Research Article
BibTex RIS Cite

Anxiety scale for parents of gifted children (ASPGC): Validity and reliability study

Year 2024, Volume: 11 Issue: 1, 109 - 125, 16.03.2024
https://doi.org/10.21449/ijate.1318283

Abstract

This study aimed to develop a valid and reliable measurement tool to determine the anxiety levels of parents with gifted children. The participants were selected using a convenient sampling method. The sample of this study consisted of 550 parents of gifted middle school students attending 12 Science and Art Centers throughout Turkey in the 2022-2023 academic year. This study utilized the "Anxiety Scale for Parents of Gifted Children," developed by the researchers in this study, which consisted of 30 items, to obtain quantitative data. A Personal Information Form was used for demographic information. The scale’s validity was assessed through face, content, and construct validity, and its reliability was examined using Cronbach's alpha coefficient, item discrimination, and test-retest analyses. Expert opinion and a pilot study were conducted for face and content validity, whereas EFA and CFA were performed for construct validity. The data of 300 randomly selected participants (229 females and 71 males) were used for EFA, while the data of the remaining 250 participants (189 females and 61 males) were used for CFA. As a result of the EFA, eleven items were excluded, and CFA was conducted. The analysis yielded the following fit indices for the scale: RMSEA= .054, GFI= .912, CFI= .937, and IFI= .939. The Cronbach's alpha reliability coefficient was .890. Based on the analyses, a valid and reliable scale comprising 19 items and five factors was developed to assess the anxiety levels of parents with gifted children.

Ethical Statement

Istanbul University-Cerrahpasa Social and Humanities Research Ethics Committee ethical approval number 2023/4 dated 10.01.2023.

References

  • Akarsu, F. (2004). Üstün yetenekli çocukların ailelerinin sorunları [Problems of families of gifted children]. In M.R. Şirin, A. Kulaksızoğlu, & A.E. Bilgili (Eds.), I. Türkiye Üstün Yetenekli Çocuklar Kongresi Seçilmiş Makaleler Kitabı [1st Turkish Gifted Children Congress Selected Articles Book]. 447-460. Children's Foundation.
  • Akbulut, Y. (2010). Sosyal bilimlerde SPSS uygulamaları [SPSS applications in social sciences]. Ideal Kültür.
  • Alisinanoğlu, F., & Ulutaş, İ. (2003). Çocukların kaygı düzeyleri ile annelerinin kaygı düzeyleri arasındaki ilişkinin incelenmesi [A study on the relationship between children’s anxiety levels and their mother’s anxiety levels]. Education and Science, 28(128), 65-71.
  • Alberta Learning (2004). A handbook for parents of children who are gifted and talented. Alberta Learning.
  • Avcı, G., & Sakallı-Demirok, M. (2022). Özel yetenekli olmak ve özel yetenekli çocuğa sahip olmak: Özel yetenekli birey ve ebeveyn görüşleri [Being talented and having a special talented child: Opinions of special talented individuals and parents]. Journal of Interdisciplinary Educational Research, 6(11), 39-54.
  • Aydın, Y.E., & Buğa, A. (2020). Özel yetenekli çocukların ebeveynlerinin akılcı olmayan inançları ve ebeveyn yetkinliklerinin incelenmesi [Investigation of the parents’ irrational beliefs and parental self-efficacy of parents of gifted children]. OPUS International Journal of Society Researches, 15(22), 1373 1407. https://doi.org/10.26466/opus.640449
  • Aydoğan, D., & Özbay, Y. (2017). Ebeveynlik stres ölçeği geçerlik ve güvenirlik çalışması [The parenting stress scale: The validity and the reliability study]. International Journal of Early Childhood Education Studies, 2(2), 24 38. http://ijeces.hku.edu.tr/tr/download/article-file/359422
  • Berry, J.O., & Jones, W.H. (1995). Parental stress scale. Initial psychometric evidence. Journal of Social and Personal Relationships, 12(3), 463 472. https://doi.org/10.1177/0265407595123009
  • Bildiren, A. (2011). Üstün yetenekli çocuklar aileler ve öğretmenler için bir kılavuz [A guide for gifted children, families and teachers]. Dogan.
  • Bilgin, M. (2017). Ergenin beş faktör kişilik özellikleri ile sosyal yetkinlik, bilişsel hatalar ve anne baba beş faktör kişilik özellikleri ilişkisi [The relationship between five personality traits of adolescent and social self-efficacy, cognitive errors and five personality traits of parents]. Gaziantep University Journal of Social Sciences, 16(1), 230 250. http://doi.org/10.21547/jss.284859
  • Bishop, B. (2012) Parenting stress in mothers of gifted and typical children [Master’s thesis, University of Alberta]. Educational & Research Archieve.
  • Bonett, D.G., & Wright, T.A. (2014). Cronbach's alpha reliability: Interval estimation, hypothesis testing, and sample size planning. Journal of Organizational Behavior, 36(1), 3-15. https://doi.org/10.1002/job.1960
  • Brown, T.A. (2006). Confirmatory factor analysis: For applied research. Guilford Press.
  • Bryne, M.B. (2016). Structural equation modeling with AMOS. Basic concepts, applications and programming. (3th ed.). Routledge
  • Clark, B. (2013). Üstün zekalı olarak büyümek evde ve okulda çocukların potansiyellerini geliştirmek [Growing up gifted: Developing the potential of children at school and at home]. (Ü. Oğurlu, & F. Kaya, Trans.). Nobel.
  • Cohen, S., Kamarck, T., & Mermelstein, R. (1994). Perceived stress scale. Measuring Stress: A Guide for Health and Social Scientists, 10(2), 1-2.
  • Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education (5th ed.). Routledge.
  • Comrey, A.L., & Lee, H.B. (1992). A first course in factor analysis (2nd ed.). Erlbaum.
  • Costa, P.T., & McCrae, R.R. (2012). The five-factor model, five-factor theory, and interpersonal psychology. Handbook of Interpersonal Psychology, 91 104. https://doi.org/10.1002/9781118001868.ch6
  • Çamdeviren, Ş. (2014). Bilim ve sanat merkezine (BİLSEM) devam eden üstün yetenekli çocukların anne babalarının karşılaştıkları güçlükler: Sakarya ili örneği. [The difficulties that parents of the gifted children attending Science and Arts Center encounter] (Publication no. 353104) [Master's thesis, Sakarya University]. Council of Higher Educational Thesis Center.
  • Çekiç, A., Akbaş, T., & Hamamcı, Z. (2015). Anne Baba Stres Ölçeği’nin Türkçe’ye uyarlaması: geçerlik ve güvenirlik çalışması [Adaptation of Parenting Stress Index into Turkish: The validity and the reliability study]. Gaziantep University Journal of Social Sciences, 14(3), 647-667. https://doi.org/10.21547/jss.256755
  • Dalgıç, N.Ş. (2017). Üstün yetenekli veya zekâlı çocuğa sahip anne-babaların karşılaştıkları sorunların ve beklentilerinin belirlenmesi [Determining the problems and expectations faced by parents of gifted or intelligent children] [Master's thesis, Eastern Mediterranean University]. Eastern Mediterranean University Libraries.
  • Deater-Deckard, K. (1998). Parenting stress and child adjustment: Some old hypotheses and new questions. Clinical Psychology: Science and Practice, 5(3), 314 332. https://doi.org/10.1111/j.1468-2850.1998.tb00152.x
  • Deniz, M.E., Dilmaç, B., & Arıcak, O.T. (2009). Engelli çocuğa sahip olan ebeveynlerin durumluk-sürekli kaygı ve yaşam doyumlarının incelenmesi [An analysis of life satisfaction and state-trait anxiety of the parents with handicapped children]. International Journal of Human Sciences, 6(1), 953-968. https://www.j-humansciences.com/ojs/index.php/IJHS/article/view/727/389
  • Dettman, D.F., & Colangelo, N. (1980). A functional model for counseling parents of gifted children. Gifted Child Quarterly, 24(4), 158 161. https://doi.org/10.1177/0016986280024004
  • Dost, M.T., Aytaç, M., & Uysal, N.K. (2019). Ebeveynlik biçiminin kişilik özellikleri, benlik saygisi ve yaşam doyumunu yordama gücü [Predictive power of parenting styles on personality traits, selfesteem, and life satisfation]. Electronic Journal of Social Sciences, 18(71), 1146-1165. https://doi.org/10.17755/esosder.472964
  • Eren, F., Ömerelli-Çete, A., Avcıl, S., & Baykara, B. (2018). Üstün yetenekli çocuklarda ve ailelerinde duygusal ve davranışsal özellikler [Emotional and behavioral characteristics of gifted children and their families]. Archives of Neuropsychiatry, 55(2), 105-112. https://doi.org/10.5152/npa.2017.12731
  • Eroğlu-Garip, S., Karadağ, F., & Yıldız-Demirtaş, V. (2022). Özel yetenekli çocukların ebeveyni olmak ve erken çocuklukta özel yetenekli olmak: Ebeveyn görüşleri [Parenting of gifted children and being gifted in early childhood: Parental views]. Trakya University Journal of Social Science, 24(1), 197 226. https://doi.org/10.26468/trakyasobed.885478
  • Field, A. (2009). Discovering statistics using SPSS. SAGE.
  • Francis, S.E. (2014). The role of parental anxiety sensitivity in parent reports of child anxiety in treatment seeking families. Clinical Child Psychology and Psychiatry, 19(1), 111-124. https://doi.org/10.1177/1359104512470055
  • Frankel, J.R., & Wallen, N.E. (2008). How to design and evaluate research in education. McGraw Hill Higher Education.
  • Guthrie, K.H. (2019). “Nothing is ever easy”: Parent perceptions of intensity in their gifted adolescent children. The Qualitative Report, 24(8), 2080 2101. https://doi.org/10.46743/2160-3715/2019.3598
  • Hair, J.F.J., Black, W.C., Babin, B.J., & Anderson, R.E. (2019). Multivariate data analysis (8th ed.). Cengage Learning.
  • Hooper, D., Coughlan, J., & Mullen, M.R. (2008). Structural equation modelling: Guidelines for determining model fit. The Electronic Journal of Business Research Methods, 6(1), 53 –60. https://doi.org/10.21427/D7CF7R
  • Ho, R. (2006). Handbook of univariate and multivariate data analysis and interpretation with SPSS. Chapman and Hall/CRC.
  • Hu, L.T., & Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
  • Hutcheson, G., & Sofroniou, N. (2006). The multivariate social scientist: introductory statistics using generalized linear models (2nd ed.). Sage.
  • Ihlamur, Ş. (2017). Üstün yetenekli çocuklara sahip ailelerin danışmanlık ihtiyaçlarının saptanması [Identification of the requirements for counseling for the families with gifted and talented children] (Publication no. 472165) [Master thesis, İstanbul Ticaret University]. Council of Higher Educational Thesis Center.
  • Johnsen, S.K. (2017). School choice and gifted education. Gifted Child Today, 40(2), 69-69. https://doi.org/10.1177/1076217517691194
  • Kaner, S. (2001). Aile stresini değerlendirme ölçeği (The questionnaire on resource and stress-F) faktör yapısı, güvenirlik ve geçerlik çalışmaları [Factor structure, reliability and validity studies of the Family Stress Assessment Scale]. Ankara University Journal of Faculty of Educational Sciences, 34(1), 1 10. https://doi.org/10.1501/Egifak_0000000039
  • Karakuş, F. (2010). Üstün yetenekli çocukların anne babalarının karşılaştıkları güçlükler [Difficulties that families of gifted students face]. Mersin University Journal of The Faculty of Education, 6(1), 127-144. https://doi.org/10.17860/efd.89448
  • Keirouz, K.S. (1990). Concerns of parents of gifted children: A research review. Gifted Child Quarterly, 34(2), 56-63. https://doi.org/10.1177/001698629003400202
  • Kline, R.B. (2010). Principles and practice of structural equation modeling. Guilford Press
  • Koca, A. (2017). Engelli çocuğa sahip olan ve engelli çocuğa sahip olmayan annelerin ölüm kaygısı ve durumluk sürekli kaygı düzeyleri arasındaki farklılaşmanın incelenmesi [Investigation of the differences between death anxiety and state-trait anxiety levels of mothers with a disabled child and without a disabled child] (Publication no. 486225) [Master thesis, Hasan Kalyoncu University]. Council of Higher Educational Thesis Center.
  • Köksal, A. (2020). Özel yetenekli bir çocuğun ebeveyni olmak [Being a parent of a gifted child]. Çocuk ve Medeniyet, 5(10), 495-502. https://doi.org/10.47646/CMD.2020.220
  • Lawshe, C.H. (1975). A quantitative approach to content validity. Personnel Psychology, 28(4), 563-575. https://doi.org/10.1111/j.1744-6570.1975.tb01393.x
  • Lynn, M.R. (1986). Determination and quantification of content validity. Nursing Research, 35(6), 382-386. https://doi.org/10.1097/00006199-198611000-00017
  • McMann, N., & Oliver, R. (1988). Problems in families with gifted children: Implications for counselors. Journal of Counseling and Development, 66(6), 275 278. https://doi.org/10.1002/j.1556-6676.1988.tb00867.x
  • Moon, S.M., & Hall, A.S. (1998). Family therapy with intellectually and creatively gifted children. Journal of Marital and Family Therapy, 24(1), 59 80. https://doi.org/10.1111/j.1752-0606.1998.tb01063.x
  • Moon, S.M. (Ed.). (2004). Social/emotional issues, underachievement, and counseling of gifted and talented students. Corwin Press.
  • Oğurlu U., & Yaman Y. (2013). Ebeveynlerin üstün zekalı ve yetenekli çocuklarıyla ilgili rehberlik ihtiyaçları [Guidance needs of gifted and talented children’s parents]. Turkish Journal of Giftedness and Education, 3(2), 81-94.
  • Öner, N., & Le Compte, A. (1983). Durumluk-Sürekli Kaygı Envanteri El Kitabı [Trait-trait anxiety inventory manual]. Boğaziçi University Press.
  • Özmen, S.K., & Özmen, A. (2012). Anne Baba Stres Ölçeği’nin geliştirilmesi [Parent Stress Scale development]. Milli Eğitim Dergisi, 42(196), 20-35.
  • Öztabak, M.Ü. (2018). Özel/üstün yetenekli çocukların ailelerine yönelik rehberlik ve psikolojik danışmanlık [Guidance and psychological counseling for gifted/talented children’s parent]. Journal of Educational and Humanities: Theory and Practice, 9(17), 79-106.
  • Park, H.S., Dailey, R., & Lemus, D. (2002). The use of exploratory factor analysis and principal component analysis in communication research. Human Communication Research, 28(4), 562-577. https://doi.org/10.1111/j.1468-2958.2002.tb00824.x
  • Renati, R., Bonfiglio, N.S., & Pfeiffer, S. (2016). Challenges raising a gifted child: Stress and resilience factors within the family. Gifted Education International, 33(2), 145-162. https://doi.org/10.1177/0261429416650948
  • Salkind, N. (2015). İstatistikten nefret edenler için istatistik [Statistics for people who (think they) hate statistics]. (A. Çuhadaroğlu, Trans.). Pegem.
  • Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.
  • Shichtman, D. (1999). Concerns and problems of parents of academically successful gifted children (Publication No: 9939553) [Doctoral dissertation, Columbia University]. ProQuest Dissertation & Theses Global.
  • Spielberger, C.D., Gorsuch, R.C., & Luschene. R.E. (1970). Manual for the State-Trait Anxiety Inventory. Consulting Psychologists Press.
  • Spitzer, R.L., Kroenke, K., Williams, J.B., & Löwe, B. (2006). A brief measure for assessing generalized anxiety disorder: the GAD-7. Archives of Internal Medicine, 166(10), 1092-1097. https://doi.org/10.1001/archinte.166.10.1092
  • Sutherland, M. (2008). Developing the gifted and talented young learner. Sage Publication.
  • Tabachnick, B., & Fidell, L. (2007). Using multivariate statistics. Allyn & Bacon.
  • Thompson, B. (2004). Exploratory and confirmatory factor analysis: Understanding concepts and applications. Applied Psychological Measurement, 31(3), 245 248. https://doi.org/10.1177/0146621606290168
  • Webb, J.T. (1993). Nurturing social-emotional development of gifted children. In K.A. Heller, F.J. Mönks, & A.H. Passow (Eds.), International handbook of research and development of giftedness and talent (pp. 525–538). Pergamon Press.
  • Yazıcı, E. (2019). Level and sources of anxiety affecting gifted students who attend science and art centers (Publication no. 588386) [Master's thesis, Bilkent University]. Council of Higher Educational Thesis Center.
  • Yıldız, S., & Altay, N. (2021). The parenting attitudes and effects on their gifted children: A literature review. Journal for the Education of Gifted Young Scientists, 9(2), 123-132. http://dx.doi.org/10.17478/jegys.864037
  • Yoo, J.E., & Moon, S.M. (2006). Counseling needs of gifted students: An analysis of intake forms at a university-based counseling center. Gifted Child Quarterly, 50(1), 52-61. https://doi.org/10.1177/001698620605000106

Anxiety scale for parents of gifted children (ASPGC): Validity and reliability study

Year 2024, Volume: 11 Issue: 1, 109 - 125, 16.03.2024
https://doi.org/10.21449/ijate.1318283

Abstract

This study aimed to develop a valid and reliable measurement tool to determine the anxiety levels of parents with gifted children. The participants were selected using a convenient sampling method. The sample of this study consisted of 550 parents of gifted middle school students attending 12 Science and Art Centers throughout Turkey in the 2022-2023 academic year. This study utilized the "Anxiety Scale for Parents of Gifted Children," developed by the researchers in this study, which consisted of 30 items, to obtain quantitative data. A Personal Information Form was used for demographic information. The scale’s validity was assessed through face, content, and construct validity, and its reliability was examined using Cronbach's alpha coefficient, item discrimination, and test-retest analyses. Expert opinion and a pilot study were conducted for face and content validity, whereas EFA and CFA were performed for construct validity. The data of 300 randomly selected participants (229 females and 71 males) were used for EFA, while the data of the remaining 250 participants (189 females and 61 males) were used for CFA. As a result of the EFA, eleven items were excluded, and CFA was conducted. The analysis yielded the following fit indices for the scale: RMSEA= .054, GFI= .912, CFI= .937, and IFI= .939. The Cronbach's alpha reliability coefficient was .890. Based on the analyses, a valid and reliable scale comprising 19 items and five factors was developed to assess the anxiety levels of parents with gifted children.

References

  • Akarsu, F. (2004). Üstün yetenekli çocukların ailelerinin sorunları [Problems of families of gifted children]. In M.R. Şirin, A. Kulaksızoğlu, & A.E. Bilgili (Eds.), I. Türkiye Üstün Yetenekli Çocuklar Kongresi Seçilmiş Makaleler Kitabı [1st Turkish Gifted Children Congress Selected Articles Book]. 447-460. Children's Foundation.
  • Akbulut, Y. (2010). Sosyal bilimlerde SPSS uygulamaları [SPSS applications in social sciences]. Ideal Kültür.
  • Alisinanoğlu, F., & Ulutaş, İ. (2003). Çocukların kaygı düzeyleri ile annelerinin kaygı düzeyleri arasındaki ilişkinin incelenmesi [A study on the relationship between children’s anxiety levels and their mother’s anxiety levels]. Education and Science, 28(128), 65-71.
  • Alberta Learning (2004). A handbook for parents of children who are gifted and talented. Alberta Learning.
  • Avcı, G., & Sakallı-Demirok, M. (2022). Özel yetenekli olmak ve özel yetenekli çocuğa sahip olmak: Özel yetenekli birey ve ebeveyn görüşleri [Being talented and having a special talented child: Opinions of special talented individuals and parents]. Journal of Interdisciplinary Educational Research, 6(11), 39-54.
  • Aydın, Y.E., & Buğa, A. (2020). Özel yetenekli çocukların ebeveynlerinin akılcı olmayan inançları ve ebeveyn yetkinliklerinin incelenmesi [Investigation of the parents’ irrational beliefs and parental self-efficacy of parents of gifted children]. OPUS International Journal of Society Researches, 15(22), 1373 1407. https://doi.org/10.26466/opus.640449
  • Aydoğan, D., & Özbay, Y. (2017). Ebeveynlik stres ölçeği geçerlik ve güvenirlik çalışması [The parenting stress scale: The validity and the reliability study]. International Journal of Early Childhood Education Studies, 2(2), 24 38. http://ijeces.hku.edu.tr/tr/download/article-file/359422
  • Berry, J.O., & Jones, W.H. (1995). Parental stress scale. Initial psychometric evidence. Journal of Social and Personal Relationships, 12(3), 463 472. https://doi.org/10.1177/0265407595123009
  • Bildiren, A. (2011). Üstün yetenekli çocuklar aileler ve öğretmenler için bir kılavuz [A guide for gifted children, families and teachers]. Dogan.
  • Bilgin, M. (2017). Ergenin beş faktör kişilik özellikleri ile sosyal yetkinlik, bilişsel hatalar ve anne baba beş faktör kişilik özellikleri ilişkisi [The relationship between five personality traits of adolescent and social self-efficacy, cognitive errors and five personality traits of parents]. Gaziantep University Journal of Social Sciences, 16(1), 230 250. http://doi.org/10.21547/jss.284859
  • Bishop, B. (2012) Parenting stress in mothers of gifted and typical children [Master’s thesis, University of Alberta]. Educational & Research Archieve.
  • Bonett, D.G., & Wright, T.A. (2014). Cronbach's alpha reliability: Interval estimation, hypothesis testing, and sample size planning. Journal of Organizational Behavior, 36(1), 3-15. https://doi.org/10.1002/job.1960
  • Brown, T.A. (2006). Confirmatory factor analysis: For applied research. Guilford Press.
  • Bryne, M.B. (2016). Structural equation modeling with AMOS. Basic concepts, applications and programming. (3th ed.). Routledge
  • Clark, B. (2013). Üstün zekalı olarak büyümek evde ve okulda çocukların potansiyellerini geliştirmek [Growing up gifted: Developing the potential of children at school and at home]. (Ü. Oğurlu, & F. Kaya, Trans.). Nobel.
  • Cohen, S., Kamarck, T., & Mermelstein, R. (1994). Perceived stress scale. Measuring Stress: A Guide for Health and Social Scientists, 10(2), 1-2.
  • Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education (5th ed.). Routledge.
  • Comrey, A.L., & Lee, H.B. (1992). A first course in factor analysis (2nd ed.). Erlbaum.
  • Costa, P.T., & McCrae, R.R. (2012). The five-factor model, five-factor theory, and interpersonal psychology. Handbook of Interpersonal Psychology, 91 104. https://doi.org/10.1002/9781118001868.ch6
  • Çamdeviren, Ş. (2014). Bilim ve sanat merkezine (BİLSEM) devam eden üstün yetenekli çocukların anne babalarının karşılaştıkları güçlükler: Sakarya ili örneği. [The difficulties that parents of the gifted children attending Science and Arts Center encounter] (Publication no. 353104) [Master's thesis, Sakarya University]. Council of Higher Educational Thesis Center.
  • Çekiç, A., Akbaş, T., & Hamamcı, Z. (2015). Anne Baba Stres Ölçeği’nin Türkçe’ye uyarlaması: geçerlik ve güvenirlik çalışması [Adaptation of Parenting Stress Index into Turkish: The validity and the reliability study]. Gaziantep University Journal of Social Sciences, 14(3), 647-667. https://doi.org/10.21547/jss.256755
  • Dalgıç, N.Ş. (2017). Üstün yetenekli veya zekâlı çocuğa sahip anne-babaların karşılaştıkları sorunların ve beklentilerinin belirlenmesi [Determining the problems and expectations faced by parents of gifted or intelligent children] [Master's thesis, Eastern Mediterranean University]. Eastern Mediterranean University Libraries.
  • Deater-Deckard, K. (1998). Parenting stress and child adjustment: Some old hypotheses and new questions. Clinical Psychology: Science and Practice, 5(3), 314 332. https://doi.org/10.1111/j.1468-2850.1998.tb00152.x
  • Deniz, M.E., Dilmaç, B., & Arıcak, O.T. (2009). Engelli çocuğa sahip olan ebeveynlerin durumluk-sürekli kaygı ve yaşam doyumlarının incelenmesi [An analysis of life satisfaction and state-trait anxiety of the parents with handicapped children]. International Journal of Human Sciences, 6(1), 953-968. https://www.j-humansciences.com/ojs/index.php/IJHS/article/view/727/389
  • Dettman, D.F., & Colangelo, N. (1980). A functional model for counseling parents of gifted children. Gifted Child Quarterly, 24(4), 158 161. https://doi.org/10.1177/0016986280024004
  • Dost, M.T., Aytaç, M., & Uysal, N.K. (2019). Ebeveynlik biçiminin kişilik özellikleri, benlik saygisi ve yaşam doyumunu yordama gücü [Predictive power of parenting styles on personality traits, selfesteem, and life satisfation]. Electronic Journal of Social Sciences, 18(71), 1146-1165. https://doi.org/10.17755/esosder.472964
  • Eren, F., Ömerelli-Çete, A., Avcıl, S., & Baykara, B. (2018). Üstün yetenekli çocuklarda ve ailelerinde duygusal ve davranışsal özellikler [Emotional and behavioral characteristics of gifted children and their families]. Archives of Neuropsychiatry, 55(2), 105-112. https://doi.org/10.5152/npa.2017.12731
  • Eroğlu-Garip, S., Karadağ, F., & Yıldız-Demirtaş, V. (2022). Özel yetenekli çocukların ebeveyni olmak ve erken çocuklukta özel yetenekli olmak: Ebeveyn görüşleri [Parenting of gifted children and being gifted in early childhood: Parental views]. Trakya University Journal of Social Science, 24(1), 197 226. https://doi.org/10.26468/trakyasobed.885478
  • Field, A. (2009). Discovering statistics using SPSS. SAGE.
  • Francis, S.E. (2014). The role of parental anxiety sensitivity in parent reports of child anxiety in treatment seeking families. Clinical Child Psychology and Psychiatry, 19(1), 111-124. https://doi.org/10.1177/1359104512470055
  • Frankel, J.R., & Wallen, N.E. (2008). How to design and evaluate research in education. McGraw Hill Higher Education.
  • Guthrie, K.H. (2019). “Nothing is ever easy”: Parent perceptions of intensity in their gifted adolescent children. The Qualitative Report, 24(8), 2080 2101. https://doi.org/10.46743/2160-3715/2019.3598
  • Hair, J.F.J., Black, W.C., Babin, B.J., & Anderson, R.E. (2019). Multivariate data analysis (8th ed.). Cengage Learning.
  • Hooper, D., Coughlan, J., & Mullen, M.R. (2008). Structural equation modelling: Guidelines for determining model fit. The Electronic Journal of Business Research Methods, 6(1), 53 –60. https://doi.org/10.21427/D7CF7R
  • Ho, R. (2006). Handbook of univariate and multivariate data analysis and interpretation with SPSS. Chapman and Hall/CRC.
  • Hu, L.T., & Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
  • Hutcheson, G., & Sofroniou, N. (2006). The multivariate social scientist: introductory statistics using generalized linear models (2nd ed.). Sage.
  • Ihlamur, Ş. (2017). Üstün yetenekli çocuklara sahip ailelerin danışmanlık ihtiyaçlarının saptanması [Identification of the requirements for counseling for the families with gifted and talented children] (Publication no. 472165) [Master thesis, İstanbul Ticaret University]. Council of Higher Educational Thesis Center.
  • Johnsen, S.K. (2017). School choice and gifted education. Gifted Child Today, 40(2), 69-69. https://doi.org/10.1177/1076217517691194
  • Kaner, S. (2001). Aile stresini değerlendirme ölçeği (The questionnaire on resource and stress-F) faktör yapısı, güvenirlik ve geçerlik çalışmaları [Factor structure, reliability and validity studies of the Family Stress Assessment Scale]. Ankara University Journal of Faculty of Educational Sciences, 34(1), 1 10. https://doi.org/10.1501/Egifak_0000000039
  • Karakuş, F. (2010). Üstün yetenekli çocukların anne babalarının karşılaştıkları güçlükler [Difficulties that families of gifted students face]. Mersin University Journal of The Faculty of Education, 6(1), 127-144. https://doi.org/10.17860/efd.89448
  • Keirouz, K.S. (1990). Concerns of parents of gifted children: A research review. Gifted Child Quarterly, 34(2), 56-63. https://doi.org/10.1177/001698629003400202
  • Kline, R.B. (2010). Principles and practice of structural equation modeling. Guilford Press
  • Koca, A. (2017). Engelli çocuğa sahip olan ve engelli çocuğa sahip olmayan annelerin ölüm kaygısı ve durumluk sürekli kaygı düzeyleri arasındaki farklılaşmanın incelenmesi [Investigation of the differences between death anxiety and state-trait anxiety levels of mothers with a disabled child and without a disabled child] (Publication no. 486225) [Master thesis, Hasan Kalyoncu University]. Council of Higher Educational Thesis Center.
  • Köksal, A. (2020). Özel yetenekli bir çocuğun ebeveyni olmak [Being a parent of a gifted child]. Çocuk ve Medeniyet, 5(10), 495-502. https://doi.org/10.47646/CMD.2020.220
  • Lawshe, C.H. (1975). A quantitative approach to content validity. Personnel Psychology, 28(4), 563-575. https://doi.org/10.1111/j.1744-6570.1975.tb01393.x
  • Lynn, M.R. (1986). Determination and quantification of content validity. Nursing Research, 35(6), 382-386. https://doi.org/10.1097/00006199-198611000-00017
  • McMann, N., & Oliver, R. (1988). Problems in families with gifted children: Implications for counselors. Journal of Counseling and Development, 66(6), 275 278. https://doi.org/10.1002/j.1556-6676.1988.tb00867.x
  • Moon, S.M., & Hall, A.S. (1998). Family therapy with intellectually and creatively gifted children. Journal of Marital and Family Therapy, 24(1), 59 80. https://doi.org/10.1111/j.1752-0606.1998.tb01063.x
  • Moon, S.M. (Ed.). (2004). Social/emotional issues, underachievement, and counseling of gifted and talented students. Corwin Press.
  • Oğurlu U., & Yaman Y. (2013). Ebeveynlerin üstün zekalı ve yetenekli çocuklarıyla ilgili rehberlik ihtiyaçları [Guidance needs of gifted and talented children’s parents]. Turkish Journal of Giftedness and Education, 3(2), 81-94.
  • Öner, N., & Le Compte, A. (1983). Durumluk-Sürekli Kaygı Envanteri El Kitabı [Trait-trait anxiety inventory manual]. Boğaziçi University Press.
  • Özmen, S.K., & Özmen, A. (2012). Anne Baba Stres Ölçeği’nin geliştirilmesi [Parent Stress Scale development]. Milli Eğitim Dergisi, 42(196), 20-35.
  • Öztabak, M.Ü. (2018). Özel/üstün yetenekli çocukların ailelerine yönelik rehberlik ve psikolojik danışmanlık [Guidance and psychological counseling for gifted/talented children’s parent]. Journal of Educational and Humanities: Theory and Practice, 9(17), 79-106.
  • Park, H.S., Dailey, R., & Lemus, D. (2002). The use of exploratory factor analysis and principal component analysis in communication research. Human Communication Research, 28(4), 562-577. https://doi.org/10.1111/j.1468-2958.2002.tb00824.x
  • Renati, R., Bonfiglio, N.S., & Pfeiffer, S. (2016). Challenges raising a gifted child: Stress and resilience factors within the family. Gifted Education International, 33(2), 145-162. https://doi.org/10.1177/0261429416650948
  • Salkind, N. (2015). İstatistikten nefret edenler için istatistik [Statistics for people who (think they) hate statistics]. (A. Çuhadaroğlu, Trans.). Pegem.
  • Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.
  • Shichtman, D. (1999). Concerns and problems of parents of academically successful gifted children (Publication No: 9939553) [Doctoral dissertation, Columbia University]. ProQuest Dissertation & Theses Global.
  • Spielberger, C.D., Gorsuch, R.C., & Luschene. R.E. (1970). Manual for the State-Trait Anxiety Inventory. Consulting Psychologists Press.
  • Spitzer, R.L., Kroenke, K., Williams, J.B., & Löwe, B. (2006). A brief measure for assessing generalized anxiety disorder: the GAD-7. Archives of Internal Medicine, 166(10), 1092-1097. https://doi.org/10.1001/archinte.166.10.1092
  • Sutherland, M. (2008). Developing the gifted and talented young learner. Sage Publication.
  • Tabachnick, B., & Fidell, L. (2007). Using multivariate statistics. Allyn & Bacon.
  • Thompson, B. (2004). Exploratory and confirmatory factor analysis: Understanding concepts and applications. Applied Psychological Measurement, 31(3), 245 248. https://doi.org/10.1177/0146621606290168
  • Webb, J.T. (1993). Nurturing social-emotional development of gifted children. In K.A. Heller, F.J. Mönks, & A.H. Passow (Eds.), International handbook of research and development of giftedness and talent (pp. 525–538). Pergamon Press.
  • Yazıcı, E. (2019). Level and sources of anxiety affecting gifted students who attend science and art centers (Publication no. 588386) [Master's thesis, Bilkent University]. Council of Higher Educational Thesis Center.
  • Yıldız, S., & Altay, N. (2021). The parenting attitudes and effects on their gifted children: A literature review. Journal for the Education of Gifted Young Scientists, 9(2), 123-132. http://dx.doi.org/10.17478/jegys.864037
  • Yoo, J.E., & Moon, S.M. (2006). Counseling needs of gifted students: An analysis of intake forms at a university-based counseling center. Gifted Child Quarterly, 50(1), 52-61. https://doi.org/10.1177/001698620605000106
There are 68 citations in total.

Details

Primary Language English
Subjects Scale Development
Journal Section Articles
Authors

Kübra Yiğit Tekel 0000-0002-5456-3568

Melike Şule Yıldız 0000-0002-7901-1081

Duygu Mutlu Bayraktar 0000-0002-2276-3768

Marilena Leana Taşcılar 0000-0002-1271-0371

Early Pub Date March 13, 2024
Publication Date March 16, 2024
Submission Date June 25, 2023
Published in Issue Year 2024 Volume: 11 Issue: 1

Cite

APA Yiğit Tekel, K., Yıldız, M. Ş., Mutlu Bayraktar, D., Leana Taşcılar, M. (2024). Anxiety scale for parents of gifted children (ASPGC): Validity and reliability study. International Journal of Assessment Tools in Education, 11(1), 109-125. https://doi.org/10.21449/ijate.1318283

23824         23823             23825