Araştırma Makalesi
Yıl 2019,
Cilt: 12 Sayı: 3, 962 - 977, 31.07.2019
Öz
The aim of this study is to adapt The Delaware Social-Emotional Competency Scale into Turkish language so that social-emotional competency of students can be examined through testing the language validity and conducting Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). While the sample for EFA consisted of 338, the sample for CFA consisted of 220 different high school students. Since the CFA was administered first and it was decided to administer the EFA. The first and 12nd items were taken out of the scale considering the total item correlation before EFA. Two sub-dimensional structures were obtained as a result of the AFA administered with the remaining items. Sub-dimensions were given the names “self awareness” and “social awareness” in accordance with the literature. In order to test the structure obtained from the EFA, CFA was administered with different data sets and the factor structure was determined to be acceptable. The internal consistency coefficient for the reliability study was calculated as .70 The Pearson Moments Multiplication Correlation Coefficient calculated for the test-retest reliability study was found to be significant. The scale is a valid and reliable tool that can be used in Turkish culture.
Anahtar Kelimeler
Kaynakça
- Aygun, H. E., & Taskin, C. S. (2017). Identifying psychometric properties of the social-emotional learning skills scale. Educational Policy Analysis and Strategic Research, 12(2), 43-61.Alpar, R. (1998). İstatistik ve spor bilimleri. Ankara: Bağırgan.Anastasi, A. (1982). Psychological testing. New York: Mac Millan Publishing Co. Inc.Asparouhov, T., & Muthén, B. (2009). Exploratory structural equation modeling. Structural Equation Modeling: A Multidisciplinary Journal, 16(3), 397-438.Bear, G., Yang, C., Harris, A.,Mantz, L., Hearn, S., & Boyer, D. (2016). Technical manual for 2016 Delaware school survey: Scales of school climate; bullying victimization; student engagement; positive, punitive, and social emotional learning techniques; and the Delaware social and emotional competencies scale. Newark, DE: Center for Disabilities Studies.Bornstein, M. H., Hahn, C.-S., & Haynes, O. M. (2010). Social competence, externalizing, and internalizing behavioral adjustment from early childhood through early adolescence: Developmental cascades. Development and Psychopathology, 22, 717–735. doi:10.1017/ S0954579410000416.Bradshaw, C. P., Sawyer, A. L., & O’Brennan, L. M. (2007). Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review, 36(3), 361–382.Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York: Guilford Press.Büyüköztürk, Ş. (2016). Veri analizi el kitabı. Ankara: Pegem Akademi.Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications and programming. New York, NY: Taylor and Francis Group.Ciotto, C.M., & Gagnon, A.G. (2018) Promoting social and emotional learning in physical education, Journal of Physical Education, Recreation & Dance, 89(4), 27-33. DOI: 10.1080/07303084.2018.1430625Collaborative for Academic, Social, and Emotional Learning. (2012). 2013 CASEL guide: Effective social and emotional learning programs. Preschool and elementary school edition. Chicago, IL: CASELCollaborative for Academic, Social, and Emotional Learning. (2017). SEL FAQ. Retrieved from http://www.casel.org/faqs/ Coryn, C. L. S., Spybrook, J. K., Evergreen, S. D. H., & Blinkiewicz, M. V. (2009). Development and evaluation of the social-emotional learning scale. Journal of Psychoeducational Assessment, 27(3), 283-295.Dusenbury, L., Weissberg, R. P., Goren, P., & Domitrovich, C. (2014). State standards to advance social and emotional learning: Findings from CASEL’s state scan of social and emotional learning standards, preschool through high school. Chicago: Collaborative for Academic, Social, and Emotional Learning.Elias, M. (2004). The Connection between social-emotional learning and learning disabilities: Implications for intervention. Learning Disability Quarterly, 27, 53-63.Hambleton, R. K., & Bollwark, J. (1991). Adapting tests for use in different cultures: Technical issues and methods. Bulletin of the International Testing Commission, 18, 3‐32.Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55.Jones, S. M., & Bouffard, S. M. (2012). Social and emotional learning in schools: From programs to strategies (Social Policy Rep. No. 26. 4.). Society for Research in Child Development.Kabakçı, Ö. F., & Owen, K. F. (2010). Sosyal duygusal öğrenme becerileri ölçeği geliştirme çalışması. Eğitim ve Bilim, 35(157), 152-166.Kalaycı, Ş. (2010). Faktör analizi, SPSS uygulamalı çok değişkenli istatistik teknikleri (5. bs.). Ankara: Asil Yayın.Kline, R. B. (2011). Principles and practice of structural equation modeling (3nd ed.). New York London: The Guilford.Kwon, K., Kim, E. M., & Sheridan, S. M. (2012). A contextual approach to social skills assessment in the peer group: Who is the best judge? School Psychology Quarterly, 27, 121–133. doi:10.1037/a0028696.Malecki, C. K., & Elliot, S. N. (2002). Children’s social behaviors as predictors of academic achievement: A longitudinal analysis. School Psychology Quarterly, 17, 1–23. doi:10.1521/ scpq.17.1.1.19902.Mantz, L. S., Bear, G. G., Yang, C., & Harris, A. (2016). Delaware social-emotional competency scale (DSECS-S): Evidence of validity and reliability. Child Ind Res. October 2016. doi: 10.1007/s12187-016-9427-6.Merrell, K. W., & Gueldner, B. A. (2010). Social and emotional learning in the classroom. New York: Guildford Press.Sümer N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3(6), 49-74.Tabachnick, B., & Fidell, L. (2013): Using multivariate statistics (6th international ed. cover edn). Thousand Oaks, NJ: Sage Publications.Tavşancıl, E. (2002). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Akademi.Tezbaşaran, A. (1997). Likert tipi ölçek hazırlama kılavuzu. Ankara: Türk Psikologlar Derneği.Zins, J. E., Weissberg, R., Wang, M. C., & Walberg, H. J. (2004). Building academic success on social and emotional learning: What does the research say? New York: Columbia University Teachers College Press.
Yıl 2019,
Cilt: 12 Sayı: 3, 962 - 977, 31.07.2019
Öz
Bu
çalışmada öğrencilerin sosyal-duygusal yeterliklerini değerlendirebilmek
amacıyla Mantz ve ark. tarafından geliştirilen “Delaware Sosyal-Duygusal
Yeterlik Ölçeği”nin Türk diline uyarlaması yapılmıştır. Çalışmada ölçeğin dil
eşdeğerliğinin sağlanması ve faktör yapısının sınanması hedeflenmiştir. Ölçek,
açımlayıcı faktör analizi (AFA) için 338 lise öğrencisi, doğrulayıcı faktör
analizi (DFA) için farklı 220 lise öğrencisine uygulanmıştır. DFA analizi
sonucunda bazı maddelerin .05 düzeyinde anlamli olmadiği tespit edilmiş ve AFA
yapılmasına karar verilmiştir. AFA öncesi toplam madde korelasyonuna bakılarak
1 ve 12. maddeler ölçekten çıkarılmıştır. Kalan maddelerle yapılan AFA
sonucunda iki alt boyutlu bir yapı elde edilmiştir. Alt boyutlara literature uygun olarak “öz
farkındalık” ve “sosyal farkındalık” isimleri verilmiştir. AFA’dan elde edilen
yapının test edilmesi için farklı veri grubuyla DFA yapılmış ve faktör
yapısının kabul edilebilir düzeyde olduğu belirlenmiştir. Güvenirlik çalışması
için iç tutarlık katsayısı .70 olarak hesaplanmıştır. Test–tekrar test
güvenirlik çalışması için hesaplanan Pearson Momentler Çarpımı Korelasyon
katsayısının anlamlı olduğu belirlenmiştir. Ölçek, Türk Kültüründe
kullanılabilecek geçerli ve güvenilir bir araçtır.
Anahtar Kelimeler
Kaynakça
- Aygun, H. E., & Taskin, C. S. (2017). Identifying psychometric properties of the social-emotional learning skills scale. Educational Policy Analysis and Strategic Research, 12(2), 43-61.Alpar, R. (1998). İstatistik ve spor bilimleri. Ankara: Bağırgan.Anastasi, A. (1982). Psychological testing. New York: Mac Millan Publishing Co. Inc.Asparouhov, T., & Muthén, B. (2009). Exploratory structural equation modeling. Structural Equation Modeling: A Multidisciplinary Journal, 16(3), 397-438.Bear, G., Yang, C., Harris, A.,Mantz, L., Hearn, S., & Boyer, D. (2016). Technical manual for 2016 Delaware school survey: Scales of school climate; bullying victimization; student engagement; positive, punitive, and social emotional learning techniques; and the Delaware social and emotional competencies scale. Newark, DE: Center for Disabilities Studies.Bornstein, M. H., Hahn, C.-S., & Haynes, O. M. (2010). Social competence, externalizing, and internalizing behavioral adjustment from early childhood through early adolescence: Developmental cascades. Development and Psychopathology, 22, 717–735. doi:10.1017/ S0954579410000416.Bradshaw, C. P., Sawyer, A. L., & O’Brennan, L. M. (2007). Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review, 36(3), 361–382.Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York: Guilford Press.Büyüköztürk, Ş. (2016). Veri analizi el kitabı. Ankara: Pegem Akademi.Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications and programming. New York, NY: Taylor and Francis Group.Ciotto, C.M., & Gagnon, A.G. (2018) Promoting social and emotional learning in physical education, Journal of Physical Education, Recreation & Dance, 89(4), 27-33. DOI: 10.1080/07303084.2018.1430625Collaborative for Academic, Social, and Emotional Learning. (2012). 2013 CASEL guide: Effective social and emotional learning programs. Preschool and elementary school edition. Chicago, IL: CASELCollaborative for Academic, Social, and Emotional Learning. (2017). SEL FAQ. Retrieved from http://www.casel.org/faqs/ Coryn, C. L. S., Spybrook, J. K., Evergreen, S. D. H., & Blinkiewicz, M. V. (2009). Development and evaluation of the social-emotional learning scale. Journal of Psychoeducational Assessment, 27(3), 283-295.Dusenbury, L., Weissberg, R. P., Goren, P., & Domitrovich, C. (2014). State standards to advance social and emotional learning: Findings from CASEL’s state scan of social and emotional learning standards, preschool through high school. Chicago: Collaborative for Academic, Social, and Emotional Learning.Elias, M. (2004). The Connection between social-emotional learning and learning disabilities: Implications for intervention. Learning Disability Quarterly, 27, 53-63.Hambleton, R. K., & Bollwark, J. (1991). Adapting tests for use in different cultures: Technical issues and methods. Bulletin of the International Testing Commission, 18, 3‐32.Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55.Jones, S. M., & Bouffard, S. M. (2012). Social and emotional learning in schools: From programs to strategies (Social Policy Rep. No. 26. 4.). Society for Research in Child Development.Kabakçı, Ö. F., & Owen, K. F. (2010). Sosyal duygusal öğrenme becerileri ölçeği geliştirme çalışması. Eğitim ve Bilim, 35(157), 152-166.Kalaycı, Ş. (2010). Faktör analizi, SPSS uygulamalı çok değişkenli istatistik teknikleri (5. bs.). Ankara: Asil Yayın.Kline, R. B. (2011). Principles and practice of structural equation modeling (3nd ed.). New York London: The Guilford.Kwon, K., Kim, E. M., & Sheridan, S. M. (2012). A contextual approach to social skills assessment in the peer group: Who is the best judge? School Psychology Quarterly, 27, 121–133. doi:10.1037/a0028696.Malecki, C. K., & Elliot, S. N. (2002). Children’s social behaviors as predictors of academic achievement: A longitudinal analysis. School Psychology Quarterly, 17, 1–23. doi:10.1521/ scpq.17.1.1.19902.Mantz, L. S., Bear, G. G., Yang, C., & Harris, A. (2016). Delaware social-emotional competency scale (DSECS-S): Evidence of validity and reliability. Child Ind Res. October 2016. doi: 10.1007/s12187-016-9427-6.Merrell, K. W., & Gueldner, B. A. (2010). Social and emotional learning in the classroom. New York: Guildford Press.Sümer N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3(6), 49-74.Tabachnick, B., & Fidell, L. (2013): Using multivariate statistics (6th international ed. cover edn). Thousand Oaks, NJ: Sage Publications.Tavşancıl, E. (2002). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Akademi.Tezbaşaran, A. (1997). Likert tipi ölçek hazırlama kılavuzu. Ankara: Türk Psikologlar Derneği.Zins, J. E., Weissberg, R., Wang, M. C., & Walberg, H. J. (2004). Building academic success on social and emotional learning: What does the research say? New York: Columbia University Teachers College Press.
Toplam 1 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Konular | Alan Eğitimleri |
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 31 Temmuz 2019 |
| Gönderilme Tarihi | 7 Eylül 2018 |
| Yayımlandığı Sayı | Yıl 2019 Cilt: 12 Sayı: 3 |
