ÇOCUĞUN GÜVEN TEMELLİ DAVRANIŞLARI VE DUYGU DÜZENLEMESİ DERECELENDİRME ÖLÇEĞİ ÖĞRETMEN FORMUNUN TÜRK KÜLTÜRÜNE UYARLAMA ÇALIŞMASI

Abstract

Bu çalışmada Çocuğun Güven Temelli Davranışları ve Duygu Düzenlemesi Derecelendirme Ölçeği Öğretmen Formu’nun Türk kültürüne uyarlama çalışmasının gerçekleştirilmesi amaçlanmaktadır. Araştırmanın çalışma grubunu 48-72 aylık 295 çocuk oluşturmaktadır. 59 öğretmen çocuklar için ölçek uyarlama çalışmasına katılmıştır. Elde edilen veriler ile geçerlilik çalışmalarında öncelikle yapı geçerliliği çalışması kapsamında doğrulayıcı faktör analizi (DFA) gerçekleştirilmiştir. DFA sonuçlarına göre ölçeğin 28 maddeli ve iki faktörlü yapısı herhangi bir değişikliğe gerek olmadan kabul edilmiştir. Ölçüt bağıntılı geçerlilik çalışmasında odaklanılan ölçekler ile referans ölçekler arasında yüksek düzeyde kolerasyon bulunduğu belirlenmiştir. Güvenilirlik çalışmasında ise ölçeğin Cronbach alpa değeri ,970 olarak tespit edilmiştir. Test tekrar test güvenilirliğinde ise iki uygulama arasında yüksek düzeyde kolerasyon saptanmıştır. Elde edilen bulgular ile ölçeğin Türk kültüründe geçerli ve güvenilir bir değerlendirme aracı olduğu sonucuna ulaşılmıştır.

Keywords

• Duygu Düzenleme
• Güven Temelli İlişki
• Geçerlilik
• Güvenilirlik

Supporting Institution

YOK

Project Number

YOK

A STUDY ON THE ADAPTATION OF THE TEACHERS’ RATINGS OF CHILD SECURE BASE BEHAVIOUR AND EMOTION REGULATION SCALE INTO TURKISH CULTURE

Abstract

The goal of this study is to adapt the Teachers’ Ratings of Child Secure Base Behaviour and Emotion Regulation Scale into Turkish culture. The research group of the study included 295 children aged from 48 to 72 months. A total of 59 teachers participated in the adaptation study for the children. Data obtained were firstly used for confirmatory factor analysis in the scale validity test. According to the CFA results, a 28-item and two-factor structure of the scale was accepted with no need for any amendments. Strong significance was found between the reference scales and the scales on which the criterion-related validity test focused. The Cronbach’s alpha value of the scale was found to be .970 in the reliability test. A strong correlation was found between the two applications in the test re-test stage. The study findings reveal that the scale is a valid and reliable assessment tool for Turkish culture.

Keywords

• Emotional Regulation
• Secure Base Relation
• Validity
• Reliability

Project Number

YOK

References

1. Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S. (1978). Patterns of attachment: A psychological study of the strange situation, Psychology: New York.
2. Asi, D. Ş., & Karabay, Ş. O. (2018). Öğrenci-öğretmen ilişki ölçeği-kısa formunun Türkçe’ye uyarlanması. Ege Eğitim Dergisi, 19(1), 67-82. https://doi.org/10.12984/egeefd.322358
3. Baker, J. A. (1999). Teacher-student interaction in urban at-risk classrooms: Differential behavior, relationship quality, and student satisfaction with school. The Elementary School Journal, 100(1), 57-70. https://doi.org/10.1086/461943
4. Batum, P., & Yagmurlu, B. (2007). What counts in externalizing behaviors? The contributions of emotion and behavior regulation. Current Psychology, 25, 272-294.
5. Baumgartner, H., & Homburg, C. (1996). Applications of structural equation modeling in marketing and consumer research: A review. International Journal of Research in Marketing, 13(2), 139-161. https://doi.org/10.1016/0167-8116(95)00038-0
6. Bayram, N. (2010). Yapısal eşitlik modellemesine giriş, Ekin Kitabevi, Bursa.
7. Batum, P., & Yagmurlu, B. (2007). What counts in externalizing behaviors? The contributions of emotion and behavior regulation. Current Psychology: Developmental• Learning• Personality• Social, 25, 272-294.
8. Behling, O., & Law, S. K. (2019). Ölçeklerin ve diğer ölçme araçlarının uyarlanması problemler ve çözümler. (Çev Edt. Özer, A.). Anı Yayıncılık: Ankara.

9. Berk, E. L. (2013). Bebekler ve çocuklar: doğum öncesinden orta çocukluğa. Erdoğan,I.N., (Çev. Ed.),(Basım 7), (164-266-278),Nobel Akademik: Ankara.
10. Blair, C., & Diamond, A. (2008). Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Development and Psychopathology, 20(3), 899-911. https://doi.org/10.1017/S0954579408000436
11. Beyazkürk, D. (2005). Biriktirilmiş olumlu deneyimler (Banking Time) müdahale programının okulöncesi öğrenci öğretmen ilişkileri üzerindeki etkisi. Ege Üniversitesi Sosyal Bilimler Enstitüsü, Doktora Tezi, İzmir.
12. Bowlby, J. (1969). Attachment and loss, Vol. 1: Attachment, New York: Basic Books.
13. Bowlby, J. (1977). The making and breaking of affectional bonds. I: Aetiology and psychopathology in the light of attachment theory II: Someprinciples of psychotherapy. British Journal of Psychiatry, 130.
14. Bowlby, j. (1980). Attachment and loss, loss sadness and depression. Volume III, A Member of the Perseus Books Group, New York.
15. Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York: Guilford.
16. Büyüköztürk, Ş. (2019). Sosyal bilimler için veri analizi kitabı: İstatistik, araştırma deseni SPSS uygulamaları ve yorum. (25. Basım). Pegem Akademi: Ankara.
17. Byrt, T., Bishop, J., & Carlin, J. B. (1993). Bias, prevalence and kappa. Journal of Clinical Epidemiology, 46(5), 423-429. https://doi.org/10.1016/0895-4356(93)90018-V
18. Cole, P. M., Martin, S. E., & Dennis, T. A. (2004). Emotion regulation as a scientific construct: Methodological challenges and directions for child development research. Child Development, 75(2), 317-333. https://www.jstor.org/stable/3696638
19. Collie, R. J., Shapka, J. D., & Perry, N. E. (2011). Predicting teacher commitment: The impact of school climate and social–emotional learning. Psychology in the Schools, 48(10), 1034-1048. https://doi.org/10.1002/pits.20611
20. Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297-334.
21. Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2021). Sosyal Bilimler İçin Çok Değişkenli İstatistik SPSS ve LISREL Uygulamaları [Multivariate Statistics SPSS and LISREL Applications for Social Sciences] (6th ed.). Ankara: Pegem Akademi.
22. Denham, S. A., Bassett, H. H., Zinsser, K., & Wyatt, T. M. (2014). How preschoolers' social–emotional learning predicts their early school success: Developing theory‐promoting, competency‐based assessments. Infant and Child Development, 23(4), 426-454. https://doi.org/10.1002/icd.1840
23. Denham, S. A., & Weissberg, R. P. (2004). Social-emotional learning in early childhood: What we know and where to go from here. InE. Chesebrough, P. King, TP Gullota, & M. Bloom (Eds.), A Blueprint for the Promotion of Prosocial Behavior in Early Childhood (pp. 1351). New York: Kluwer/Plenum.
24. Denollet, J., Nyklìček, I., & Vingerhoets, A. J. (2008). Introduction: Emotions, emotion regulation, and health. In Emotion Regulation (pp. 3-11). Springer, Boston, MA.
25. Devellis, R. F. (2016). Scale development: Theory and applications (4th ed.). Sage publications.
26. Dias, P., Soares, I., & Freıre, T. (2004). Percepçöo do comportamento de vinculaçao da criança aos 6 anos: construçao de uma escala para professores. Rey. Porl. Educ. 7, 191-207. https://hdl.handle.net/1822/70322
27. Drake, K., Belsky, J., & Fearon, R. M. (2014). From early attachment to engagement with learning in school: the role of self-regulation and persistence. Developmental Psychology, 50(5), 1350-1361. https://doi.org/10.1037/a0032779
28. Driscoll, K., & Pianta, R. C. (2011). Mothers' and Fathers' Perceptions of Conflict and Closeness in Parent-Child Relationships during Early Childhood. Journal of Early Childhood & Infant Psychology, (7), 1-24.
29. Ecirli, H., & Ogelman, H. G. (2015). Validity-reliability study of the scale of emotion regulation strategies for children aged five-six. International Peer-Reviewed Journal of Humanities and Academic Science, 13(4), 85-100.
30. Erkuş, A. (2021). Davranış bilimleri için bilimsel araştırma süreci. Seçkin Yayıncılık: Ankara. ISBN: 9789750267680
31. Erkuş, A., & Servi, H. (2019). Psikolojide ölçme araçlarının uyarlanması. Psikolojide ölçme ve ölçek geliştirme III: Ölçek Uyarlama ve Norm Geliştirme. Pegem Akademi: Ankara. ISBN: 978-605-241-659-4.
32. Garnefski, N., Rieffe, C., Jellesma, F., Terwogt, M.M. & Kraaij, V. (2007). Cognitive emotion regulation strategies and emotional problems in 9-11-year-old children: The development of an instrument. European Child & Adolescent Psychiatry, 16(1), 1–9.
33. Gross, J. J. (2002). Emotion regulation: Affective, cognitive, and social consequences. Psychophysiology, 39(3), 281-291. https://doi.org/10.1017/S0048577201393198
34. Gross, J. J. (2013). Emotion regulation: taking stock and moving forward. Emotion, 13(3), 359-365. https://doi.org/10.1037/a0032135
35. Gross, J. J., Rıchards, J. M., & John, O. P. (2006). Emotion regulation in everyday life. chromeextension://efaidnbmnnnibpcajpcglclefindmkaj/viewer.html?pdfurl=https%3A%2F%2Fmedia.rickhanson.net%2FPapers%2FEmotRegDaily%2520Life.pdf&clen=1338308&chunk=true (08.02.2022).
36. Gust, N. (2014). Emotionsregulationsstrategien im Vorschulalter: Wissen über Emotionsregulationsstrategien und Zusammenhänge zu Kognition und Sozialverhalten (Doctoral dissertation, Universität Bremen).
37. Hazan, C., & Shaver, P. R. (1987). Romantic love conceptualized as an attachment process. Journal of Personality and Social Psychology, 52(3),511-524.
38. Hazan, C., & Shaver, P. R. (1994). Attachment as an organizational framework forresearch on close relationships. Psychological Inquiry, 5(1), 1-22. https://doi.org/10.1207/s15327965pli0501_1
39. Howes, C., Matheson, C. C., & Hamilton, C. E. (1994). Maternal, teacher, and child care history correlates of children's relationships with peers. Child Development, 65(1), 264-273. https://doi.org/10.2307/1131380
40. Hu, L.-T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55.
41. Hughes, J. N., & Cavell, T. A. (1999). Influence of the teacher-student relationship in childhood conduct problems: A Prospective Study. Journal of Clinical Child Psychology, 28(2), 173-184.
42. Izard, C. E. (1991). The psychology of emotions. Springer Science & Business Media.
43. Jöreskog, K. G., & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Scientific software international.
44. Kelloway, E.K. (1998) Using LISREL for Structural Equation Modeling: A Researcher's Guide. Thousand Oaks, CA: Sage.
45. Kline, P. (2014). An easy guide to factor analysis. New York: Routledge.
46. Koole, S. L. (2010). The psychology of emotion regulation: An integrative review (pp. 138-177). Psychology Press.
47. Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel Psychology, 28(4), 563-575.
48. Pianta, R. C. (1994). Patterns of relationships between children and kindergarten teachers. Journal of School Psychology, 32(1), 15-31.
49. Pianta, R. C. (1999). Enhancing relationships between children and teachers. American Psychological Association. https://doi.org/10.1037/10314-000
50. Pianta, R. C. (2001). Students, teachers and relationship support: Professional manual. U.S.A.: Psychological Assessment Resources, Inc.
51. Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of school. School Psychology Review, 33(3), 444-458.
52. Ramani, G. B., Brownell, C. A., & Campbell, S. B. (2010). Positive and negative peer interaction in 3-and 4-year-olds in relation to regulation and dysregulation. The Journal of Genetic Psychology, 171(3), 218-250. https://doi.org/10.1080/00221320903300353
53. Roscoe, J.T. (1975) Fundamental Research Statistics for the Behavioural Sciences, 2nd edition. New York: Holt Rinehart & Winston.
54. Sala, M. N., Pons, F., & Molina, P. (2014). Emotion regulation strategies in preschool children. British Journal of Developmental Psychology, 32(4), 440-453. https://doi.org/10.1111/bjdp.12055
55. Schumacker, R. E., & Lomax, R. G. (2010). A beginners guide to structural equation modeling. New York: Routledge.
56. Seçer, İ., Halmatov, S., & Gençdoğan, B. (2013). Duygusal tepkisellik ölçeğinin Türkçeye uyarlanması: güvenirlik ve geçerlilik çalışması. Sakarya University Journal of Education, 3(1), 77-89.
57. Shields, A., & Cicchetti, D. (1997). Emotion regulation among school-age children: the development and validation of a new criterion Q-sort scale. Developmental Psychology, 33(6), 906. https://doi.org/10.1037/0012-1649.33.6.906
58. Sümer, N. (2000). Yapisal Eşitlik Modelleri: Temel Kavramlar ve Örnek Uygulamalar [Structural Equation Modeling: Basic Concepts and Applications]. Türk Psikoloji Yazilari, 3(6), 49–74.
59. Şeker, H., & Gençdoğan, B. (2020). Psikolojide ve eğitimde ölçme aracı geliştirme (2. Basım) Ankara: Nobel Yayınları.
60. Tabachnick, B. & Fidell, L. (2001). Using multivariate statistics. Needham Heights: Allyn & Bacon.
61. Tarullo, A. R., Obradovic, J., & Gunnar, M. R. (2009). Self-control and the developing brain. Zero to Three, 29(3), 31-37.
62. Thompson, R. A. (1994). Emotion regulation: A theme in search of definition. Monographs of the Society for Research in Child Development, 25-52.
63. Trentacosta, C. J., Izard, C. E., Mostow, A. J., & Fine, S. E. (2006). Children's emotional competence and attentional competence in early elementary school. School Psychology Quarterly, 21(2), 148-170. https://doi.org/10.1521/scpq.2006.21.2.148
64. Turan, O. (2020). Çocuklarda bilişsel duygu düzenleme stratejileri farkındalık programının geliştirilmesi ve değerlendirilmesi (Master's thesis, Kocaeli Üniversitesi, Sosyal Bilimler Enstitüsü).
65. Waters, E., Wippman, J., & Sroufe, L. A. (1979). Attachment, positive affect, and competence in the peer group: Two studies in construct validation. Child Development, 821-829.
66. Werner, K., & Gross, J. J. (2010). Emotion regulation and psychopathology: A conceptual framework. In A. M.
67. Kring & D. M. Sloan (Eds.), Emotion Regulation and Psychopathology: A Transdiagnostic Approach to Etiology and Treatment (pp. 13–37). The Guilford Press.
68. Yılmaz, H., & Zembat, R. (2021). Okul Öncesi Duygu Düzenleme Ölçeği’nin geçerlik ve güvenirlik çalışması. Erken Çocukluk Çalışmaları Dergisi, 5(2), 526-551.