The Adaptation of the Resilience and Youth Developments Module: Validity and Reliability Studies

Abstract

The purpose of the study is to adapt the Resilience and Youth Development Module which was originally developed by Wested (2001a) to Turkish and investigate the validity and reliability of the scale. The data was collected from 872 eight grade students enrolled in 6 low SES inner-city public elementary schools in Ankara. Confirmatory factor analysis was used to evaluate the construct validity of the scale. Results of the study indicated that the scale composed of 9 external factors namely, school caring relationships and high expectations, school meaningful participation, community caring relationships and high expectations, community meaningful participation, peer caring relationships, peer high expectations, home caring relationships, home high expectations, and home meaningful participation, as well as, 7 internal factors; communication and cooperation, empathy, problem solving, self efficacy, self awareness, goals, and educational aspirations. The results also showed that internal consistency coefficients of the subscales as estimated by Cronbach Alpha were satisfactory.

Keywords

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Psikolojik Sağlamlık ve Ergen Gelişim Ölçeği'nin Uyarlanması: Geçerlik ve Güvenirlik Çalışmaları

Abstract

Bu araştırmanın amacı, Wested (2001a) tarafından geliştirilen Psikolojik Sağlamlık ve Ergen Gelişim Ölçeği’ni Türkçe’ye uyarlayarak geçerlik ve güvenirliğini incelemektir. Araştırmanın verileri Ankara iline bağlı 3 merkez ilçedeki 6 ilköğretim okulunda öğrenim gören 872 sekizinci sınıf öğrencisinden elde edilmiştir. Ölçeğin yapı geçerliğini sınamak üzere doğrulayıcı faktör analizi kullanılmıştır. Bulgular, ölçeğin ‘okul-içi ilişkilerde ilgi ve yüksek beklentiler’, ‘okul-içi etkinliklere katılım’, ‘çevresel ilişkilerde ilgi ve yüksek beklentiler’, ‘çevresel etkinliklere katılım’, ‘arkadaş grubundaki ilgi’, ‘arkadaş grubundaki yüksek beklentiler’, ‘ev-içi ilişkilerde ilgi’, ‘ev-içi yüksek beklentiler’ ve ‘ev-içi etkinliklere katılım’ olarak adlandırılan 9 dışsal koruyucu faktör ve ‘işbirliği ve iletişim’, ‘empa-ti’, ‘problem çözme’, ‘öz-yeterlik’, ‘öz-farkındalık’, ‘amaçlar’ ve ‘eğitimsel beklentiler’ olarak adlandırılan 7 içsel koruyucu faktörden oluştuğunu göstermiştir. Cronbach Alfa güvenirlik katsayısı ile hesaplanan ölçeğin iç tutarlığına ilişkin bulgular da ölçeğin güvenirliğinin yeterli olduğuna işaret etmiştir.

Keywords

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