Research Article
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İLKOKUL ÇOCUKLARI İÇİN OKUL MUTLULUĞU ÖLÇEĞİ’NİN (İÇİOMÖ) GELİŞTİRİLMESİ: GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI

Year 2021, Volume: 50 Issue: 231, 111 - 127, 23.08.2021
https://doi.org/10.37669/milliegitim.745320

Abstract

Bu araştırmanın amacı, ilkokul çocuklarının okul mutluluk düzeylerinin ölçülmesine yönelik kısa bir ölçme aracının geliştirilmesidir. Araştırma, 2019-2020 eğitim-öğretim yılında 1-4. sınıflarda eğitim gören toplam 414 öğrencinin katılımıyla gerçekleştirilmiştir. Örneklemin 193’ü (%46.6) kız, 221’i ise (%53.4) erkek öğrencilerden oluşmuştur. Katılımcıların 47’si (%11.4) birinci sınıfa, 127’si (%30.7) ikinci sınıfa, 107’si (%25.8) üçüncü sınıfa ve 133’ü (%32.1) dördüncü sınıfa devam eden öğrencilerdir. Araştırmada, katılımcı yaşları 6 ile 11 (x̄ = 8.56; ss = 1.13) arasında değişmiştir. Yapı geçerliği kapsamında Açımlayıcı ve Doğrulayıcı Faktör Analizi sonuçları, İlkokul Çocukları İçin Okul Mutluluğu Ölçeği’nin 4-maddeli tek boyutlu bir yapıya sahip olduğunu göstermiştir. Hedef ölçek ile ölçüt ölçme aracı (İlkokullar İçin Kısaltılmış Okul İklimi Ölçeği Sınıf ve Okul Desteği alt ölçeği) arasındaki anlamlı korelasyon katsayısı, İÇİOMÖ’nin ölçüt-bağıntılı geçerliğe sahip olduğunu göstermiştir. Güvenirlik analizleri, İÇİOMÖ’nin Cronbach alfa ve test-tekrar test güvenirlik katsayısının .61 olduğunu göstermiştir. Sonuç olarak, araştırma bulguları İÇİOMÖ’nin ilkokul çocuklarının okul mutluluğunun ölçümünde kısa, geçerli ve güvenilir bir ölçme aracı olduğunu desteklemiştir.

Supporting Institution

TÜBİTAK

Project Number

118K047

References

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  • Bird, J. M., & Markle, R. S. (2012). Subjective well-being in school environments: Promoting positive youth development through evidence-based assessment and intervention. American Journal of Orthopsychiatry, 82(1), 61-66. doi: 10.1111/j.1939-0025.2011.01127.x
  • Boehm, J., & Lyubomirsky, S. (2008). Does happiness promote career success? Journal of Career Assessment, 16(1), 101-116. doi: 10.1177/1069072707308140
  • Clark, L. A., & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7(3), 309-319. doi: 10.1037/1040-3590.7.3.309
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  • Datu, J. A. D. & Valdez, J. P. M. (2012). Exploring Filipino adolescents’ conception of happiness. International Journal of Research Studies in Psychology, 1(3), 21-29. doi: 10.5861/ijrsp.2012.251
  • Demirci, İ. ve Ekşi, F. (2015). Ergenler için beş boyutlu iyi oluş modeli: EPOCH ölçeğinin Türkçe formunun geçerliği ve güvenirliği. Gençlik Araştırmaları Dergisi, 3(3), 9-30.
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  • Diener, E. (1994). Assessing subjective well-being: Progress and opportunities. Social Indicators Research, 31(2), 103-157. doi: 10.1007/BF01207052
  • Diener, M. L., & Lucas, R. E. (2004). Adults desires for childrens emotions across 48 countries: Associations with individual and national characteristics. Journal of Cross-Cultural Psychology, 35(5), 525-547. doi: 10.1177/0022022104268387
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  • Engels, N., Aelterman, A., Petegem, K. V., & Schepens, A. (2004). Factors which influence the well-being of pupils in Flemish secondary schools. Educational Studies, 30(2), 127-143. doi: 10.1080/0305569032000159787
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  • Extremera, N., & Fernández-Berrocal, P. (2014). The Subjective Happiness Scale: Translation and preliminary psychometric evaluation of a Spanish version. Social Indicators Research, 119(1), 473-481. doi: 10.1007/s11205-013-0497-2
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  • Heizomi, H., Allahverdipour, H., Jafarabadi, M. A., & Safaian, A. (2016). Happiness and its relation to psychological well-being of adolescents. Asian Journal of Psychiatry, 16, 55-60. doi: 10.1016/j.ajp.2015.05.037
  • Hills, P., & Argyle, M. (2002). The Oxford Happiness Questionnaire: A compact scale for the measurement of psychological well-being. Personality and Individual Differences, 33(7), 1071-1082. doi: 10.1016/S0191-8869(01)00213-6
  • Holder, M. D., & Callaway, R. J. (2010). Happiness in children: A review of the scientific literature. In A. Mӓkinen & P. Hájek (Eds.), Psychology of happiness (pp. 51–70). New York, NY: Nova Science Publishers.
  • Holder, M. D. & Coleman, B. (2008). The contribution of temperament, popularity, and physical appearance to children’s happiness. Journal of Happiness Studies, 9(2), 279-302. doi: 10.1007/s10902-007-9052-7
  • Huebner, E. S., & Gilman, R. (2006). Students who like and dislike school. Applied Research in Quality of Life, 1(2), 139-150. doi: 10.1007/s11482-006-9001-3
  • Jain, S., & Angural, V. (2017). Use of Cronbach’s alpha in dental research. Medico Research Chronicles, 4(3), 285-291.
  • Kaiser, H. F. (1970). A second generation Little Jiffy. Psychometrika, 35(4), 401-415. doi: 10.1007/BF02291817
  • Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31-36. doi: 10.1007/bf02291575
  • Kirkcaldy, B., Furnham, A., & Siefen, G. (2004). The relationship between health efficacy, educational attainment, and well-being among 30 nations. European Psychologist, 9(2), 107-119. doi: 10.1027/1016-9040.9.2.107
  • Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York, NY: The Guilford Press.
  • Konu, A., Alanen, E., Lintonen, T., & Rimpelä, M. (2002). Factor structure of the school well-being model. Health Education Research, 17(6), 732-742. doi: 10.1093/her/17.6.732
  • Konu, A. I., Lintonen, T. P., & Autio, V. J. (2002). Evaluation of well-being in schools–a multilevel analysis of general subjective well-being. School Effectiveness and School Improvement, 13(2), 187-200. doi: 10.1076/sesi.13.2.187.3432
  • Linley, P. A., Joseph, S., Harrington, S., & Wood, A. M. (2006). Positive psychology: Past, present, and (possible) future. The Journal of Positive Psychology, 1(1), 3-16. doi: 10.1080/17439760500372796
  • Lucas, R. E., & Diener, E. (2009). Personality and subjective well-being. In E. Diener (Ed.), Social indicators research series: Vol. 37. The science of well-being: The collected works of Ed Diener (pp. 75-102). Dordrecht: Springer.
  • Lyubomirsky, S. & Lepper, H. S. (1999). A measure of subjective happiness: Preliminary reliability and construct validation. Social Indicators Research, 46(2), 137-155. doi: 10.1023/a:1006824100041
  • Lyubomirsky, S., Sheldon, K. M., & Schkade, D. (2005). Pursuing happiness: The architecture of sustainable change. Review of General Psychology, 9(2), 111-131. doi: 10.1037/1089-2680.9.2.111
  • Mahon, N. E. & Yarcheski, A. (2002). Alternative theories of happiness in early adolescents. Clinical Nursing Research, 11, 306-323.
  • MEB (2019). 2017-2021 Resmi İstatistik Programı. T.C. Milli Eğitim Bakanlığı Strateji Geliştirme Başkanlığı, Ankara.
  • Mok, K. H. (2006). Education reform and education policy in East Asia. New York, NY: Routledge.
  • Moneta, G. B., Schneider, B., & Csikszentmihalyi, M. (2001). A longitudinal study of the self-concept and experiential components of self-worth and affect across adolescence. Applied Developmental Science, 5(3), 125-142.
  • Nairn, A., Duffy, B., Sweet, O., Swiecicka, J., & Pope, S. (2011). Children’s well-being in UK, Sweden and Spain: The role of inequality and materialism. London: UNICEF UK/IPSOS MORI Social Research Unit.
  • Nunnally, J. C. (1978). Psychometric methods. New York, NY: McGraw-Hill.
  • Özdemir, Y. ve Sağkal, A. S. (2016). Ergenler İçin Okulda Öznel İyi Oluş Ölçeği’nin Türkçe’ye uyarlanması: Geçerlik ve güvenirlik çalışması. Ege Eğitim Dergisi, 17(2), 333-350. doi: 10.12984/egeefd.280748
  • Polit, D. F., Beck, C. T., & Owen, S. V. (2007). Is the CVI an acceptable indicator of content validity? Appraisal and recommendations. Research in Nursing & Health, 30(4), 459-467. doi: 10.1002/nur.20199
  • Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual Review of Psychology, 52(1), 141-166. doi: 10.1146/annurev.psych.52.1.141
  • Salavera, C., Usán, P., Pérez, S., Chato, A., & Vera, R. (2017). Differences in happiness and coping with stress in secondary education students. Procedia-Social and Behavioral Sciences, 237, 1310-1315. doi: 10.1016/j.sbspro.2017.02.215
  • Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and wellbeing. New York, NY: Simon & Schuster.
  • Seligman, M. E., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress: Empirical validation of interventions. American Psychologist, 60(5), 410-421. doi: 10.1037/0003-066X.60.5.410
  • Sezer, S., & Can, E. (2018). School happiness: A scale development and implementation study. Eurasian Journal of Educational Research,(19)79, 167-190. doi: 10.14689/ejer.2019.79.8
  • Sözer, M. A., Yılmaz, F. ve Kasa Ayten, B. (2018). İlkokullar için Kısaltılmış Okul İklimi Ölçeği’nin Türkçe Formu’nun geçerlik ve güvenirlik çalışması. İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 5(9), 31-47. doi: 10.29129/inujgse.408908
  • Tavşancıl, E. (2010). Tutumların ölçülmesi ve SPSS ile veri analizi (4. bs.). Ankara: Nobel Yayın Dağıtım.
  • Tennant, R., Hiller, L., Fishwick, R., Platt, S., Joseph, S., ... Stewart-Brown, S. (2007). The Warwick-Edinburgh mental well-being scale (WEMWBS): Development and UK validation. Health and Quality of Life Outcomes, 5(1), 63-76.
  • Thoilliez, B. (2011). How to grow up happy: An exploratory study on the meaning of happiness from children’s voices. Child Indicators Research, 4(2), 323-351. doi: 10.1007/s12187-011-9107-5
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Year 2021, Volume: 50 Issue: 231, 111 - 127, 23.08.2021
https://doi.org/10.37669/milliegitim.745320

Abstract

Project Number

118K047

References

  • Allen, K., Marlow, R., Edwards, V., Parker, C., Rodgers, L., Ukoumunne, O. C., ... & Ford, T. (2018). ‘How I Feel About My School’: The construction and validation of a measure of wellbeing at school for primary school children. Clinical Child Psychology and Psychiatry, 23(1), 25-41. doi: 10.1177/1359104516687612
  • Bartlett, M. S. (1954). A note on the multiplying factors for various χ2 approximations. Journal of the Royal Statistical Society. Series B (Methodological), 16(2), 296-298.
  • Bird, J. M., & Markle, R. S. (2012). Subjective well-being in school environments: Promoting positive youth development through evidence-based assessment and intervention. American Journal of Orthopsychiatry, 82(1), 61-66. doi: 10.1111/j.1939-0025.2011.01127.x
  • Boehm, J., & Lyubomirsky, S. (2008). Does happiness promote career success? Journal of Career Assessment, 16(1), 101-116. doi: 10.1177/1069072707308140
  • Clark, L. A., & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7(3), 309-319. doi: 10.1037/1040-3590.7.3.309
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Ankara: Pegem Akademi.
  • Datu, J. A. D. & Valdez, J. P. M. (2012). Exploring Filipino adolescents’ conception of happiness. International Journal of Research Studies in Psychology, 1(3), 21-29. doi: 10.5861/ijrsp.2012.251
  • Demirci, İ. ve Ekşi, F. (2015). Ergenler için beş boyutlu iyi oluş modeli: EPOCH ölçeğinin Türkçe formunun geçerliği ve güvenirliği. Gençlik Araştırmaları Dergisi, 3(3), 9-30.
  • DeVellis, R. (2003). Scale development: Theory and applications. Thousand Oaks, CA: Sage.
  • Diener, E. (1994). Assessing subjective well-being: Progress and opportunities. Social Indicators Research, 31(2), 103-157. doi: 10.1007/BF01207052
  • Diener, M. L., & Lucas, R. E. (2004). Adults desires for childrens emotions across 48 countries: Associations with individual and national characteristics. Journal of Cross-Cultural Psychology, 35(5), 525-547. doi: 10.1177/0022022104268387
  • Diener, E., Suh, E. M., Lucas, R. E., & Smith, H. L. (1999). Subjective well-being: Three decades of progress. Psychological Bulletin, 125(2), 276–302.
  • Ding, C., Liu, Y., & Berkowitz, M. (2011). The study of factor structure and reliability of an Abbreviated School Climate Survey. Canadian Journal of School Psychology, 26(3), 241-256. doi: 10.1177/0829573511414005
  • Doğan, T., & Sapmaz, F. (2012). Oxford Mutluluk Ölçeği Türkçe formunun psikometrik özelliklerinin üniversite öğrencilerinde incelenmesi. Düşünen Adam Psikiyatri ve Nörolojik Bilimler Dergisi, 25(4), 297-304.
  • Duckworth, L. D., Steen, T. A. & Seligman, M. E. P. (2005). Positive pyschology in clinical practice. Annual Review of Clinical Psychology, 1, 629-651. doi: 10.1146/annurev.clinpsy.1.102803.144154
  • Engels, N., Aelterman, A., Petegem, K. V., & Schepens, A. (2004). Factors which influence the well-being of pupils in Flemish secondary schools. Educational Studies, 30(2), 127-143. doi: 10.1080/0305569032000159787
  • Eryılmaz, A. (2009). Ergen Öznel İyi Oluş Ölçeği’nin geliştirilmesi. Türk Eğitim Bilimleri Dergisi, 7(4), 975-989.
  • Extremera, N., & Fernández-Berrocal, P. (2014). The Subjective Happiness Scale: Translation and preliminary psychometric evaluation of a Spanish version. Social Indicators Research, 119(1), 473-481. doi: 10.1007/s11205-013-0497-2
  • Furr, R. M. (2011). Scale construction and psychometrics for social and personality psychology. Thousand Oaks, CA: Sage.
  • Giacomoni, C. H., Souza, L. K. D., & Hutz, C. S. (2014). The concept of happiness in children. Psico-USF, 19(1), 143-153. doi: 10.1590/S1413-82712014000100014
  • Harter, S. (1983). Developmental perspectives on the self-system. In E. M. Hetherington (Ed.), Socialization, personality, and social development (Vol. 4, pp. 275–385). New York, NY: Wiley.
  • Heizomi, H., Allahverdipour, H., Jafarabadi, M. A., & Safaian, A. (2016). Happiness and its relation to psychological well-being of adolescents. Asian Journal of Psychiatry, 16, 55-60. doi: 10.1016/j.ajp.2015.05.037
  • Hills, P., & Argyle, M. (2002). The Oxford Happiness Questionnaire: A compact scale for the measurement of psychological well-being. Personality and Individual Differences, 33(7), 1071-1082. doi: 10.1016/S0191-8869(01)00213-6
  • Holder, M. D., & Callaway, R. J. (2010). Happiness in children: A review of the scientific literature. In A. Mӓkinen & P. Hájek (Eds.), Psychology of happiness (pp. 51–70). New York, NY: Nova Science Publishers.
  • Holder, M. D. & Coleman, B. (2008). The contribution of temperament, popularity, and physical appearance to children’s happiness. Journal of Happiness Studies, 9(2), 279-302. doi: 10.1007/s10902-007-9052-7
  • Huebner, E. S., & Gilman, R. (2006). Students who like and dislike school. Applied Research in Quality of Life, 1(2), 139-150. doi: 10.1007/s11482-006-9001-3
  • Jain, S., & Angural, V. (2017). Use of Cronbach’s alpha in dental research. Medico Research Chronicles, 4(3), 285-291.
  • Kaiser, H. F. (1970). A second generation Little Jiffy. Psychometrika, 35(4), 401-415. doi: 10.1007/BF02291817
  • Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31-36. doi: 10.1007/bf02291575
  • Kirkcaldy, B., Furnham, A., & Siefen, G. (2004). The relationship between health efficacy, educational attainment, and well-being among 30 nations. European Psychologist, 9(2), 107-119. doi: 10.1027/1016-9040.9.2.107
  • Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York, NY: The Guilford Press.
  • Konu, A., Alanen, E., Lintonen, T., & Rimpelä, M. (2002). Factor structure of the school well-being model. Health Education Research, 17(6), 732-742. doi: 10.1093/her/17.6.732
  • Konu, A. I., Lintonen, T. P., & Autio, V. J. (2002). Evaluation of well-being in schools–a multilevel analysis of general subjective well-being. School Effectiveness and School Improvement, 13(2), 187-200. doi: 10.1076/sesi.13.2.187.3432
  • Linley, P. A., Joseph, S., Harrington, S., & Wood, A. M. (2006). Positive psychology: Past, present, and (possible) future. The Journal of Positive Psychology, 1(1), 3-16. doi: 10.1080/17439760500372796
  • Lucas, R. E., & Diener, E. (2009). Personality and subjective well-being. In E. Diener (Ed.), Social indicators research series: Vol. 37. The science of well-being: The collected works of Ed Diener (pp. 75-102). Dordrecht: Springer.
  • Lyubomirsky, S. & Lepper, H. S. (1999). A measure of subjective happiness: Preliminary reliability and construct validation. Social Indicators Research, 46(2), 137-155. doi: 10.1023/a:1006824100041
  • Lyubomirsky, S., Sheldon, K. M., & Schkade, D. (2005). Pursuing happiness: The architecture of sustainable change. Review of General Psychology, 9(2), 111-131. doi: 10.1037/1089-2680.9.2.111
  • Mahon, N. E. & Yarcheski, A. (2002). Alternative theories of happiness in early adolescents. Clinical Nursing Research, 11, 306-323.
  • MEB (2019). 2017-2021 Resmi İstatistik Programı. T.C. Milli Eğitim Bakanlığı Strateji Geliştirme Başkanlığı, Ankara.
  • Mok, K. H. (2006). Education reform and education policy in East Asia. New York, NY: Routledge.
  • Moneta, G. B., Schneider, B., & Csikszentmihalyi, M. (2001). A longitudinal study of the self-concept and experiential components of self-worth and affect across adolescence. Applied Developmental Science, 5(3), 125-142.
  • Nairn, A., Duffy, B., Sweet, O., Swiecicka, J., & Pope, S. (2011). Children’s well-being in UK, Sweden and Spain: The role of inequality and materialism. London: UNICEF UK/IPSOS MORI Social Research Unit.
  • Nunnally, J. C. (1978). Psychometric methods. New York, NY: McGraw-Hill.
  • Özdemir, Y. ve Sağkal, A. S. (2016). Ergenler İçin Okulda Öznel İyi Oluş Ölçeği’nin Türkçe’ye uyarlanması: Geçerlik ve güvenirlik çalışması. Ege Eğitim Dergisi, 17(2), 333-350. doi: 10.12984/egeefd.280748
  • Polit, D. F., Beck, C. T., & Owen, S. V. (2007). Is the CVI an acceptable indicator of content validity? Appraisal and recommendations. Research in Nursing & Health, 30(4), 459-467. doi: 10.1002/nur.20199
  • Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual Review of Psychology, 52(1), 141-166. doi: 10.1146/annurev.psych.52.1.141
  • Salavera, C., Usán, P., Pérez, S., Chato, A., & Vera, R. (2017). Differences in happiness and coping with stress in secondary education students. Procedia-Social and Behavioral Sciences, 237, 1310-1315. doi: 10.1016/j.sbspro.2017.02.215
  • Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and wellbeing. New York, NY: Simon & Schuster.
  • Seligman, M. E., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress: Empirical validation of interventions. American Psychologist, 60(5), 410-421. doi: 10.1037/0003-066X.60.5.410
  • Sezer, S., & Can, E. (2018). School happiness: A scale development and implementation study. Eurasian Journal of Educational Research,(19)79, 167-190. doi: 10.14689/ejer.2019.79.8
  • Sözer, M. A., Yılmaz, F. ve Kasa Ayten, B. (2018). İlkokullar için Kısaltılmış Okul İklimi Ölçeği’nin Türkçe Formu’nun geçerlik ve güvenirlik çalışması. İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 5(9), 31-47. doi: 10.29129/inujgse.408908
  • Tavşancıl, E. (2010). Tutumların ölçülmesi ve SPSS ile veri analizi (4. bs.). Ankara: Nobel Yayın Dağıtım.
  • Tennant, R., Hiller, L., Fishwick, R., Platt, S., Joseph, S., ... Stewart-Brown, S. (2007). The Warwick-Edinburgh mental well-being scale (WEMWBS): Development and UK validation. Health and Quality of Life Outcomes, 5(1), 63-76.
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There are 58 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Yalçın Özdemir 0000-0003-2698-0900

Aylin Yılmaz Hiğde 0000-0001-9220-6847

Ali Serdar Sağkal 0000-0002-2597-8115

Project Number 118K047
Publication Date August 23, 2021
Published in Issue Year 2021 Volume: 50 Issue: 231

Cite

APA Özdemir, Y., Yılmaz Hiğde, A., & Sağkal, A. S. (2021). İLKOKUL ÇOCUKLARI İÇİN OKUL MUTLULUĞU ÖLÇEĞİ’NİN (İÇİOMÖ) GELİŞTİRİLMESİ: GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI. Milli Eğitim Dergisi, 50(231), 111-127. https://doi.org/10.37669/milliegitim.745320