. 187-250). London, UK: Jessica Kingsley Publishers.
  • Browne, M. W. & Cudeck, R. (1992). Alternative ways of assessing model fit. Sociological Methods and Research, 21, 230-258. doi:10.1177/0049124192021002005  
  • Büyüköztürk, Ş. (2002). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem A Yayıncılık.
  • Büyüköztürk, Ş., Akgün, Ö. E., Özkahveci, Ö. ve Demirel, F. (2004). Güdülenme ve Öğrenme Stratejileri Ölçeği’nin Türkçe formunun geçerlik ve güvenirlik çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 4(2), 207-239.
  • Campbell, D. T. & Fiske, D. W. (1959). Convergent and discriminant validation by the multitrait-multimethod matrix. Psychological Bulletin, 56, 81-105.
  • Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L., Navarro-Asencio, E. & Gaviria, J. L. (2015). Parental involvement on student academic achievement: a meta-analysis. Educational Research Review, 14, 33-46. doi:10.1016/j.edurev.2015.01.002
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik spss ve lisrel uygulamaları. (2. Baskı). Ankara: Pegem Akademi. 
  • DeLoatche, K. J., Bradley-Klug, K. L., Ogg, J., Kromrey, J. D., & Sundman-Wheat, A. N. (2014). Increasing parent involvement among head start families: a randomized control group study. Early Childhood Education Journal, 43(4), 271-279. doi:10.1007/s10643-014-0660-7
  • DeMeulenaere, M. (2015). Focus on family: family involvement in quality early child care centers. Childhood Education, 91(4), 315-316. doi:10.1080/00094056.2015.1069164
  • Epstein, J. L. (1995). School/family/community partnerships: caring for the children we share. Phi Delta Kappa International, 76(9), 701-712.
  • Fantuzzo, J., Gadsden, V., Li, F., Sproul, F., McDermott, P., Hightower, D., & Minney, A. (2013). Multiple dimensions of family engagement in early childhood education: evidence for a short form of the Family Involvement Questionnaire. Early Childhood Research Quarterly, 28(4), 734-742. doi:10.1016/j.ecresq.2013.07.001
  • Fantuzzo, J., Tighe, E., & Childs, S. (2000). Family Involvement Questionnaire: a multivariate assessment of family participation in early childhood education. Journal of Educational Psychology, 92(2), 367-376. doi:10.1037/0022-0663.92.2.367
  • Fantuzzo, J., Tighe, E., McWayne, C., Davis, G., & Childs, S. (2003). Peer-reviewed papers: parent involvement in early childhood education and children's peer-play competencies: an examination of multivariate relationships. NHSA Dialog, 6(1), 3-21. doi:10.1207/s19309325nhsa0601_2
  • Froiland, J. M., Peterson, A., & Davison, M. L. (2012). The long-term effects of early parent involvement and parent expectation in the USA. School Psychology International, 34(1), 33-50. doi:10.1177/0143034312454361
  • Gottfried, A. W., Schlackman, J., Gottfried, A. E., & Boutin-Martinez, A. S. (2015). Parental provision of early literacy environment as related to reading and educational outcomes across the academic lifespan. Parenting: Science and Practice, 15(1), 24-38. doi:10.1080/15295192.2015.992736
  • Grover, K. A., Houlihan, D. D., & Campana, K. (2016). A validation of the family involvement questionnaire-high school version. International Journal of Psychological Studies, 8(2), 28. doi:10.5539/ijps.v8n2p28
  • Gürşimşek, I. (2003). Okul öncesi eğitime aile katılımı ve psikosoyal gelişim. Kuram ve Uygulamada Eğitim Bilimleri, 3(1), 125-144.
  • Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Englewood Cliffs: Prentice Hall.
  • He, J., & Van de Vijver, F. (2012). Bias and equivalence in cross-cultural research. Online Readings in Psychologyand Culture, 2(2). doi: 10.9707/2307-0919.1111.
  • Hu, L, T., & Bentler, P.M. (1999). Cut‐off criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1‐55.
  • Kağıtçıbaşı, C. (2007). Family, self, and human development across cultures: Theory and  applications. Mahwah, NJ: Lawrence Erlbaum.  
  • Karasar, N. (2014). Bilimsel araştırma yöntemi “kavramlar ilkeler teknikler” (26. Basım) Ankara: Nobel.
  • Keleş, O. ve Dikici Sığırtmaç, A. (2016). Validity and reliability study of Identifying Parent Involvement Strategies Scale for pre-school teachers. Euroasian Academy of Sciences Euroasioan Education and Literature Journal, 6,49-58.
  • Kline, R. B. (2005). Principles and practice of structural equation modeling. The Guilford Press, New York, London.
  • LaForett, D. R., & Mendez, J. L. (2010). Parent involvement, parental depression, and program satisfaction among low-income parents participating in a two-generation early childhood education program. Early Education & Development, 21(4), 517-535. doi:10.1080/10409280902927767
  • MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1, 130–149.
  • Manz, P. H., Fantuzzo, J. W., & Power, T. J. (2004). Multidimensional assessment of family involvement among urban elementary students. Journal of School Psychology, 42(6), 461-475. doi:10.1016/j.jsp.2004.08.002
  • Manz, P. H., McWayne, C., & Ginsburg-Block, M. (2006, June). Family involvement behaviors in diverse latino communities: the development of a Spanish translation of the Family Involvement Questionnaire. Paper presented at Symposium paper presented at the annual Head Start Research Conference, Washington, D.C.
  • Marsh, H., & Bailey, M. (1991). Confirmatory factor analysis of multitrait-multimethod data: a comparison of alternative models. Applied Psychological Measurement, 15, 47-70.
  • Marsh, H.W., Balla, J.R., & McDonald, R.P.(1988). Goodness‐of‐fit indexes in confirmatory factor analysis: the effect of sample size. Psychological Bulletin, 103, 391‐410.
  • McWayne, C., Campos, R., & Owsianik, M. (2008). A multidimensional, multilevel examination of mother and father involvement among culturally diverse Head Start families. Journal of School Psychology, 46(5), 551-573. doi:10.1016/j.jsp.2008.06.001
  • McWayne, C., Hampton, V., Fantuzzo, J., Cohen, H. L., & Sekino, Y. (2004). A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten children. Psychology in the Schools, 41(3), 363-377. doi:10.1002/pits.10163
  • Murray, E., McFarland-Piazza, L., & Harrison, L. J. (2015). Changing patterns of parent–teacher communication and parent involvement from preschool to school. Early Child Development and Care, 185(7), 1031-1052. doi:10.1080/03004430.2014.975223
  • Muthen, L. K., & Muthen, B. O. (2012). Mplus: statistical analysis with latent variables. User's guide. Los Angeles, CA: Muthen & Muthen.
  • O'Donnell, J., & Kirkner, S. L. (2014). The impact of a collaborative family involvement program on latino families and children’s educational performance. School Community Journal, 24(1), 211-234.
  • Park, S., & Holloway, S. D. (2013). No parent left behind: predicting parental involvement in adolescents' education within a sociodemographically diverse population. The Journal of Educational Research, 106(2), 105-119. doi:10.1080/00220671.2012.667012
  • Perry, M. A., Fantuzzo, J., & Munis, P. (2002). Family Involvement Questionnaire (FIQ). Philadelphia, PA: University of Pennsylvania.
  • Powell, D. R., Son, S., File, N., & San Juan, R. R. (2010). Parent–school relationships and children's academic and social outcomes in public school pre-kindergarten. Journal of School Psychology, 48(4), 269-292. doi:10.1016/j.jsp.2010.03.002
  • Schumacker, R.E., & Lomax,R.G. (1996). A beginner’s guide to structural equation modeling. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.
  • Şeker, H., ve Gençdoğan, B. (2014). Psikolojide ve eğitimde ölçme aracı geliştirme (2.Basım) Ankara: Nobel Yayınları.
  • Sımsıkı, H., ve Şendil, G. (2014). Baba Katılım Ölçeği'nin (BAKÖ) geliştirilmesi. Elektronik Sosyal Bilimler Dergisi, 13(49), 104-123. doi:10.17755/esosder.23977
  • Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics. Boston: Allyn and Bacon.  
  • Walberg, H. J. (2011). Improving student learning: action principles for families, classrooms, schools, districts, and states. Charlotte, NC: Information Age Publishing.
  • Webster-Stratton, C., & Reid, M. J. (2004). Strengthening social and emotional competence in young children—The Foundation for Early School Readiness and Success. Infants & Young Children, 17(2), 96-113. doi:10.1097/00001163-200404000-00002
There are 50 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Emine Ahmetoğlu

İbrahim H. Acar This is me

Türker Sezer

Ezgi Akşin Yavuz This is me

Publication Date March 30, 2018
Submission Date August 16, 2017
Published in Issue Year 2018 Volume: 18 Issue: 1

Cite

APA Ahmetoğlu, E., Acar, İ. H., Sezer, T., Akşin Yavuz, E. (2018). AİLE KATILIMI ÖLÇEĞİNİN TÜRK KÜLTÜRÜNE UYARLANMASI. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 21-40. https://doi.org/10.17240/aibuefd.2018..-368784