Research Article
BibTex RIS Cite

Pozitif Değerler Ölçeğini Türk Kültürüne Uyarlama Çalışması

Year 2018, Volume: 8 Issue: 14, 240 - 252, 25.04.2018
https://doi.org/10.26466/opus.395104

Abstract

Çalışmada, Huang ve Cornell (2016) tarafından
geliştirilen Pozitif Değerler Ölçeği (PDÖ) Türkçeye uyarlama çalışmasının
yapılması amaçlanmıştır. Ölçeğin Türkçe formu 315 orta okul öğrencisi ile
çalışılmıştır. Araştırma sürecinde; 9 maddeden ve iki alt ölçekten oluşan
Pozitif Değerler Ölçeği’nin derecelendirmesi 6’lı Likert üzerinden yapılmaktadır.
Ölçeğin Cronbach Alfa katsayısı .88 olarak hesaplanmıştır.Ölçek uyarlama
analizi çalışmasında iki boyutlu model ortaya çıkmaktadır (x²=58.77, sd=26,
p=0.06, RMSEA=.06, NFI=.97, NNFI=.98, CFI=.98, IFI=.98, RFI=.96, ve SRMR=.36).
Pozitif değerler ölçeğinin Türkçe formunun uygulandığı orta okul örnekleminde
güvenilir ve geçerli istatistiki değerler aldığı sonucuna ulaşılmıştır. 

References

  • Asan, T., Ekşi, F., Doğan,A., ve Ekşi, H. (2008). Bireysel değerler envanteri’nin dilsel eşdeğerlik geçerlik ve güvenirlik çalışması. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 27, 15-38.
  • Bolat, Y. (2013). Bir değer ölçme aracı: Çok Boyutlu Sosyal Değerler Ölçeği. Turkish Journal of Education, 2 (4), 13-27.
  • Bozgeyikli, H.(2010). The relationship between high school students' psychological needs and human value perceptions. Procedia Social and Behavioral Sciences, 9, 1798-1804.
  • Christofferson, R.D. ve Callahan, K. (2015). Positive behavior support in schools (PBSIS): An administrative perspective on the implementation of a comprehensive school-wide intervention in an urban charter school. Education Leadership Review of Doctoral Research, 2(2), 35-49.
  • Çağdaş, A. ve Seçer,Z. (2002). Çocuk ve ergende sosyal ve ahlak gelişimi. Ankara: Nobel Yayınları.
  • Domino, M. (2013). Measuring the impact of an alternative approach to school bullying. Journal of School Health, 83, 430-437. doi:10.1111/josh.12047.
  • Dulli,S.L. (2006). Primary socializ ation theory and bullying: the effects of primary sources of socialization on bullying behaviors among adolescents. University of North Carolina, Doctor of Philosophy.
  • Gill, R. (1997). Socialization. In Dictionary of ethics, theology and society, 772–775. London and New York: Routledge.
  • Gilligan, C. (1998). In a different voice: psychological theory and women’s development. Cambridge, Mass., London: Harvard University Press
  • Goodwin,R., Cost P. ve Adonu, J. (2004). Social support and its consequences: ‘Positive’ and ‘deficiency’ values and their implications for support and self-esteem. British Journal of Social Psychology , 43, 1–10.
  • Haljasorg, H. ve Lilleoja,L (2016). How could students become loyal cıtızens? basıc values, value educatıon, and natıonal attıtudes among 10th-graders ın Estonıa. Trames, 20(2) , 99–114.
  • Harris, J. R. and R. M. Liebert (1991). A contemporary view of development. New Jersey: Prentice Hall College Div.
  • Hillaker, B.D. (2004). The relationship of family-related developmental assets to positive values and social competencies (Master of Science). Department of Family and Child Ecology, Michigan State University.
  • Huang, F.L., ve Cornell, D. G. (2016). Using multilevel factor analysis with clustered data: Investigating the factor structure of the positive values scale. Journal of Psychoeducational Assessment, 34(1), 3–14.
  • Hu, L., ve Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structural analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6 (1), 55-65.
  • Jersild, A. (1983). Çocuk psikolojisi, Çev., Gülseren Günçe, 4. Baskı, Ankara Üniversitesi Eğitim Bilimleri Fakültesi Eğitim Araştırmaları Merkezi (EFAM) Yayını No:4, Ankara.
  • Kasen, S., Berenson, K., Cohen, P., ve Johnson, J. G. (2004). The effects of school climate on changes in aggressive and other behaviors related to bullying. Lawrence Erlbaum Associates.
  • Kim, B. S., Atkinson, D. R., ve Yang, P. H. (1999). The asian values scale: Development, factor analysis, validation, and reliability. Journal of Counseling Psychology, 46(3), 342-352.
  • Mercin, L. (2005). Piaget ve Kohlberg’in ahlak gelişim kuramlarının özellikleri ve karşılaştırılması. SBArD Dergisi, 5, 73- 86.
  • Morgan, C. T. (1990). Psikolojiye giriş, Çev., H. Arıcı ve diğerleri, Hacettepe Üniversitesi Psikoloji Bölümü Yayınları, Ankara.
  • Myyry,L., Juujärvi,S. ve Pesso,K. (2013). Change in values and moral reasoning during higher education. European Journal of Developmental Psychology, 10 (2),269-284.
  • Preez, P. ve Roux, C. (2010). Human rights values or cultural values? pursuing values to maintain positive discipline in multicultural schools. South African Journal of Education, 30 (1), 13-26.
  • Sartor, C.E. ve Youniss, J. (2002). The relationship between positive parental involvement and identity achievement during adolescence. Adolescence, 37 (146), 221.
  • Schwartz, S. (1992). Universals in the content and structure of values: Theoretical advances and empirical tests in 20 countries. In M. P. Zanna (Ed.), Advances in experimental social psychology, (Vol. 25, pp. 1–65). San Diego, CA: Academic Press.

Adaptation of the Scale of Positive Values to Turkish Culture

Year 2018, Volume: 8 Issue: 14, 240 - 252, 25.04.2018
https://doi.org/10.26466/opus.395104

Abstract

In this study, it was aimed to make adaptation of the Positive Values
Scale (PDU) developed by Huang and Cornell (2016) to Turkish culture. The
Turkish form of the scale was studied with 315 middle school students. In the
research process, the rating of the scale of Positive Values consisting of 9
items and two sub-scales is made on the 6th response options. The Cronbach
alpha coefficient of the scale was calculated as .88. A two-dimensional model
emerges in the analysis of scale adaptation (x²=58.77, sd=26, p=0.06,
RMSEA=.06, NFI=.97, NNFI=.98, CFI=.98, IFI=.98, RFI=.96, ve SRMR=.36. )It was
concluded that the Turkish form of the positive values scale obtained reliable
and valid statistical values in the middle school sample.

References

  • Asan, T., Ekşi, F., Doğan,A., ve Ekşi, H. (2008). Bireysel değerler envanteri’nin dilsel eşdeğerlik geçerlik ve güvenirlik çalışması. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 27, 15-38.
  • Bolat, Y. (2013). Bir değer ölçme aracı: Çok Boyutlu Sosyal Değerler Ölçeği. Turkish Journal of Education, 2 (4), 13-27.
  • Bozgeyikli, H.(2010). The relationship between high school students' psychological needs and human value perceptions. Procedia Social and Behavioral Sciences, 9, 1798-1804.
  • Christofferson, R.D. ve Callahan, K. (2015). Positive behavior support in schools (PBSIS): An administrative perspective on the implementation of a comprehensive school-wide intervention in an urban charter school. Education Leadership Review of Doctoral Research, 2(2), 35-49.
  • Çağdaş, A. ve Seçer,Z. (2002). Çocuk ve ergende sosyal ve ahlak gelişimi. Ankara: Nobel Yayınları.
  • Domino, M. (2013). Measuring the impact of an alternative approach to school bullying. Journal of School Health, 83, 430-437. doi:10.1111/josh.12047.
  • Dulli,S.L. (2006). Primary socializ ation theory and bullying: the effects of primary sources of socialization on bullying behaviors among adolescents. University of North Carolina, Doctor of Philosophy.
  • Gill, R. (1997). Socialization. In Dictionary of ethics, theology and society, 772–775. London and New York: Routledge.
  • Gilligan, C. (1998). In a different voice: psychological theory and women’s development. Cambridge, Mass., London: Harvard University Press
  • Goodwin,R., Cost P. ve Adonu, J. (2004). Social support and its consequences: ‘Positive’ and ‘deficiency’ values and their implications for support and self-esteem. British Journal of Social Psychology , 43, 1–10.
  • Haljasorg, H. ve Lilleoja,L (2016). How could students become loyal cıtızens? basıc values, value educatıon, and natıonal attıtudes among 10th-graders ın Estonıa. Trames, 20(2) , 99–114.
  • Harris, J. R. and R. M. Liebert (1991). A contemporary view of development. New Jersey: Prentice Hall College Div.
  • Hillaker, B.D. (2004). The relationship of family-related developmental assets to positive values and social competencies (Master of Science). Department of Family and Child Ecology, Michigan State University.
  • Huang, F.L., ve Cornell, D. G. (2016). Using multilevel factor analysis with clustered data: Investigating the factor structure of the positive values scale. Journal of Psychoeducational Assessment, 34(1), 3–14.
  • Hu, L., ve Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structural analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6 (1), 55-65.
  • Jersild, A. (1983). Çocuk psikolojisi, Çev., Gülseren Günçe, 4. Baskı, Ankara Üniversitesi Eğitim Bilimleri Fakültesi Eğitim Araştırmaları Merkezi (EFAM) Yayını No:4, Ankara.
  • Kasen, S., Berenson, K., Cohen, P., ve Johnson, J. G. (2004). The effects of school climate on changes in aggressive and other behaviors related to bullying. Lawrence Erlbaum Associates.
  • Kim, B. S., Atkinson, D. R., ve Yang, P. H. (1999). The asian values scale: Development, factor analysis, validation, and reliability. Journal of Counseling Psychology, 46(3), 342-352.
  • Mercin, L. (2005). Piaget ve Kohlberg’in ahlak gelişim kuramlarının özellikleri ve karşılaştırılması. SBArD Dergisi, 5, 73- 86.
  • Morgan, C. T. (1990). Psikolojiye giriş, Çev., H. Arıcı ve diğerleri, Hacettepe Üniversitesi Psikoloji Bölümü Yayınları, Ankara.
  • Myyry,L., Juujärvi,S. ve Pesso,K. (2013). Change in values and moral reasoning during higher education. European Journal of Developmental Psychology, 10 (2),269-284.
  • Preez, P. ve Roux, C. (2010). Human rights values or cultural values? pursuing values to maintain positive discipline in multicultural schools. South African Journal of Education, 30 (1), 13-26.
  • Sartor, C.E. ve Youniss, J. (2002). The relationship between positive parental involvement and identity achievement during adolescence. Adolescence, 37 (146), 221.
  • Schwartz, S. (1992). Universals in the content and structure of values: Theoretical advances and empirical tests in 20 countries. In M. P. Zanna (Ed.), Advances in experimental social psychology, (Vol. 25, pp. 1–65). San Diego, CA: Academic Press.
There are 24 citations in total.

Details

Primary Language Turkish
Subjects Psychology
Journal Section Articles
Authors

Nihan Arslan

Publication Date April 25, 2018
Acceptance Date March 10, 2018
Published in Issue Year 2018 Volume: 8 Issue: 14

Cite

APA Arslan, N. (2018). Pozitif Değerler Ölçeğini Türk Kültürüne Uyarlama Çalışması. OPUS International Journal of Society Researches, 8(14), 240-252. https://doi.org/10.26466/opus.395104