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Year 2015, Volume: 14 Issue: 4, 1179 - 1192, 06.11.2015

Ali Sağkal , Zekavet Topçu Kabasakal , Abbas Türnüklü

https://doi.org/10.17051/io.2015.30422
Cited By: 3

Abstract

In this study, the Connected Classroom Climate Inventory (CCCI) was adapted into Turkish and its psychometric properties within high school sample were examined. In adaptation of the CCCI to Turkish, translation, language equivalence, validity, and reliability studies were conducted. In language equivalence study, a high positive correlation was determined between the original and target inventory total scores. The results of exploratory and confirmatory factor analyses indicated that the inventory had a one-factor structure. In concurrent validity study, moderate positive correlations between the CCCI and Safe Learning Environment and Positive Peer Interaction subscale of School Climate Scale, Students subscale of the Quality of Life In High Schools Scale, and Attachment to Friends subscale of School Attachment Scale for Children and Adolescents were found. Test-retest reliability was calculated as .83; Cronbach’s alpha coefficient was determined as .93. Turkish adaptation study of the CCCI that assesses classroom climate in terms of student-to-student connectedness provided evidence for validity and reliability

Keywords

Classroom climate Connected Classroom Climate Inventory adaptation validity reliability

References

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  • Beaton, D. E., Bombardier, C., Guillemin, F., & Ferraz, M. B. (2000). Guidelines for the process of cross-cultural adaptation of self-report measures. Spine, 25(24), 3186-3191.
  • Bryant, V. C., Shdaimah, C., Sander, R. L., & Cornelius, L. J. (2013). School as haven: Transforming school environments into welcoming learning communities. Children and Youth Services Review, 35, 848-855. doi: 10.1016/j.childyouth.2013.02.001
  • Cemalcilar, Z. (2010). Schools as socialisation contexts: Understanding the impact of school climate factors on students’ sense of school belonging. Applied Psychology: An International Review, 59(2), 243-272. doi: 10.1111/j.1464-0597.2009.00389.x
  • Chionh, Y. H. & Fraser, B. J. (2009). Classroom environment, achievement, attitudes and self-esteem in geography and mathematics in Singapore. International Research in Geographical and Environmental Education, 18(1), 29-44. doi: 10.1080/10382040802591530
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  • Flanagan, C. A. & Stout, M. (2010). Developmental patterns of social trust between early and late adolescence: Age and school climate effects. Journal of Research on Adolescence, 20(3), 748-773. doi: 10.1111/j.1532-7795.2010.00658.x
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  • Hambleton, R. K. (2005). Issues, designs, and technical guidelines for adapting tests into multiple languages and cultures. In R. K. Hambleton, P. F. Merenda, & C. D. Spielberger (Eds.), Adapting educational and psychological tests for cross-cultural assessment (pp. 3-38). Mahwah, NJ: Lawrence Erlbaum Associates.
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  • Jia, Y., Way, N., Ling, G., Yoshikawa, H., Chen, X., Hughes, D., et al. (2009). The influence of student perceptions of school climate on socioemotional and academic adjustment: A comparison of Chinese and American Adolescents. Child Development, 80(5), 1514-1530. doi: 10.1111/j.1467-8624.2009.01348.x.
  • Johnson, D. W., Johnson, R., & Anderson, D. (1983). Social interdependence and classroom climate. The Journal of Psychology, 114, 135-142. doi: 10.1080/00223980.1983.9915406
  • Kaiser, H. F. (1960). The application of electronic computers to factor analysis. Educational and Psychological Measurement, 20, 141-151. doi: 10.1177/001316446002000116
  • Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31-36. doi: 10.1007/BF02291575
  • Kapıkıran-Acun, N. & Kapıkıran, Ş. (2011). School Climate Inventory: Exploratory and confirmatory factor analysis and reliability-validity. Eurasian Journal of Educational Research, 42, 117-134.
  • Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York: Guilford Press.
  • Kuperminc, G. P., Leadbeater, B. J., Emmons, C., & Blatt, S. J. (1997). Perceived school climate and difficulties in the social adjustment of middle school students. Applied Developmental Science, 1(2), 76-88. doi: 10.1207/s1532480xads0102_2
  • 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(3), 391-410. doi: 10.1037/0033-2909.103.3.391
  • Modin, B. & Östberg, V. (2009). School climate and psychosomatic health: A multilevel analysis. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 20(4), 433-455. doi: 10.1080/09243450903251507
  • Muthen, L. K. & Muthen, B. O. (2002). How to use a monte carlo study to decide on sample size and determine power. Structural Equation Modeling: A Multidisciplinary Journal, 9(4), 599-620. doi: 10.1207/S15328007SEM0904_8
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  • Sarı, M. (2012). Okul yaşamının değerlendirilmesi: Okul Yaşam Kalitesi Ölçeği’nin güvenirlik ve geçerliği. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 42, 344-355.
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Türkçe’ye Uyarlanan Sınıf İklimi Envanteri’nin (SİE) Psikometrik Özellikleri

Year 2015, Volume: 14 Issue: 4, 1179 - 1192, 06.11.2015

Ali Sağkal , Zekavet Topçu Kabasakal , Abbas Türnüklü

https://doi.org/10.17051/io.2015.30422
Cited By: 3

Abstract

Bu çalışmada, Connected Classroom Climate Inventory, Sınıf İklimi Envanteri (SİE) adıyla Türkçe’ye uyarlanmış ve psikometrik özellikleri lise örnekleminde incelenmiştir. SİE’nin Türkçe’ye uyarlanmasında, çeviri işlemi, dil eşdeğerliği, açımlayıcı ve doğrulayıcı faktör analizi, test tekrar test güvenirliği ve benzer ölçek geçerliği olmak üzere beş ayrı çalışma yürütülmüştür. Dil eşdeğerliği çalışmasında, orijinal ve hedef envanter toplam puanları arasında yüksek düzeyde, pozitif yönde anlamlı ilişkiler tespit edilmiştir. Açımlayıcı ve doğrulayıcı faktör analizi sonuçları envanterin tek boyutlu bir yapıya sahip olduğunu göstermiştir. Test tekrar test güvenirliği .83; Cronbach Alfa iç tutarlık katsayısı .93 olarak tespit edilmiştir. Benzer ölçek geçerliği çalışmasında, SİE ile Okul İklimi Ölçeği’nin Güvenli Öğrenme Ortamı ve Olumlu Akran Etkileşimi; Lise Yaşam Kalitesi Ölçeği’nin Öğrenciler; Çocuk ve Ergenler İçin Okula Bağlanma Ölçeği’nin Arkadaşa Bağlanma alt ölçekleri arasında orta düzeyde, pozitif yönde anlamlı ilişkiler tespit edilmiştir. Sınıf iklimini öğrencilerin birbirlerine olan bağlılıkları açısından ölçen SİE’nin Türkçe’ye uyarlama çalışması, geçerlik ve güvenirliğin sağlandığını gösteren kanıtlar sunmuştur.

Keywords

Sınıf iklimi Sınıf İklimi Envanteri uyarlama geçerlik güvenirlik

References

  • Acarbay, F. Y. (2006). Kapsamlı Okul İklimini Değerlendirme Ölçeği’nin (ÖğrenciFormu) Türkçe dilsel eşdeğerlik, güvenirlik ve geçerlik çalışması. Yayınlanmamış yüksek lisans tezi, Yeditepe Üniversitesi, İstanbul.
  • Adelman, H. S. & Taylor, L. (2005). Classroom climate. In S. W. Lee, P. A. Lowe, & E. Robinson (Eds.), Encyclopedia of school psychology (pp. 88-90). Thousand Oaks, CA: Sage.
  • Anderson, J. C. & Gerbing, D. W. (1984). The effect of sampling error on convergence, improper solutions, and goodness-of-fit indices for maximum likelihood confirmatory factor analysis. Psychometrika, 49(2), 155-173. doi: 10.1007/BF02294170
  • Bartlett, M. S. (1954). A note on the multiplying factors for various chi-square approximations. Journal of the Royal Statistical Society, 16(Series B), 296-298.
  • Bayar, Y. (2010). Okul sosyal iklimi ile geleneksel ve sanal zorbalık arasındaki ilişkiler: Genellenmiş akran algısının aracı rolü. Yayınlanmamış yüksek lisans tezi, Hacettepe Üniversitesi, Ankara.
  • Beaton, D. E., Bombardier, C., Guillemin, F., & Ferraz, M. B. (2000). Guidelines for the process of cross-cultural adaptation of self-report measures. Spine, 25(24), 3186-3191.
  • Bryant, V. C., Shdaimah, C., Sander, R. L., & Cornelius, L. J. (2013). School as haven: Transforming school environments into welcoming learning communities. Children and Youth Services Review, 35, 848-855. doi: 10.1016/j.childyouth.2013.02.001
  • Cemalcilar, Z. (2010). Schools as socialisation contexts: Understanding the impact of school climate factors on students’ sense of school belonging. Applied Psychology: An International Review, 59(2), 243-272. doi: 10.1111/j.1464-0597.2009.00389.x
  • Chionh, Y. H. & Fraser, B. J. (2009). Classroom environment, achievement, attitudes and self-esteem in geography and mathematics in Singapore. International Research in Geographical and Environmental Education, 18(1), 29-44. doi: 10.1080/10382040802591530
  • Cohen, J., McCabe, E. M., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111(1), 180-213.
  • Cole, D. A. (1987). Utility of confirmatory factor analysis in test validation research. Journal of Consulting and Clinical Psychology, 55, 1019-1031. doi: 10.1037/0022-006X.55.4.584
  • Curran, P. J., West, S. G., & Finch, J. F. (1996). The robustness of test statistics to nonnormality and specification error in confirmatory factor analysis. Psychological Methods, 1(1), 16-29. doi: 10.1037/1082-989X.1.1.16
  • Çalık, T. ve Kurt, T. (2010). Okul İklimi Ölçeği’nin (OİÖ) geliştirilmesi. Eğitim ve Bilim, 35(157), 167-180.
  • Çetinkaya Yıldız, E. ve Hatipoğlu Sümer, Z. (2010). Saldırgan davranışlarını yordamada çevresel risk, çevresel güvenlik ve okul iklimi algısı. Türk Psikolojik Danışma ve Rehberlik Dergisi, 4(34), 161-173.
  • Derosier, M. E. & Newcity, J. (2005). Students’ perceptions of the school climate. Journal of School Violence, 4(3), 3-19. doi:10.1300/J202v04n03_02
  • Dwyer, K. K., Bingham, S. G., Carlson, R. E., Prisbell, M., Cruz, A. M., & Fus, D. A. (2004). Communication and connectedness in the classroom: Development of the Connected Classroom Climate Inventory. Communication Research Reports, 21(3), 264-272. doi: 10.1080/08824090409359988
  • Evans, I. M., Harvey, S. T., Buckley, L., & Yan, E. (2009). Differentiating classroom climate concepts: Academic, management, and emotional environments. Kotuitui: New Zealand Journal of Social Sciences Online, 4(2), 131-146. doi: 10.1080/1177083X.2009.9522449
  • Flanagan, C. A. & Stout, M. (2010). Developmental patterns of social trust between early and late adolescence: Age and school climate effects. Journal of Research on Adolescence, 20(3), 748-773. doi: 10.1111/j.1532-7795.2010.00658.x
  • Fraser, B. J. (1998). Classroom environment instruments: Development, validity, and applications. Learning Environments Research, 1, 7-33.
  • Fraser, B. J. (2012). Classroom learning environments: Retrospect, context and prospect. In B. J. Fraser, K. G. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education (pp. 1191-1239). London: Springer.
  • Gillen, A., Wright, A., & Spink, L. (2011). Student perceptions of a positive climate for learning: A case study. Educational Psychology in Practice: Theory, Research and Practice in Educational Psychology, 27(1), 65-82. doi: 10.1080/02667363.2011.549355
  • Hambleton, R. K. (2005). Issues, designs, and technical guidelines for adapting tests into multiple languages and cultures. In R. K. Hambleton, P. F. Merenda, & C. D. Spielberger (Eds.), Adapting educational and psychological tests for cross-cultural assessment (pp. 3-38). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Haynes, N. M., Emmons, C., & Ben-Avie, M. (1997). School climate as a factor in student adjustment and achievement. Journal of Educational and Psychological Consultation, 8(3), 321-329. doi: 10.1207/s1532768xjepc0803_4
  • Jia, Y., Way, N., Ling, G., Yoshikawa, H., Chen, X., Hughes, D., et al. (2009). The influence of student perceptions of school climate on socioemotional and academic adjustment: A comparison of Chinese and American Adolescents. Child Development, 80(5), 1514-1530. doi: 10.1111/j.1467-8624.2009.01348.x.
  • Johnson, D. W., Johnson, R., & Anderson, D. (1983). Social interdependence and classroom climate. The Journal of Psychology, 114, 135-142. doi: 10.1080/00223980.1983.9915406
  • Kaiser, H. F. (1960). The application of electronic computers to factor analysis. Educational and Psychological Measurement, 20, 141-151. doi: 10.1177/001316446002000116
  • Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31-36. doi: 10.1007/BF02291575
  • Kapıkıran-Acun, N. & Kapıkıran, Ş. (2011). School Climate Inventory: Exploratory and confirmatory factor analysis and reliability-validity. Eurasian Journal of Educational Research, 42, 117-134.
  • Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York: Guilford Press.
  • Kuperminc, G. P., Leadbeater, B. J., Emmons, C., & Blatt, S. J. (1997). Perceived school climate and difficulties in the social adjustment of middle school students. Applied Developmental Science, 1(2), 76-88. doi: 10.1207/s1532480xads0102_2
  • 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(3), 391-410. doi: 10.1037/0033-2909.103.3.391
  • Modin, B. & Östberg, V. (2009). School climate and psychosomatic health: A multilevel analysis. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 20(4), 433-455. doi: 10.1080/09243450903251507
  • Muthen, L. K. & Muthen, B. O. (2002). How to use a monte carlo study to decide on sample size and determine power. Structural Equation Modeling: A Multidisciplinary Journal, 9(4), 599-620. doi: 10.1207/S15328007SEM0904_8
  • Özbay, Y. ve Şahin, M. (2000). Empatik Sınıf Atmosferi Ölçeği (ESATÖ): Geçerlik ve güvenirlik çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 19, 104-113.
  • Pierce, C. (1994). Importance of classroom climate for at-risk learners. The Journal of Educational Research, 88(1), 37-42. doi: 10.1080/00220671.1994.9944832
  • Ruus, V-R., Veisson, M., Leino, M., Ots, L., Pallas, L., Sarv, E-S., et al. (2007). Students’ well-being, coping, academic success, and school climate. Social Behavior and Personality, 35(7), 919-936.
  • Ryan, A. M. & Patrick, H. (2001). The classroom social environment and changes in adolescents’ motivation and engagement during middle school. American Educational Research Journal, 38(2), 437-460. doi: 10.3102/00028312038002437
  • Samdal, O., Wold, B., & Bronis, M. (1999). Relationship between students’ perceptions of school environment, their satisfaction with school and perceived academic achievement: An international study. School Effectiveness and School Improvement: An International Journal of Research,Policy and Practice, 10(3), 296-320. doi: 10.1076/sesi.10.3.296.3502
  • Sarı, M. (2011). Lise Yaşam Kalitesi Ölçeği’nin geçerlik ve güvenirlik çalışması. Ç.Ü. Sosyal Bilimler Enstitüsü Dergisi, 20(3), 253-266.
  • Sarı, M. (2012). Okul yaşamının değerlendirilmesi: Okul Yaşam Kalitesi Ölçeği’nin güvenirlik ve geçerliği. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 42, 344-355.
  • Sarı, M., Ötünç, E. ve Erceylan, H. (2007). Liselerde okul yaşam kalitesi: Adana ili örneği. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 13(50), 297-320.
  • Satorra, A. & Bentler, P. M. (1994). Corrections to test statistics and standard errors in covariance structure analysis. In A. von Eye & C. C. Clogg (Eds), Latent variables analysis: Applications for developmental research (pp. 399-419). Thousand Oaks, CA: Sage.
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There are 60 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Ali Sağkal

Zekavet Topçu Kabasakal

Abbas Türnüklü

Publication Date November 6, 2015
Published in Issue Year 2015 Volume: 14 Issue: 4

Cite

APA Sağkal, A., Topçu Kabasakal, Z., & Türnüklü, A. (2015). Türkçe’ye Uyarlanan Sınıf İklimi Envanteri’nin (SİE) Psikometrik Özellikleri. İlköğretim Online, 14(4), 1179-1192. https://doi.org/10.17051/io.2015.30422
AMA Sağkal A, Topçu Kabasakal Z, Türnüklü A. Türkçe’ye Uyarlanan Sınıf İklimi Envanteri’nin (SİE) Psikometrik Özellikleri. İOO. November 2015;14(4):1179-1192. doi:10.17051/io.2015.30422
Chicago Sağkal, Ali, Zekavet Topçu Kabasakal, and Abbas Türnüklü. “Türkçe’ye Uyarlanan Sınıf İklimi Envanteri’nin (SİE) Psikometrik Özellikleri”. İlköğretim Online 14, no. 4 (November 2015): 1179-92. https://doi.org/10.17051/io.2015.30422.
EndNote Sağkal A, Topçu Kabasakal Z, Türnüklü A (November 1, 2015) Türkçe’ye Uyarlanan Sınıf İklimi Envanteri’nin (SİE) Psikometrik Özellikleri. İlköğretim Online 14 4 1179–1192.
IEEE A. Sağkal, Z. Topçu Kabasakal, and A. Türnüklü, “Türkçe’ye Uyarlanan Sınıf İklimi Envanteri’nin (SİE) Psikometrik Özellikleri”, İOO, vol. 14, no. 4, pp. 1179–1192, 2015, doi: 10.17051/io.2015.30422.
ISNAD Sağkal, Ali et al. “Türkçe’ye Uyarlanan Sınıf İklimi Envanteri’nin (SİE) Psikometrik Özellikleri”. İlköğretim Online 14/4 (November 2015), 1179-1192. https://doi.org/10.17051/io.2015.30422.
JAMA Sağkal A, Topçu Kabasakal Z, Türnüklü A. Türkçe’ye Uyarlanan Sınıf İklimi Envanteri’nin (SİE) Psikometrik Özellikleri. İOO. 2015;14:1179–1192.
MLA Sağkal, Ali et al. “Türkçe’ye Uyarlanan Sınıf İklimi Envanteri’nin (SİE) Psikometrik Özellikleri”. İlköğretim Online, vol. 14, no. 4, 2015, pp. 1179-92, doi:10.17051/io.2015.30422.
Vancouver Sağkal A, Topçu Kabasakal Z, Türnüklü A. Türkçe’ye Uyarlanan Sınıf İklimi Envanteri’nin (SİE) Psikometrik Özellikleri. İOO. 2015;14(4):1179-92.

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