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Akademik Yılmazlık Ölçeğinin (ARS-30) Uyarlanması: Türkçe Geçerlik ve Güvenirlik Çalışması

Year 2022, Volume 12, Issue 65, 215 - 228, 01.07.2022
https://doi.org/10.17066/tpdrd.1138267

Abstract

Araştırmada, ‘’Akademik Yılmazlık Ölçeğinin (ARS-30)’’ Türk kültürüne uyarlanması, geçerlik ve güvenirlik çalışmasının yapılarak envanterin Türk literatürüne kazandırılması amaçlanmıştır. ARS-30, azim, yansıtıcı ve uyarlanabilir yardım arayışı, olumsuz duygulanım ve duygusal tepki olmak üzere 3 alt boyuta sahiptir. Çalışmaya gönüllü 687 öğrenci katılmıştır. DFA analizi sonucunda, ölçeğin özgün formunda belirlenen 3 boyutlu yapıyla iyi uyum gösterdiği tespit edilmiştir. Ölçeğin benzer ölçek geçerliği analizleri genel öz yeterlik ölçeğiyle yapılmış ve her iki ölçek arasında anlamlı pozitif ilişkiler belirlenmiştir. ARS-30’un genel güvenirlik Cronbach Alpha katsayısı .89; alt boyutlarının Cronbach alfa katsayılarının .71 ile .85 arasında değiştiği ve kabul edilebilir düzeyde olduğu görülmüştür. Sonuç olarak, ARS-30’un Türkiye’deki üniversite öğrencileri için geçerli ve güvenilir bir ölçme aracı olduğu söylenebilir.

References

  • Ahmed, U., Umrani, W. A., Qureshi, M. A., & Samad, A. (2018). Examining the links between teachers’ support, academic efficacy, academic resilience, and student engagement in Bahrain. International Journal of Advanced and Applied Sciences, 5(9), 39-46. https://doi.org/10.21833/ijaas.2018.09.008
  • Aypay, A. (2010). Adaptation of the General Self-Efficacy Scale (GÖYÖ) into Turkish. Journal of Inönü University Faculty of Education, 11(2), 113-132. https://doi.org/10.17679/inuefd.516350
  • Besim, H. N., & Çetin, F. (2011). Reliability and validity study of the psychological resilience scale for adults. Turkish Journal of Psychiatry, 22(2), 104-114. https://www.turkpsikiyatri.com/Data/UnpublishedArticles/hre129.pdf
  • Büyüköztürk, Ş. (2020). Data analysis handbook for social sciences: Statistics, research design SPSS applications and interpretation. Pegem Academy Publishing.
  • Cassidy, S. (2015). Resilience building in students: The role of academic self-efficacy. Frontiers in Psychology, 6, 1781. https://doi.org/10.3389/fpsyg.2015.01781
  • Cassidy, S. (2016). The academic resilience scale (ARS-30): A new multidimensional construct measure. Frontiers in Psychology, 7, 1787. https://doi.org/10.3389/fpsyg.2016.01787
  • Choo, O. Z., & Prihadi, K. (2019). Academic resilience as a mediator of multidimensional perfectionism and academic performance among gen-z undergraduate students. International Journal of Evaluation and Research in Education, 8(4), 637-646. https://doi.org/10.11591/ijere.v8i4.20340
  • Connor, K. M., & Davidson, J. R. (2003). Development of a new resilience scale: The Connor‐Davidson resilience scale (CD‐RISC). Depression and Anxiety, 18(2), 76-82. https://doi.org/10.1002/da.10113
  • Çetrez İşcan, G., & Malkoç, A . (2017). An examination of hope levels of families with special needs children in terms of coping and resilience. Trakya University Journal of Education Faculty, 7(1), 120-127. https://dergipark.org.tr/tr/pub/trkefd/issue/27304/287426
  • Doğan, U. (2020). Comparison of test anxiety in high school and university students. MSKU Journal of Education, 7(1), 35-42. https://doi.org/10.21666/muefd.637421
  • Donat A., Bilgiç B., Eskiocak A. & Koşar D. (2019). Problems of university students and suggestions for solutions. Journal of Higher Education and Science, 9(3), 451-459. https://doi.org/10.5961/jhes.2019.345
  • Eryılmaz, A. & Deniz, M. E. (2018, October 25-27). Development of the health (mental and physical) questionnaire of university students. 20th International Congress on Psychological Counseling and Guidance, Samsun, Türkiye. https://www.researchgate.net/
  • Fribourg, O., Hjemdal, O., Rosinvenge, J. H., & Martinussen, M. (2003). A new rating scale for adult resilience: What are the central protective resources behind healthy adjustment? International Journal of Methods in Psychiatric Research, 12, 65-76. https://doi.org/10.1002/mpr.143
  • Gao, W., Ping, S., & Liu, X. (2020). Gender differences in depression, anxiety, and stress among college students: A longitudinal study from China. Journal of Affective Disorders, 263, 292-300. https://doi.org/10.1016/j.jad.2019.11.121
  • Hayat, A. A., Choupani, H., & Dehsorkhi, H. F. (2021). The mediating role of students' academic resilience in the relationship between self-efficacy and test anxiety. Journal of Education and Health Promotion, 10(1), 297. https://doi.org/10.4103/jehp.jehp_35_21
  • Jowkar, B., Kojuri, J., Kohoulat, N., & Hayat, A. (2014). Academic resilience in education: The role of achievement goal orientations. Journal of Advances in Medical Education & Professionalism, 2(1), 33-38. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4235534/pdf/jamp-2-33.pdf
  • Kalyoncuoğlu, Y. (2020). The number of students in higher education has reached 8 million. https://www.aa.com.tr/tr/egitim/yuksekogrenimdeki-ogrenci-sayisi-8-milyonubuldu/1830726#
  • Kapıkıran, Ş. (2012). Validity and reliability of the academic resilience scale in Turkish high school. Education, 132, 474-483. https://link.gale.com/apps/doc/A283945583/AONE?u=anon~d7ded237&sid=bookmark-AONE&xid=cfa81b5b
  • Karasar, N. (2015). Scientific research method. Nobel Publishing.
  • Kılıç, S. (2016). Cronbach’s alpha reliability coefficient. Journal of Mood Disorders, 6(1), 47-48. https://doi.org/10.5455/jmood.20160307122823
  • Kline, R. B. (2011). Principles and practice of structural equation modeling. Guilford Press
  • Kuiper, H., Van Leeuwen, C. C., Stolwijk-Swüste, J. M., & Post, M. W. (2019). Measuring resilience with the Connor–Davidson resilience scale (CD-RISC): Which version to choose?. Spinal Cord, 57(5), 360-366. https://doi.org/10.1038/s41393-019-0240-1
  • Kumalasari, D., Luthfiyani, A. N. & Grasiawaty, N. (2020). Factor analysis on the academic resilience scale (Indonesian Version): The utilization of EFA and CFA approaches. Journal of Psychologist Research and Measurement, 9(2), 84-95. https://doi.org/10.1038/s41393-019-0240-1
  • Küçüker, E. (2017). The transition between levels and development of student flow in Turkey. Ankara University Journal of Faculty of Educational Sciences, 50(1), 43-97. https://doi.org/10.1501/Egifak_0000001388
  • Martin, A.J., & Marsh, H.W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43, 267-282. https://doi.org/10.1002/pits.20149
  • Martin, A. J., & Marsh, H. W. (2009). Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs. Oxford Review of Education, 35(3), 353-370. https://doi.org/10.1080/03054980902934639
  • Masten, A.S. (2014). Ordinary magic: Resilience in development. The Guilford Press
  • McMillan, J.H. & Schumacher, S. (2010). Evidence-based inquiry. Education research. Pearson Education. https://eric.ed.gov/?id=ED577250
  • Morsünbül, Ü., & Yazar, B. (2021). The Relationship of academic resilience with dimensions of identity and school attachment: A study on middle school student. Başkent University Journal of Education, 8(1), 1-10. http://buje.baskent.edu.tr/index.php/buje/article/view/273>.
  • Munawaroh, E., Isrofin, B., Nugraheni, P. E., Sofyan, A., Purbo, D., Firdion, U., & Arinata, S. (2020). College student academic resilience profile. İnternational Journal of Scientific & Technology Research, 9(2), 5116-5117. http://www.ijstr.org
  • Munro, B. & Pooley, J. A. (2009). Differences in resilience and university adjustment between school leaver and mature entry university students. The Australian Community Psychologist, 21(1), 50-61. https://ro.ecu.edu.au/ecuworks/688
  • Orçan, F. (2018). Exploratory and Confirmatory Factor Analysis: Which first should it be used?. Journal of Measurement and Evaluation in Education and Psychology, 9(4), 413-421. https://doi.org/10.21031/epod.394323
  • Parker, H., Hughes, A., Marsh, C., Ahmed, S., Cannon, J., Taylor-Steeds, E., ... & Page, N. (2017). Understanding the different challenges facing students in transitioning to university, particularly with a focus on ethnicity. New Directions in the Teaching of Physical Sciences, 12(1), n1. https://eprints.kingston.ac.uk/id/eprint/40299/6/Hughes-A-40299-VoR.pdf
  • Polit, D. F. (2014). Getting serious about test-retest reliability: a critique of retest research and some recommendations. Quality of Life Research, 23(6), 1713-1720. https://doi.org/10.29311/ndtps.v0i12.2450
  • Ramezanpour, A., Kouroshnia, M., Mehryar, A., & Javidi, H. (2019). Psychometric Evaluation of the Academic Resilience Scale (ARS-30) in Iran. Iranian Evolutionary and Educational Psychology Journal, 1(3), 144-150. https://doi.org/10.29252/ieepj.1.3.144
  • Rajan, S. K., Harifa, P. R., & Pienyu, R. (2017). Academic resilience, locus of control, academic engagement, and self-efficacy among school children. Indian Journal of Positive Psychology, 8(4), 507-511. http://www.iahrw.com/index.php/home/journal_detail/19#list
  • Reddy, K. J., Menon, K. R., & Thattil, A. (2018). Academic stress and its sources among university students. Biomedical and Pharmacology Journal, 11(1), 531-537. https://doi.org/10.13005/bpj/1404
  • Smith, B. W., Dalen, J., Wiggins, K., Tooley, E., Christopher, P., & Jennifer Bernard, J. (2008). The brief resilience scale: Assessing the ability to bounce back. International Journal of Behavioral Medicine, 15, 194-200. https://doi.org/10.1080/10705500802222972
  • Schwarzer, R., & Jerusalem, M. (1995). Optimistic self-beliefs as a resource factor in coping with stress. In extreme stress and communities: Impact and intervention (pp. 159-177). Springer, Dordrecht. https://doi.org/10.1007/978-94-015-8486-9_7
  • Taşkırmaz, M. & Bal, G. C. (2020). Relationship between emotional intelligence and resilience of university students: A systematic review. Kastamonu Education Journal, 28(4), 1759-1769. https://doi.org/10.24106/kefdergi.3883
  • Topkaya, N. & Meydan, B. (2013). University students’ problem areas, sources of help, and ıntentions to seek psychological help. Trakya University Journal of Education, 3(1), 25-37.
  • Trigueros, R., Magaz-Gonzalez, A. M., Garcia-Tascon, M., Alias, A., & Aguilar-Parra, J. M. (2020). Validation and adaptation of the academic-resilience scale in the Spanish context. International Journal of Environmental Research and Public Health, 17(11), 3779. https://doi.org/10.3390/ijerph17113779
  • Wagnild, G., & Young, H. M. (1993). Development and psychometric evaluation of the Resilience Scale. Journal of Nursing Measurement, 1, 165-178.
  • Wulandari, A. P. J. (2021). The effect of self-esteem and self-efficacy on the academic resilience of undergraduate students in Jakarta. IOP Conf. Series: Earth and Environmental Science, 729, 012094. https://doi.org/10.1088/1755-1315/729/1/012094
  • Yang, Y., & Green, S. B. (2011). Coefficient alpha: A reliability coefficient for the 21st century?. Journal of Psychoeducational Assessment, 29(4), 377-392. https://doi.org/10.1177/0734282911406668
  • Yasmin, F., Saeed, M. & Ahmad, N. (2018). Challenges faced by postgraduate students: A case study of a private university in Pakistan. Journal of Education and Human Development, 7(1), 109-116. http://jas.uitm.edu.my
  • Yaşar, M., & Aybek, E. C. (2019). A resilience scale development for university students: Validity and reliability study based on item response theory. Elementary Education Online, 18(4), 1687-1699. https://doi.org/10.17051/ilkonline.2019.635031
  • Zumarraga-Espinosa, M. & Cevallos-Pozo, G. (2021). Psychometric assessment of academic procrastination (APE) and academic resilience scales (ARS-30) among university students in Quito, Ecuador. Journal of Costarica University, 45(1), 346-366. http://dx.doi.org/10.15517/revedu.v45i1.42820

Adaptation of The Academic Resilience Scale (ARS-30): Turkish Version Validity and Reliability Study

Year 2022, Volume 12, Issue 65, 215 - 228, 01.07.2022
https://doi.org/10.17066/tpdrd.1138267

Abstract

The present study aims to adapt the “Academic Resilience Scale-30” (ARS-30) into Turkish and examine its validity and reliability. The Ars-30 consists of a three-factor structure: perseverance, reflective and adaptive help-seeking, negative affectivity, and emotional response. The study sample consisted of 687 students. As a result of the CFA analysis, it was determined that the scale was in good agreement with the three-factor structure determined in its original form. Similar scale validity analyzes of the scale were made with the general self-efficacy scale and significant positive relationships were determined between both scales. The overall reliability Cronbach Alpha coefficient of the ARS-30 is.89; The Cronbach’s alpha coefficients of the ARS-30 subscales varied from .71 to .85, thus indicating an acceptable level. As a result, it can be said that ARS-30 is a valid and reliable measurement tool for university students in Turkey.

References

  • Ahmed, U., Umrani, W. A., Qureshi, M. A., & Samad, A. (2018). Examining the links between teachers’ support, academic efficacy, academic resilience, and student engagement in Bahrain. International Journal of Advanced and Applied Sciences, 5(9), 39-46. https://doi.org/10.21833/ijaas.2018.09.008
  • Aypay, A. (2010). Adaptation of the General Self-Efficacy Scale (GÖYÖ) into Turkish. Journal of Inönü University Faculty of Education, 11(2), 113-132. https://doi.org/10.17679/inuefd.516350
  • Besim, H. N., & Çetin, F. (2011). Reliability and validity study of the psychological resilience scale for adults. Turkish Journal of Psychiatry, 22(2), 104-114. https://www.turkpsikiyatri.com/Data/UnpublishedArticles/hre129.pdf
  • Büyüköztürk, Ş. (2020). Data analysis handbook for social sciences: Statistics, research design SPSS applications and interpretation. Pegem Academy Publishing.
  • Cassidy, S. (2015). Resilience building in students: The role of academic self-efficacy. Frontiers in Psychology, 6, 1781. https://doi.org/10.3389/fpsyg.2015.01781
  • Cassidy, S. (2016). The academic resilience scale (ARS-30): A new multidimensional construct measure. Frontiers in Psychology, 7, 1787. https://doi.org/10.3389/fpsyg.2016.01787
  • Choo, O. Z., & Prihadi, K. (2019). Academic resilience as a mediator of multidimensional perfectionism and academic performance among gen-z undergraduate students. International Journal of Evaluation and Research in Education, 8(4), 637-646. https://doi.org/10.11591/ijere.v8i4.20340
  • Connor, K. M., & Davidson, J. R. (2003). Development of a new resilience scale: The Connor‐Davidson resilience scale (CD‐RISC). Depression and Anxiety, 18(2), 76-82. https://doi.org/10.1002/da.10113
  • Çetrez İşcan, G., & Malkoç, A . (2017). An examination of hope levels of families with special needs children in terms of coping and resilience. Trakya University Journal of Education Faculty, 7(1), 120-127. https://dergipark.org.tr/tr/pub/trkefd/issue/27304/287426
  • Doğan, U. (2020). Comparison of test anxiety in high school and university students. MSKU Journal of Education, 7(1), 35-42. https://doi.org/10.21666/muefd.637421
  • Donat A., Bilgiç B., Eskiocak A. & Koşar D. (2019). Problems of university students and suggestions for solutions. Journal of Higher Education and Science, 9(3), 451-459. https://doi.org/10.5961/jhes.2019.345
  • Eryılmaz, A. & Deniz, M. E. (2018, October 25-27). Development of the health (mental and physical) questionnaire of university students. 20th International Congress on Psychological Counseling and Guidance, Samsun, Türkiye. https://www.researchgate.net/
  • Fribourg, O., Hjemdal, O., Rosinvenge, J. H., & Martinussen, M. (2003). A new rating scale for adult resilience: What are the central protective resources behind healthy adjustment? International Journal of Methods in Psychiatric Research, 12, 65-76. https://doi.org/10.1002/mpr.143
  • Gao, W., Ping, S., & Liu, X. (2020). Gender differences in depression, anxiety, and stress among college students: A longitudinal study from China. Journal of Affective Disorders, 263, 292-300. https://doi.org/10.1016/j.jad.2019.11.121
  • Hayat, A. A., Choupani, H., & Dehsorkhi, H. F. (2021). The mediating role of students' academic resilience in the relationship between self-efficacy and test anxiety. Journal of Education and Health Promotion, 10(1), 297. https://doi.org/10.4103/jehp.jehp_35_21
  • Jowkar, B., Kojuri, J., Kohoulat, N., & Hayat, A. (2014). Academic resilience in education: The role of achievement goal orientations. Journal of Advances in Medical Education & Professionalism, 2(1), 33-38. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4235534/pdf/jamp-2-33.pdf
  • Kalyoncuoğlu, Y. (2020). The number of students in higher education has reached 8 million. https://www.aa.com.tr/tr/egitim/yuksekogrenimdeki-ogrenci-sayisi-8-milyonubuldu/1830726#
  • Kapıkıran, Ş. (2012). Validity and reliability of the academic resilience scale in Turkish high school. Education, 132, 474-483. https://link.gale.com/apps/doc/A283945583/AONE?u=anon~d7ded237&sid=bookmark-AONE&xid=cfa81b5b
  • Karasar, N. (2015). Scientific research method. Nobel Publishing.
  • Kılıç, S. (2016). Cronbach’s alpha reliability coefficient. Journal of Mood Disorders, 6(1), 47-48. https://doi.org/10.5455/jmood.20160307122823
  • Kline, R. B. (2011). Principles and practice of structural equation modeling. Guilford Press
  • Kuiper, H., Van Leeuwen, C. C., Stolwijk-Swüste, J. M., & Post, M. W. (2019). Measuring resilience with the Connor–Davidson resilience scale (CD-RISC): Which version to choose?. Spinal Cord, 57(5), 360-366. https://doi.org/10.1038/s41393-019-0240-1
  • Kumalasari, D., Luthfiyani, A. N. & Grasiawaty, N. (2020). Factor analysis on the academic resilience scale (Indonesian Version): The utilization of EFA and CFA approaches. Journal of Psychologist Research and Measurement, 9(2), 84-95. https://doi.org/10.1038/s41393-019-0240-1
  • Küçüker, E. (2017). The transition between levels and development of student flow in Turkey. Ankara University Journal of Faculty of Educational Sciences, 50(1), 43-97. https://doi.org/10.1501/Egifak_0000001388
  • Martin, A.J., & Marsh, H.W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43, 267-282. https://doi.org/10.1002/pits.20149
  • Martin, A. J., & Marsh, H. W. (2009). Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs. Oxford Review of Education, 35(3), 353-370. https://doi.org/10.1080/03054980902934639
  • Masten, A.S. (2014). Ordinary magic: Resilience in development. The Guilford Press
  • McMillan, J.H. & Schumacher, S. (2010). Evidence-based inquiry. Education research. Pearson Education. https://eric.ed.gov/?id=ED577250
  • Morsünbül, Ü., & Yazar, B. (2021). The Relationship of academic resilience with dimensions of identity and school attachment: A study on middle school student. Başkent University Journal of Education, 8(1), 1-10. http://buje.baskent.edu.tr/index.php/buje/article/view/273>.
  • Munawaroh, E., Isrofin, B., Nugraheni, P. E., Sofyan, A., Purbo, D., Firdion, U., & Arinata, S. (2020). College student academic resilience profile. İnternational Journal of Scientific & Technology Research, 9(2), 5116-5117. http://www.ijstr.org
  • Munro, B. & Pooley, J. A. (2009). Differences in resilience and university adjustment between school leaver and mature entry university students. The Australian Community Psychologist, 21(1), 50-61. https://ro.ecu.edu.au/ecuworks/688
  • Orçan, F. (2018). Exploratory and Confirmatory Factor Analysis: Which first should it be used?. Journal of Measurement and Evaluation in Education and Psychology, 9(4), 413-421. https://doi.org/10.21031/epod.394323
  • Parker, H., Hughes, A., Marsh, C., Ahmed, S., Cannon, J., Taylor-Steeds, E., ... & Page, N. (2017). Understanding the different challenges facing students in transitioning to university, particularly with a focus on ethnicity. New Directions in the Teaching of Physical Sciences, 12(1), n1. https://eprints.kingston.ac.uk/id/eprint/40299/6/Hughes-A-40299-VoR.pdf
  • Polit, D. F. (2014). Getting serious about test-retest reliability: a critique of retest research and some recommendations. Quality of Life Research, 23(6), 1713-1720. https://doi.org/10.29311/ndtps.v0i12.2450
  • Ramezanpour, A., Kouroshnia, M., Mehryar, A., & Javidi, H. (2019). Psychometric Evaluation of the Academic Resilience Scale (ARS-30) in Iran. Iranian Evolutionary and Educational Psychology Journal, 1(3), 144-150. https://doi.org/10.29252/ieepj.1.3.144
  • Rajan, S. K., Harifa, P. R., & Pienyu, R. (2017). Academic resilience, locus of control, academic engagement, and self-efficacy among school children. Indian Journal of Positive Psychology, 8(4), 507-511. http://www.iahrw.com/index.php/home/journal_detail/19#list
  • Reddy, K. J., Menon, K. R., & Thattil, A. (2018). Academic stress and its sources among university students. Biomedical and Pharmacology Journal, 11(1), 531-537. https://doi.org/10.13005/bpj/1404
  • Smith, B. W., Dalen, J., Wiggins, K., Tooley, E., Christopher, P., & Jennifer Bernard, J. (2008). The brief resilience scale: Assessing the ability to bounce back. International Journal of Behavioral Medicine, 15, 194-200. https://doi.org/10.1080/10705500802222972
  • Schwarzer, R., & Jerusalem, M. (1995). Optimistic self-beliefs as a resource factor in coping with stress. In extreme stress and communities: Impact and intervention (pp. 159-177). Springer, Dordrecht. https://doi.org/10.1007/978-94-015-8486-9_7
  • Taşkırmaz, M. & Bal, G. C. (2020). Relationship between emotional intelligence and resilience of university students: A systematic review. Kastamonu Education Journal, 28(4), 1759-1769. https://doi.org/10.24106/kefdergi.3883
  • Topkaya, N. & Meydan, B. (2013). University students’ problem areas, sources of help, and ıntentions to seek psychological help. Trakya University Journal of Education, 3(1), 25-37.
  • Trigueros, R., Magaz-Gonzalez, A. M., Garcia-Tascon, M., Alias, A., & Aguilar-Parra, J. M. (2020). Validation and adaptation of the academic-resilience scale in the Spanish context. International Journal of Environmental Research and Public Health, 17(11), 3779. https://doi.org/10.3390/ijerph17113779
  • Wagnild, G., & Young, H. M. (1993). Development and psychometric evaluation of the Resilience Scale. Journal of Nursing Measurement, 1, 165-178.
  • Wulandari, A. P. J. (2021). The effect of self-esteem and self-efficacy on the academic resilience of undergraduate students in Jakarta. IOP Conf. Series: Earth and Environmental Science, 729, 012094. https://doi.org/10.1088/1755-1315/729/1/012094
  • Yang, Y., & Green, S. B. (2011). Coefficient alpha: A reliability coefficient for the 21st century?. Journal of Psychoeducational Assessment, 29(4), 377-392. https://doi.org/10.1177/0734282911406668
  • Yasmin, F., Saeed, M. & Ahmad, N. (2018). Challenges faced by postgraduate students: A case study of a private university in Pakistan. Journal of Education and Human Development, 7(1), 109-116. http://jas.uitm.edu.my
  • Yaşar, M., & Aybek, E. C. (2019). A resilience scale development for university students: Validity and reliability study based on item response theory. Elementary Education Online, 18(4), 1687-1699. https://doi.org/10.17051/ilkonline.2019.635031
  • Zumarraga-Espinosa, M. & Cevallos-Pozo, G. (2021). Psychometric assessment of academic procrastination (APE) and academic resilience scales (ARS-30) among university students in Quito, Ecuador. Journal of Costarica University, 45(1), 346-366. http://dx.doi.org/10.15517/revedu.v45i1.42820

Details

Primary Language English
Subjects Psychology
Journal Section Makaleler
Authors

Serkan CENGİZ This is me
TC MİLLİ EĞİTİM BAKANLIĞI ERZURUM
0000-0001-9070-6338
Türkiye


Adem PEKER This is me
ATATÜRK ÜNİVERSİTESİ
0000-0002-3594-9166
Türkiye

Early Pub Date June 30, 2022
Publication Date July 1, 2022
Published in Issue Year 2022, Volume 12, Issue 65

Cite

APA Cengiz, S. & Peker, A. (2022). Adaptation of The Academic Resilience Scale (ARS-30): Turkish Version Validity and Reliability Study . Turkish Psychological Counseling and Guidance Journal , 12 (65) , 215-228 . DOI: 10.17066/tpdrd.1138267