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Çocuklar için Yaratıcı Kişilik Özellikleri Ölçeği’nin Geçerlik ve Güvenirlik Çalışması

Yıl 2024, , 1285 - 1307, 28.08.2024
https://doi.org/10.51460/baebd.1454136

Öz

Araştırmada 48-72 aylık çocukların yaratıcı kişilik özelliklerini tespit etmek amacıyla Çocuklar için Yaratıcı Kişilik Özellikleri Ölçeği’nin geliştirilmesi amaçlanmıştır. Çalışma grubu, 2019-2020 eğitim ve öğretim yılı güz yarıyılında olasılığa dayalı olmayan örnekleme türlerinden uygun örnekleme esas alınarak seçilen İstanbul ilindeki okul öncesi eğitim kurumlarında öğrenim gören 277 çocuktan oluşturmaktadır. Araştırmanın sonucunda Çocuklar için Yaratıcı Kişilik Özellikleri Ölçeği’nin kapsam geçerlik indeksinin 0.67 ve madde-toplam korelasyon değerlerinin uygun olduğu ve ölçme aracının faktör analizine uygun olduğu belirlenmiştir. Ölçeğin üç faktörde toplam varyans değerinin %41.9’unu açıkladığı görülmüştür. Ölçeğin Yeniliğe Uyum ve Hoşgörü alt boyutu 9 maddeden oluşmakta ve güvenirlik katsayısı 0.76’dır. Sebat Etme ve Üretme İsteği alt boyutu 7 maddeden oluşmakta ve güvenirlik katsayısı 0.75’tir ve Belirsizliğe Merak alt boyutu 6 maddeden oluşmakta ve güvenirlik katsayısı 0.75’tir. Ölçeğin geneli için güvenirlik katsayısı 0.76 olarak hesaplanmıştır. Çalışma sonucunda Çocuklar için Yaratıcı Kişilik Özellikleri Ölçeği’nin 48-72 aylık çocukların yaratıcı kişilik özelliklerini değerlendirmek üzere kullanılabilecek 22 madde ve üç alt boyuttan oluşan geçerli ve güvenilir bir ölçme aracı olduğu tespit edilmiştir.

Etik Beyan

Araştırmada İstanbul İl Milli Eğitim Müdürlüğü’nden 30.01.2020 tarihli ve 59090411-44-E.2150407 sayılı karar ile etik izin alınmıştır.

Destekleyen Kurum

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Teşekkür

Araştırmaya katılan tüm çocuklara teşekkür ederiz.

Kaynakça

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  • Chávez-Eakle, R. A., Eakle, A. J., & Cruz-Fuentes, C. (2012). The multiple relations between creativity and personality. Creativity Research Journal, 24(1), 76-82. https://doi.org/10.1080/10400419.2012.649233
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Development and Validation of Creative Personality Traits Scale for Children

Yıl 2024, , 1285 - 1307, 28.08.2024
https://doi.org/10.51460/baebd.1454136

Öz

It was aimed to develop a Creative Personality Traits Scale for Children to determine the creative personality traits of 48-72 months old children. The study group of the research consists of 277 children studying in the Istanbul province, which were selected convenient sampling from non-probability sampling types in the 2019-2020 academic year. As a result of the research, it was determined that the content validity index of the Creative Personality Traits Scale for Children was 0.67 and the item-total correlation values were appropriate. It was determined that the measurement tool was suitable for factor analysis. It was seen that the scale explained 41.9% of the total variance value in three factors. The sub-dimension of Adaptation to Innovation and Tolerance of the scale consists of 9 items and its reliability coefficient is 0.76. The Persistence and Willingness to Produce sub-dimension consists of 7 items and the reliability coefficient is 0.75, and the Curiosity to Uncertainty and Openness to Change sub-dimension consists of 6 items and the reliability coefficient is 0.75. The reliability coefficient for the overall scale was calculated as 0.76. As a result of the study, it was determined that the Creative Personality Traits Scale for Children is a valid and reliable measurement tool consisting of 22 items and three sub-dimensions that can be used to evaluate the creative personality traits of 48-72 months old children.

Kaynakça

  • Abed, N., Pakdaman, S., Heidari, M., & Tahmassian, K. (2016). Developing psychological well-being scale for preschool children. Global Journal of Health Science, 8(11), 104-111. http://dx.doi.org/10.5539/gjhs.v8n11p104
  • Abra, J. (1997). The motives for creative work: An inquiry with speculations about sports and religion. Hampton Press.
  • Akkoyun, F. (2005). Projektif teknikler. Nobel Akademi.
  • Aslan, E. (2001). Torrance yaratıcı düşünce testi'nin Türkçe versiyonu. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 14(14), 19-40. https://dergipark.org.tr/en/pub/maruaebd/issue/368/2523
  • Baron, F., & Harrington, D. M. (1981). Creativity, Intelligence, and Personality. Annual Review of Psychology, 32 (1981), 439-476. https://asset-pdf.scinapse.io/prod/2181132516/2181132516.pdf
  • Batey, M., Chamorro-Premuzic, T., & Furnham, A. (2009). Intelligence and personality as predictors of divergent thinking: The role of general, fluid, and crystallised intelligence. Thinking Skills and Creativity, 4(1), 60-69. https://doi.org/10.1016/j.tsc.2009.01.002
  • Baykul, Y. (2000). Eğitimde ve psikolojide ölçme: Klasik test teorisi ve uygulaması. ÖSYM Yayınları.
  • Beghetto, R. A. (2017). Creativity in teaching. In J. C. Kaufman, V. P. Glăveanu, & J. Baer (Eds.), The Cambridge handbook of creativity across domains (pp. 549–564). Cambridge University Press. https://doi.org/10.1017/9781316274385.030
  • Bennett, E. K. (1988). Social validation of a creativity measure [Master’s thesis, University of Tennessee]. http://trace.tennessee.edu/utk_gradthes/4319
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz Ş., & Demirel, F. (2012). Bilimsel araştırma yöntemleri. Pegem Akademi.
  • Can-Yaşar, M. (2009). Anasınıfına devam eden altı yaş çocuklarının yaratıcı düşünme becerilerine drama eğitiminin etkisinin incelenmesi (Yayın No. 258592) [Doktora tezi, Ankara Üniversitesi]. YÖK Ulusal Tez Merkezi.
  • Can, A. (2014). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. Pegem Akademi.
  • Chávez-Eakle, R. A., Eakle, A. J., & Cruz-Fuentes, C. (2012). The multiple relations between creativity and personality. Creativity Research Journal, 24(1), 76-82. https://doi.org/10.1080/10400419.2012.649233
  • Crocker, L., & Algina, J. (1986). Introduction to classical and modern test theory. Harcourt Brace Jovanovich College Publishers.
  • Cronbach, L. J. (1971). Test validation. In R. Thorndike (Ed.), Educational measurement (2nd ed., p. 443). American Council on Education.
  • Costa, P. T. Jr., Busch, C. M., Zonderman, A. B., & McCrae, R. R. (1986). Correlations of MMPI factor scales with measures of the Five-Factor Model of personality. Journal of Personality Assessment, 50, 640-650. https://doi.org/10.1207/s15327752jpa5004_10
  • Costa, P. T., & McCrae, R.R. (1992). Normal personality assessment in clinical practice the neo personality inventory. Psychological Assessment, 4(1), 5-13. https://doi.org/10.1037/1040-3590.4.1.5
  • Costa, P. T., McCrae, R. R., & Dye, D. A. (1991). Facet scales for agreeableness, conscientiousness: A revision of Neo Personalitiy Inventory. Personality and Individual Differences, 12(9), 887-898. https://doi.org/10.1016/0191-8869(91)90177-D
  • Csikszentmihalyi, M. (2015). The systems model of creativity: The collected works of Mihaly Csikszentmihalyi. Springer.
  • Çeliköz, N. (2017). Okul öncesi dönem 5-6 yaş çocuklarının yaratıcılık düzeylerinin incelenmesi. Yıldız Journal of Educational Research, 2(1), 1-25. https://doi.org/10.51280/yjer.2017.001
  • De Fruyt, F., Bartels, M., Van Leeuwen, K. G., De Clercq, B., Decuyper, M., & Mervielde, I. (2006). Five types of personality continuity in childhood and adolescence. Journal of Personality and Social Psychology, 91(3), 538-552.
  • De Haan, A., De Pauw, S., van den Akker, A., Deković, M., & Prinzie, P. (2017). Long-term developmental changes in children's lower-order big five personality facets. Journal of Personality, 1-62. https://doi.org/10.1111/jopy.12265
  • Dere, Z., & Ömeroglu, E. (2018). Development of Creative Behavior Observation Form: A study on validity and reliability. Universal Journal of Educational Research, 6(3), 562-570. https://doi.org/10.13189/ujer.2018.060319
  • Drewes, A. A. (2006). Play-based interventions. Journal of Early Childhood and Infant Psychology, 2, 139-156.
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  • Lee, K., & Jun, J. (2015). Developmental characteristics of creative thinking ability and creative personality of elementary school children in Korea. Advanced Science and Technology Letters, 92, 46-51. http://dx.doi.org/10.14257/astl.2015.92.10
  • Leggett, N. (2017). Early childhood creativity: Challenging educators in their role to intentionally develop creative thinking in children. Early Childhood Education Journal, 45, 845-853. https://doi.org/10.1007/s10643-016-0836-4
  • McCrae, R. R. (1987). Creativity, divergent thinking, and openness to experience. Journal of Personality and Social Psychology, 52, 1258-1265. https://doi.org/10.1037/0022-3514.52.6.1258
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  • Mumford M. D. (2003) Where have we been, where are we going? Taking stock in creativity research, Creativity Research Journal, 15(2-3), 107-120. https://doi.org/10.1080/10400419.2003.9651403
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  • Prinzie, P., & Deković, M. (2008). Continuity and change of childhood personality characteristics through the lens of teachers. Personality and Individual Differences, 45(1), 82-88. https://doi.org/10.1016/j.paid.2008.03.002
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Toplam 82 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Çocuk Gelişimi Eğitimi
Bölüm Makaleler
Yazarlar

Yıldız Güven 0000-0002-5120-7381

Hilal Yılmaz 0000-0002-4594-3155

Kadriye Efe Azkeskin 0000-0002-3041-500X

Erken Görünüm Tarihi 12 Ağustos 2024
Yayımlanma Tarihi 28 Ağustos 2024
Gönderilme Tarihi 16 Mart 2024
Kabul Tarihi 17 Temmuz 2024
Yayımlandığı Sayı Yıl 2024

Kaynak Göster

APA Güven, Y., Yılmaz, H., & Efe Azkeskin, K. (2024). Çocuklar için Yaratıcı Kişilik Özellikleri Ölçeği’nin Geçerlik ve Güvenirlik Çalışması. Batı Anadolu Eğitim Bilimleri Dergisi, 15(2), 1285-1307. https://doi.org/10.51460/baebd.1454136