Parental Participation According to Students’ Perspective at High School: Adaptation of a Scale

Yıl 2013, Cilt: 3 Sayı: 1, 35 - 46, 01.06.2013

E.nihal (ahioglu) Lindberg Ayse Nur Demircan

Öz

The aim of this study is to adapt ―High School and Family Partnerships Students Survey‖, developed by Epstein, Connors and Salinas (1993), into Turkish. The sample group of the research consists of 285 students who are studying in high schools in Kastamonu. The structure of the original scale with 19 factors was converted to a structure with 8 factors after the discussions with the researcher developed the original scale. However, the analysis which is about if the data is suitable for confirmative factor analysis showed conformity of model-data, so exploratory factor analysis was not applied. The result of confirmatory factor analysis are following: the rate of χ2/sd for student scale was 1.61, RMSEA 0.047, SRMR 0.072, CFI 0.80, GFI 0.62. When the fit indexes of model-data were examined entirely, it was observed that the rates of χ2/sd, RMSEA, and SRMR were suitable to general rules of these indexes cut off levels, whereas the rates of CFI and GFI were under the cut off levels. Although the scores of CFI and GFI are low, the other indexes’, especially the scores of χ2/sd, RMSEA, and SRMR showing a good fit gives information about the goodness of the scale validity. The Cronbach Alpha Coefficient used to determine the reliability of the scale was found as 0.84. It is stated that the scales which are adapted based on the obtained results of the research can be used in Turkey by researchers and schools

Anahtar Kelimeler

Parental participation in high school, Epstein’s model for parental participation, Family-School Partnership, Student survey for parental participation

Ortaöğretim Okullarında Öğrenci Görüşlerine Göre Aile Katılımı: Bir Ölçek Uyarlaması

Öz

Bu çalışmanın amacı Epstein, Connors ve Salinas (1993) tarafından geliştirilen "Ortaöğretim Okullarında Aile Katılımı: Öğrenci Ölçeği‖nin Türkçe’ye uyarlanmasıdır. Çalışmanın araştırma grubunu, Kastamonu İl merkezindeki ortaöğretim okullarında öğrenim gören 285 öğrenci oluşturmaktadır. Özgün ölçeğin 19 boyutlu yapısı, ölçeği geliştiren grupla yapılan yazışmalardan sonra 8 boyutlu bir yapıya dönüştürülmüştür. Bununla birlikte verilerin doğrulayıcı faktör analizi için uygun olup olmadığı ile ilgili analizler, model-veri uyumunu ortaya koymuş, bu nedenle açımlayıcı faktör analizi uygulanmamıştır. Doğrulayıcı faktör analizi sonucunda χ2/sd oranı 1.61, RMSEA 0.047, SRMR 0.072, CFI 0.80 ve GFI 0.62 olarak bulunmuştur. Model-veri uyum indeksleri bütünüyle incelendiğinde, χ2/sd oranı, RMSEA, SRMR değerlerinin kabul sınırlarında olduğu; CFI ve GFI değerlerinin ise kabul sınırlarının altında olduğu ortaya çıkmıştır. Ancak CFI ve GFI’nın düşük olmasına karşın, diğer indekslerdeki özelliklede χ2/sd, RMSEA ve SRMR değerlerinin kabul sınırlarında ve iyi uyumu gösteriyor olması, ölçeğin yapı geçerliliğinin iyiliği hakkında da bilgi vermektedir. Ölçeğin güvenirliliği de .84 olarak belirlenmiştir. Böylece uyarlanan ölçeğin araştırmacılar ve okullar tarafından, Türkiye’de kullanılmasının uygun olduğu belirlenmiştir.

Anahtar Kelimeler

Ortaöğretimde Aile Katılımı, Epstein’ın Aile Katılım Modeli, Okul-Aile İşbirliği, Aile Katılımında Öğrenci Ölçeği

Kaynakça

• Lewis Center For Educational Research.
• Epstein, J. L. (1987). Parent involvement: What research says to administrators. Education and Urban Society, 19 (2), 119-136.
• Epstein, J. L. (1995). School/family/community partnerships: caring for the children we share. Phi Delta Kappan, 76 (9), 701–712.
• Epstein, J. L. (2008). Improving family and community involvement in secondary schools. Principal Leadership, 8 (2), 16-22.
• Epstein, J. L., Connors, L J. ve Salinas, K. C. (1993). High school and family partnerships: how to summarize your high school’s survey data. Baltimore MD: Johns Hopkins University Center on School, Family, and Community Partnerships
• Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R. ve Van Voorhis, F. L. (2002). School, family, and community partnerships: your handbook for action (second edition). Thousand Oaks, CA: Corwin Press.
• Epstein, J. L. ve Jansorn-Rodriguez, N. (2004). School, family and community partnerships link the plan. Education Digest, 67 (6), 19-23.
• Flaxman, E. ve Inger, M. (1991). Parents and schooling in the 1990s. The ERIC Review, 1(3), 2-6.
• Günçer, B. & Köse, R., (1993). Effects of family and school on Turkish students’ academic performance. Education and Society, 11 (1), 51–63.
• Gonzalez-DeHass, A. R., Willems, P. P. ve Holbein, M. F. D. (2005). Examining the relationship between parental involvement and student motivation. Educational Psychology Review, 17, 99−123.
• Harrington, D. (2008) Confirmatory Factor Analysis, s. 53. New York: Oxford University Press.
• Hickman, C. W., Greenwood, G. ve Miller, M. D. (1995). High school parent involvement: Relationships with achievement, grade level, SES, and gender. Journal of Research and Development in Education, 28, 125-134.
• Hill, N.E. ve Chao, R.K. (2009). Families, schools, and the adolescent: Connecting research, policy, and practice. NewYork: Teachers College Pres.
• Hill, N. E. ve Tyson, D. F. (2009). Parental involvement in middle school: a meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45 (3), 740–763.
• Hoover-Dempsey K.V. ve Sandler H.M. (1997). Why do parents become involved in their children’s education?. Review of Educational Research, 67(1), s.3-42
• Jöreskog, K. ve Sörbom, D. (1993). LISREL 8: Structural equation modeling with the simplis command language. Lincolnwood: Scientific Software International.
• Kline, R.B. (2011). Principles and practice of structural equation modeling, pp. 204, 3. Baskı. New York: Guilford Pres.
• Kuperminc, G. P., Darnell, A. J. ve Alvarez-Jimenez, A. (2007). Parent involvement in the academic adjustment of latino middle and high school youth: Teacher expectations and school belonging as mediators. Journal of Adolescence, 31 (4), 469-483.
• Lamborn, S. D., Mounts, N. S., Steinberg, L. ve Dornbusch, S. M. (1991). Patterns of competence and adjustment among adolescents from authoritative, authoritarian, indulgent, and neglectful families. Child Development, 62, 1049-1065.
• Maruyama, G. M. (1998). Basics of structural equation modeling. California: Sage Publication.
• Sanders, M.G. ve Epstein, J. L. (2000). Building school-family-community partnerships in middle and high school. M.G. Sanders (Ed.). School students placed at risk: research, policy, and practice in the education of poor and minority adolescents içinde (pp. 339-61). Mahwah, NJ: Lawrence Erlbaum Associates.
• Sarpkaya, P. (2005). Resmi liselerde disiplin sorunları ve ilgili grupların (öğretmen, öğrenci, yönetici, veli) yaklaşımları: aydın merkez ilçe örneği. Doktora tezi, Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü.
• Schreiber, J. R., Stage, F. K., King, J., Nora, A. ve Barlow, E. A. (2006). Reporting structural equation modeling and confirmatory factor analysis results: a review. Journal of Educational Research, 99 (61), 323-337.
• Sheldon, S. B. (2007). Improving student attendance with school, family, and community partnerships. The Journal of Educational Research, 100 (5), 267-275.
• Tabachnick, B. C. ve Fidell, L. S. (2001). Using multivariate statistics (4th ed.). Needham Heights, MA: Allyn & Bacon.
• Vaden-Kiernan, N. ve Chandler, K. (1996). Parents’ reports of school practices to involve families. National Center for Education Statistics, 1-15. http://nces.ed.gov/pubs/97327.pdf adresinden 4 Nisan 2011 tarihinde alınmıştır.
• Wheeler, P. (1992). Promoting parent involvement in secondary schools. NASSP Bulletin, 76(546), 28- 35.