Investigation of the Psychometric Properties of the Mentalization Scale in Adolescents Between the Ages of 14-18

Year 2024, , 619 - 645, 30.09.2024

Pelin Deniz , Sait Uluç

https://doi.org/10.31682/ayna.1399049

Abstract

Mentalization refers to an individual's effort and capacity to understand and interpret their own and others' mental states. This study aimed to investigate the psychometric properties of the Mentalization Scale (MentS) in adolescents, designed initially to evaluate mentalization skills in adults and has been adapted into Turkish for adults. 1399 adolescents aged 14-18 completed the demographic information form, MentS, and Buss-Perry Aggression Questionnaire. Following the confirmatory factor analysis (CFA), one item in the others sub-dimension was moved to the self sub-dimension. According to CFA findings, χ2/df, GFI, AGFI, and RMSEA values confirmed the construct validity of the scale for adolescents, while CFI and TLI values did not meet the accepted criteria. Internal consistency coefficients were .70 for the whole scale, .57 for motivation, and .72 for others and self. Examining the relationship between the dimensions of mentalization and aggression, it is noteworthy that the self and others dimensions have an opposite relationship with aggression. Physical and verbal aggression, anger, and hostility tendencies decrease in young people with strong mentalizing skills towards the self. Conversely, the other-oriented mentalizing ability of adolescents has been found to increase verbal aggression, anger, and hostility. Finally, the study identified a relationship between sub-dimensions of MentS and gender. While this research offers tentative support for the construct validity of MentS in adolescents, future studies must provide further data on factor structure and reliability levels of MentS in this age group.

Keywords

mentalization, adolescence, aggression, validity, reliability

Zihinselleştirme Ölçeği’nin Psikometrik Özelliklerinin 14-18 Yaşları Arasındaki Ergenlerde İncelenmesi

Abstract

Zihinselleştirme kavramı bireyin kendisinin ve diğerlerinin zihinsel durumlarını anlama ve yorumlamaya yönelik çabasını ve becerisini ifade eder. Bu çalışmada daha önce erişkinlerdeki zihinselleştirme becerilerini değerlendirmek üzere geliştirilmiş ve ülkemizde de erişkinler için uyarlama çalışması yapılmış olan Zihinselleştirme Ölçeği’nin ergenlerdeki psikometrik özelliklerinin incelenmesi amaçlanmıştır. 14-18 yaş aralığındaki 1399 ergen demografik bilgi formu, Zihinselleştirme Ölçeği ve Buss-Perry Saldırganlık Ölçeği’nden oluşan ölçek bataryasını doldurmuştur. Yapılan doğrulayıcı faktör analizi (DFA) sonucunda orijinal ve uyarlama çalışmasında ötekiler boyutunda yer alan bir madde kendilik boyutuna alınmıştır. Yinelenen DFA bulgularına göre χ2/df, GFI, AGFI ve RMSEA değerleri ölçeğin ergenler için yapı geçerliğini doğrularken CFI ve TLI değerleri sınır kabul edilen ölçütlerin altında kalmıştır. Cronbach alfa iç tutarlılık katsayısı ölçeğin tamamı için. 70 iken alt boyutlardan güdülenme için .57, ötekiler ve kendilik için .72 olarak hesaplanmıştır. Zihinselleştirmenin ve saldırganlığın boyutları arasındaki ilişki incelendiğinde kendilik ve ötekiler boyutlarının saldırganlıkla zıt yönde bir ilişki kurduğu dikkat çekmektedir. Kendiliğe yönelik zihinselleştirme becerisi kuvvetli olan gençlerde fiziksel ve sözel saldırganlık, öfke ve düşmanlık eğilimi azalma göstermektedir. Ötekine yönelik zihinselleştirme ve saldırganlık arasındaki ilişkide ise ergenlerin ötekine yönelik zihinselleştirme becerisi sözel saldırganlık, öfke ve düşmanlığı artırmaktadır. Son olarak alt boyutlar ile cinsiyet arasındaki ilişkide kızlar ve erkekler arasında birtakım farklılıklar tespit edilmiştir. Bu çalışma bulguları Zihinselleştirme Ölçeği’nin ergenlerdeki yapı geçerliğini kısmen de olsa doğrulamakla birlikte gelecekteki çalışmalarda ölçeğin ergen örneklemdeki faktör yapısı ve güvenirlik düzeyi konusunda daha fazla veriyle desteklenmesi gerektiği düşünülmektedir.

Keywords

Zihinselleştirme, ergenlik, saldırganlık, geçerlik, güvenirlik

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