ORTAOKUL ÖĞRENCİLERİNE YÖNELİK SOSYAL SORUMLULUK ÖLÇEĞİ'NİN GELİŞTİRİLMESİ

Öz

Günümüzde bireylerden yalnızca kişisel sorumluluklarını yerine getirmeleri değil, sosyal sorumluluk bilinci ile hareket etmeleri de beklenmektedir. Dolayısıyla bireylerin sosyal sorumluluk sahibi vatandaşlar olarak yetiştirilmesine yönelik yapılan araştırmalar bu beklentinin karşılanması için önemli görülmektedir. Araştırmaların gerçekleştirilmesi için bir takım özelliklere sahip veri toplama araçlarına gereksinim duyulmaktadır. Araştırmacıların kullandığı veri toplama araçlarından birisi de ölçeklerdir. Alanyazın incelendiğinde ortaokul öğrencileri için geliştirilen sosyal sorumluluk ölçeğine rastlanılamamıştır. Bu gereksiniminden hareketle bu araştırmada ortaokul öğrencilerine yönelik geçerli ve güvenilir bir sosyal sorumluluk ölçeğinin geliştirilmesi amaçlanmıştır. Ölçeğin geliştirilmesinde likert yöntemi benimsenmiş, madde havuzu oluşturulmuş, maddeler uzman görüşüne sunulmuş ve Lawshe Tekniği ile analiz edilerek kapsam geçerliği çalışması yapılmıştır. Ölçeğin yapı geçerliğini belirlemek için açımlayıcı ve doğrulayıcı faktör analizi yapılmıştır. Açımlayıcı faktör analizinde AFA temel bileşenler analizi ve oblimin döndürme işlemi uygulanmıştır. AFA sonucunda ortaya çıkan yapıyı doğrulamak için doğrulayıcı faktör analizi DFA yapılmıştır. DFA’da, modifikasyon yapıldıktan sonra uyum indekslerinin kabul edilebilir düzeyin üstünde olduğu görülmüştür. Diğer yandan ölçeğin güvenirliği için Cronbach’s Alpha değeri ve test-tekrar test yöntemi kullanılarak Pearson Korelasyon Katsayısı hesaplanmıştır. Sonuç olarak ortaokul öğrencileri için 4 faktörlü, 17 maddeli geçerli ve yüksek düzeyde güvenilir Sosyal Sorumluluk Ölçeği geliştirilmiştir. Araştırmacılar Sosyal Sorumluluk Ölçeği’nden deneme modelinde gerçekleştirecekleri çalışmalarında ve öğrencilerin sosyal sorumluluk düzeyleri ile belirleyecekleri değişkenler arasındaki ilişkiyi araştırmak amacıyla yararlanabilirler.

Anahtar Kelimeler

• Sosyal sorumluluk,Ölçek,Geçerlik,Güvenirlik

Development of Social Responsibility Scale for Secondary School Students

Abstract

In the contemporary world individuals are expected not only to fulfill their personal responsibilities but also to act with social responsibility. It is thus important to conduct research about how to educate individuals to be socially responsible in order to meet this expectation. In order to carry out this research, data collection tools with specific characteristics are required. One data collection tool often used by the researchers is the scale. When the literature was examined, a scale assessing social responsibility specifically developed for secondary school students could not be found. As a result, this study aimed to develop a valid and reliable Social Responsibility Scale for secondary school students. The Likert method was adopted in the development of the scale: an item pool was created, the items were subjected to expert opinion and analyzed using Lawshe’s method, and a content validity study was conducted. Exploratory and confirmatory factor analyses were performed to determine the construct validity of the scale. In the exploratory factor analysis EFA , the principal components analysis and oblimin rotation were applied. Confirmatory factor analysis CFA was performed to confirm the structure resulting from the EFA. After modification, the fit indices were found to be above the acceptable level. The Pearson Correlation Coefficient was calculated using the Cronbach's alpha value and the test-retest method for reliability of the scale. As a result, a 4- factor, 17-item valid and highly reliable Social Responsibility Scale was developed for secondary school students. Researchers can use the Social Responsibility Scale to investigate the relationship between students' levels of social responsibility and the variables determined in their experimental studies.

Keywords

• Social responsibility, Scale, Validity, Reliability

References

1. Akbulut, Y. (2011). SPSS Applications in Social Sciences: Frequently Used Statistical Analyzes and Explanations SPSS Analysis. Istanbul: Ideal Kultur.
2. Aktepe, V. (2010). Effectiveness of “Benevolence” Value On Activity-based Teaching and Students' Attitudes in 4th Grade Social Studies Course in Primary Education. PhD Thesis , Gazi University Institute of Educational Sciences , Ankara.
3. Alpar, R. (2012). Applied statistics and validity-reliability with examples from sports, health and education sciences: with analysis steps in SPSS. Ankara: Detay Yayincilik.
4. Argon, T. ve Demirer, S. (2017). Perceptions of school administrators about social responsibility and organizational identity. The Journal of Academic Social Science Studies, 58, 1-24. http://dx.doi.org/10.9761/JASSS7016.
5. Baser, E. N. ve Kilinc, E. (2015). Global Social Responsibility Scale: Validity and Reliability Study. Sakarya University Journal of Education, 5(3), 75-89. http://dx.doi.org/10.19126/suje.57328.
6. Berman, S. (1990). Educating for Social Responsibility. Educational Leadership, 75, 75-80.
7. Bolat, Y. (2013).A Value Measurement Tool: Multidimensional Social Values Scale. Turkish Journal of Education, 2(4), 13.27.
8. Bora, E. ve Baysan, L. (2007). Psychometric Properties of Empathy Scale-Turkish Form in University Students. Bulletin of Clinical Psychopharmacology, 19, 39-47.

9. Buyukozturk, S. (2014). Data Analysis Handbook For Social Sciences: Statistics, Research Pattern, SPSS Applications and Interpretation (Expanded 19th Edition). Ankara: Pegem Akademi.
10. Chomeya, R. (2010). Quality of Psychology Test Between Likert Scale 5 and 6 Points. Journal of Social Sciences, 6(3), 399-403.
11. Cevik, A. (2012). Voluntary Motivation Inventory: Adaptation To Turkish Population. Unpublished Master's Thesis, Ankara University,Health Sciences Institute, Ankara.
12. Cokluk, O., Sekercioglu, G. ve Buyukozturk, S. (2018). Multivariate Statistical SPSS and LISREL Applications For Social Sciences. Pegem Akademi: Ankara.
13. Deveci, H. ve Eryilmaz, O. (2017). Social Responsibility In Teaching Social Studies. Turan, R. ve Akdag, H. (Ed.), New Approaches In Teaching Social Studies III (p. 95-114). Ankara: Pegem Akademi.
14. Droms, C. and Stephen, S. K. (2015). Examining the Effectiveness of Social Responsibility Courses in Higher Education. Journal of Learning In Higher Education, 11(2), 15-21.
15. Erarslan, L. (2011).Development of Individual Social Responsibility Scale (SRS): Validity and Reliability Study. Journal of Social Policy Studies, 24(24), 81-91.
16. Ercan, B. (2009). Social responsibility understanding and practices of secondary school teachers: The case of Antalya. Unpublished Master’s Thesis, Akdeniz Universisty , Institute of Social Sciences, Antalya.
17. Filiz, B. ve Demirhan, G. (2015). Adaptation of Individual and Social Responsibility Scale (ISR-S) to Turkish language. Journal of Sport Sciences , 26(2), 51-64.
18. Garland, R. (1991). The mid-point on a rating scale: is it desirable? Marketing Bulletin, 2, 66-70.
19. Gordon, M. C. (2004). The role of parenting styles in the development of social responsibility. Doctoral dissertation, George Fox University, Graduate School of Clinical Psychology, Oregon, USA.
20. Hu, L. T ve 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.
21. Karagoz, Y. (2017). SPSS and AMOS Applied Scientific Research Methods and Publication Ethics. Ankara: Nobel Yayincilik.
22. Kaya, B. ve Colakoglu, O. M. (2015).Empathy Level Determination Scale Adaptation Study. İnönü University, Faculty of Education Journal , 16 (1), 17-30. http://dx.doi.org/10.17679/iuefd.16127895.
23. Kaya, M. ve Dogan, U. (2014).Student Responsibility: Scale Development, Reliability and Validity Study. Journal of European Education, 4(1), 11-18.
24. Kaynak, S. , Ozhan, M. B. ve Kan, A. (2017). School Motivation Scale Development Study For Secondary School Students. Turkish Studies, 12(4), 293-312. http://dx.doi.org /10.7827/TurkishStudies.11336.
25. Lawshe, C. H. (1975). A quantitative approach to content validity. Personal Psychology, 28(4), 563-575.
26. Liu, B., Liu, Z. and Chen, L. (2017). Development of a social responsbility scale for Chinese university students. Current Psychology, 1-6. https://doi.org/10.1007/s12144-017-9743-0.
27. McDonough, M. H. , Ullrich-French, S., Anderson-Butcher, D., Amorose, A. J. And Riley, A. (2013). Social responsibility among low-income in physical activity-based positive youth development programs: scale development and associations with social relationships. Journal of Applied Sport Psyschology, 25, 431-447. https://doi.org/10.1080/10413200.2012.751563.
28. MoNE (1973). Basic Law of National Education. Accessed from http://www.mevzuat.gov.tr/MevzuatMetin/1.5.1739.pdf (12.07.2018 ).
29. MoNE (2018). For Parents: What Awaits Your Child in the Curriculum? Accessed from http://mufredat.meb.gov.tr/Veliler.aspx (12.07.2018 )
30. Ozen, Y. (2013). Developing a Sense of Responsibility and Behavior Scale: Reliability and Validity. Gumushane University , Electronic Journal of Social Sciences, 7, 434-357.
31. Pallant, J. (2015). SPSS User Guide: Step-by-step Data Analysis with SPSS. (Trans.: S. Balci ve B. Ahi). Ankara: Ani Yayincilik.
32. Soetanto, R., Mullins, A. and Achour, N. (2017). The perceptions of social responsibility for community resilience to flooding: the impact of past experience, age, gender and ethnicity. Nat Hazards, 86, 1105-1126. https://doi.org/10.1007/s11069-016-2732- z.
33. Sumer, N. (2000). Structural Equation Models: Basic Concepts and Applications. Turkish Psychology Articles, 3(6), 49-74.
34. Sengun, M. ve Kaya, M. (2007). Moral Maturity Scale: Validity and Reliability Study. Ondokuz Mayıs University Journal of Theology Faculty, 24, 51-64.
35. Tabachnick, G. B. ve Fidell, L. S. (2001). Using multivariate statistics (4th Ed.). Boston: Allyon and Bacon Press.
36. Tavsancil, E. (2014). Tutumların ölçülmesi ve SPSS ile veri analizi (5. Basım). Ankara: Nobel Yayincilik.
37. TEGV (2012). TEGV volunteering research https://www.tegv.org/arsiv/i/Assets/pdf/Arastirmalar/TEGVGonullulukArastirm alari.pdf (accessed on 24.12.2017).
38. Tekindal, S. (2015). Creating a Tool For Measuring Affective Properties. Ankara: Pegem Akademi.
39. Tongo, C. I. (2015). Social responsibility, quality of work life and motivation to contribute in the nigerian society. Journal of Business Ethics, 126(2), 219,233. https://doi.org/10.1007/s10551-013-1940-7.
40. Wang, Y. (2003). Social responsibility and intellectual development as outcomes of service- learning courses. Doctoral dissertation, The Ohio State University, the Graduate School of Education, Ohio, USA.
41. Yasar, M. (2014). Statistical Attitude Scale: Validity and Reliability Study. Pamukkale University Journal of Faculty of Education, 36 (2), 59-75.
42. Yildiz, D. Ve Uzunsakal, E. (2018). Comparison of Reliability Tests In Field Research and an Application on Agricultural Data. Journal of Applied Social Sciences, 2 (1), 14-28.
43. Yurdugul, H. (2005, Eylul). Using Scope Validity Indices For Scope Validity In Scale
44. Development Studies. XIV. Paper presented at the National Educational Sciences Congress, Pamukkale University, Denizli. Access address
45. http://yunus.hacettepe.edu.tr/~yurdugul/3/indir/PamukkaleBildiri.pdf.