Okulda Öz Düzenleme Envanteri: 3-6 Yaş Grubu Çocuklar İçin Türkçe Uyarlama, Geçerlik ve Güvenirlik Çalışması

Year 2025, Volume: 38 Issue: 1, 125 - 154, 30.04.2025

Ezgi Kaman , Seda Sarac

https://doi.org/10.19171/uefad.1526650

Abstract

Bu araştırmada, Hutchinson, Perry ve Shapka (2021) tarafından geliştirilmiş olan Okulda Öz Düzenleme Envanteri’nin 3-6 yaş (36-82 ay) çocuklar için Türkçeye uyarlanması, geçerlik ve güvenirlik çalışmasının yapılarak psikometrik özelliklerinin ortaya konulması amaçlanmıştır. Araştırmada nicel araştırma yöntemlerinden tarama modeli kullanılmıştır. Araştırma iki çalışma grubu ile yürütülmüştür. Açımlayıcı Faktör Analizi yapılan birinci çalışma grubunda 245 (Kız=120; Erkek=125) çocuk, Doğrulayıcı Faktör Analizinin yapıldığı ikinci çalışma grubunda ise 224 (Kız=119; Erkek=105) çocuk bulunmaktadır. Açımlayıcı Faktör Analizi sonucunda toplam varyansın 79,83’ünü açıklayan 22 madde ve tek faktörden oluşan bir yapı elde edilmiş ve bu yapı Doğrulayıcı Faktör Analizi ile doğrulanmıştır. Madde-toplam puan korelasyonları incelendiğinde maddeler arasında yüksek düzeyde ve pozitif ilişki olduğu görülmüştür. Ölçme aracının iç tutarlık güvenirliği ,98, eşdeğer yarılar güvenirliği ise ,96 olarak bulunmuştur. Ölçme aracının Okul Öncesi Çocuklar İçin Bağımsız Öğrenme Davranışları Ölçeği ile ,83 ve 4-6 Yaş Çocuklarına Yönelik Öz Düzenleme Becerileri Ölçeği ile ,82 düzeyinde anlamlı korelasyonu olduğu görülmüştür. Elde edilen bulgular, 22 maddeden oluşan ölçme aracının geçerli ve güvenilir olduğunu göstermiştir.

Keywords

Erken Çocukluk , Okul Öncesi , Öğrenmede Öz Düzenleme , Ölçek Uyarlama , Öz Düzenleme

Self-Regulation in School Inventory: Turkish Adaptation, Validity, and Reliability for 3-6-Year Old Children

Abstract

This study aimed to adapt the Self-Regulation In School Inventory (SRISI) for children aged 3-6 (36-82 months), developed by Hutchinson, Perry, and Shapka (2021), into Turkish and to assess its validity and reliability, revealing its psychometric properties. The study used a survey model and a quantitative research method and was conducted with two participant groups. The first group, with 245 children (120 girls and 125 boys), was used for Exploratory Factor Analysis, while the second group, with 224 children (119 girls and 105 boys), was used for Confirmatory Factor Analysis. The Exploratory Factor Analysis identified a single-factor structure with 22 items, explaining 79.83% of the total variance, and this structure was confirmed through Confirmatory Factor Analysis. Item-total score correlations showed strong positive relationships across all items. The measurement tool demonstrated an internal consistency reliability of .98 and a split-half reliability of .96. Significant correlations were also found with the Independent Learning Behaviors Scale for Preschool Children (.83) and the Self-Regulation Skills Scale for Children Aged 4-6 (.82) supporting its criterion validity. These findings indicate that the 22-item scale is a valid and reliable tool in Turkey.

Keywords

Early Childhood , Preschool , Scale Adaptation , Self-regulated Learning , Self-regulation

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