Araştırma Makalesi
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Saldırganlığa Alternatif Davranışlar için Öz-Yeterlik Ölçeğinin Türkçeye Uyarlanması

Yıl 2020, , 1 - 17, 30.10.2020
https://doi.org/10.32433/eje.736440

Öz

Bu araştırmanın amacı Saldırganlığa Alternatif Davranışlar için Öz-Yeterlik Ölçeğinin (SADÖYÖ; Miller-Johnson, Sullivan, Simon ve MVPP, 2004) Türk kültürüne uyarlanmasıdır. SADÖYÖ ergenlerin öfkeyi kontrol etme ve şiddet içermeyen yollarla çatışma çözme becerilerine dair öz-yeterliklerini ölçmektedir. Araştırmanın örneklemi Ankara’da yedi farklı devlet okuluna devam eden 566 ortaokul öğrencisinden oluşmuştur. Katılımcıların yaş ortalaması 13.09’dur (SS= .95). SADÖYÖ’nün psikometrik özellikleri iç tutarlılık, iki yarı güvenirliği ve doğrulayıcı faktör analizi (DFA) kullanılarak test edilmiştir. SADÖYÖ’nün Cronbach alfa iç tutarlık katsayısı .79, iki yarı güvenirlik katsayısı ise .70 olarak hesaplanmıştır. DFA sonucunda elde edilen uyum indeksleri (RMSEA = .08, GFI = .97, AGFI = .93, CFI = .96 ve TLI = .95) model uyumunun iyi olduğunu göstermektedir. Ayrıca, ölçüt geçerliği için SADÖYÖ ile Fiziksel Saldırganlık Ölçeği arasındaki ilişki incelenmiş ve aralarında negatif yönde anlamlı bir ilişki (r= -.29, p< .01) olduğu saptanmıştır. Analizler, SADÖYÖ’nün Türk ergen örnekleminde yeterli düzeyde geçerlik ve güvenirlik değerlerine sahip olduğunu göstermiştir.

Kaynakça

  • Akgül, A. ve Çevik, O. (2003). İstatistiksel analiz teknikleri SPSS’te işletme yönetimi uygulamaları. Ankara: Emek Ofset.
  • Bosworth, K., Espelage, D. L., Daytner, G., DuBay, T., Karageorge, K. (2000). The effectiveness of a multimedia violence prevention program for early adolescents. American Journal of Health Behavior, 24, 268-280.
  • Büyüköztürk, Ş. (2007). Sosyal bilimler için analiz el kitabı. Ankara: Pegem Akademi.
  • Büyüköztürk, Ş., Çakmak, E. B., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2008). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi Yayınları.
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Ankara: Pegem Akademi.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
  • Bandura, A. (1980). Gauging the relationship between self-efficacy judgment and action. Cognitive Therapy and Research, 4, 263-268.
  • Bandura, A., Caprara, G. V., Barbaranelli, C., Gerbino, M., & Pastorelli, C. (2003). Role of affective self-regulatory efficacy in diverse spheres of psychosocial functioning. Child Development, 74(3), 769-782.
  • Bandura, A., Caprara, G. V., Barbaranelli, C., Pastorelli, C., & Regalia, C. (2001). Sociocognitive self-regulatory mechanism governing transgressive behavior. Journal of Personality and Social Psychology, 80, 125-135.
  • Bosworth, K., & Espelage, D. (1995). Teen conflict survey. Bloomington, IN: Center for Adolescent Studies.
  • Caprara, G. V., Barbaranelli, C., & Comrey, A. L. (1992). A personological, approach to the study of aggression. Personality and Individual Differences, 13, 77-84.
  • Caprara, G. V., Barbaranelli, C., Pastorelli, C., & Cervone, D. (2004). The contribution of self-efficacy beliefs to psychological outcomes in adolescence: predicting beyond global dispositional tendencies. Personality and Individual Differences, 37, 751-763.
  • Caprara, G. V., Scabini, E., Barbaranelli, C., Pastorelli, C., Regalia, C., & Bandura, A. (1998). Impact of adolescents’ perceived self-regulatory efficacy on familial communication and antisocial conduct. European Psychologist, 3, 125-132.
  • Card, N. A. (2011). Toward a relationship perspective on aggression among schoolchildren: Integrating social cognitive and interdependence theories. Psychology of Violence, 1(3), 188-201.
  • Carroll, A., Houghton, S., Wood, R., Unsworth, K., Hattie, J., Gordon, L., & Bower, J. (2009). Self-efficacy and academic achievement in Australian high school students: The mediating effects of academic aspirations and delinquency. Journal of Adolescence, 32(4), 797-817.
  • Crick, N., & Dodge, K. (1994). A review and reformulation of social information-processing mechanisms in children's social adjustment. Psychological Bulletin, 115(1), 74-101. doi:10.1037/0033-2909.115.1.74.
  • Dodge, K. A. (1991). The structure and function of reactive and proactive aggression. In D. Pepler ve K. Rubin (Eds.) The development and treatment of childhood aggression (pp. 201-218). Hillsdale, NJ: Erlbaum.
  • Farrell, A. D., Henry, D. B., Schoeny, M. E., Bettencourt, A., & Tolan, P. H. (2010). Normative beliefs and self-efficacy for nonviolence as moderators of peer, school, and parental risk factors for aggression in early adolescence. Journal of Clinical Child and Adolescent Psychology, 39(6), 800-813.
  • Furlong, M. J., & Smith, D. C. (Eds.) (1994). Anger, hostility, and aggression: Assessment, prevention, and intervention strategies for youth. New York: Wiley.
  • Granic, I., & Butler, S. (1998). The relation between anger and antisocial beliefs in young offenders. Personality and Individual Differences, 24(6), 759-765.
  • Huesmann, L. R. (1998). The role of social information processing and cognitive schema in the acquisition and maintenance of habitual aggressive behavior. In R. E. Geen and E. Donnerstein (Eds.), Human aggression: Theories, research, and implications for policy (pp. 73- 109). New York: Academic Press.
  • Miller-Johnson, S., Sullivan, T. N., Simon, T. R., & the Multisite Violence Prevention Project. (2004). Evaluating the impact of interventions in the Multisite Violence Prevention Study: Samples, procedures, and measures. American Journal of Preventive Medicine, 26, 48–61.
  • Multisite Violence Prevention Project (2004). Description of measures: Targeted student survey. Available from the Centers for Disease Control and Prevention, National Center for Injury Prevention and Control, Atlanta, GA. (Unpublished booklet).
  • Multon, K. D., Brown, S. D., & Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38, 30-38.
  • Orpinas, P. (1999). Who is Violent? Factors associated with aggressive behaviors in Latin America and Spain. Pan American Journal of Public Health, 5(4), 232-244.
  • Pu, J., Chewning, B., St. Clair, I. D., Kokotailo, P. K., Lacourt, J., & Wilson, D. (2013). Protective factors in American Indian communities and adolescent violence. Maternal and Child Health Journal, 17(7), 1199–1207. doi:10.1007/s10995-012-1111-y
  • Riner, M. E., & Saywell, R. M. (2002). Development of the social ecology model of adolescent interpersonal violence prevention (SEMAIVP). Journal of School Health, 72(2), 65-70.
  • Silk, J.S., Steinberg, L., & Morris, A. S. (2003). Adolescents' emotion regulation in daily life: links to depressive symptoms and problem behavior. Child Development, 74(6), 1869-1880.
  • Simon, T. R., Ikeda, R. M., Smith, E. P., Reese, L. E., Rabiner, D. L., Miller-Johnson, S., … Allison, K. W. (2008). The Multisite Violence Prevention Project: Impact of a Universal School-Based Violence Prevention Program on Social-Cognitive Outcomes. Prevention Science: The Official Journal of the Society for Prevention Research, 9(4), 231–244. doi:10.1007/s11121-008-0101-1
  • Swearer, S. M., Wang, C., Berry, B., & Myers, Z. R. (2014). Reducing Bullying: Application of Social Cognitive Theory. Theory into Practice. Vol. 53 (1), 271-277.
  • Valentine, J. C., DuBois, D. L., & Cooper, H. (2004). The relation between self-beliefs and academic achievement: A meta-analytic review. Educational Psychologist, 39(2), 111-133.
  • Willoughby, C., King, G., & Polatajko, H. (1996). A therapist’s guide to children’s self-esteem. The American Journal of Occupational Therapy, 50, 124-132.
  • Zeman, J., Shipman, K., & Suveg, C. (2002). Anger and sadness regulation: Predictions to internalizing and externalizing symptoms in children. Journal of Clinical Child and Adolescent Psychology, 31(3), 393-398.

Turkish Adaptation of Self-Efficacy for Alternatives to Aggression Scale

Yıl 2020, , 1 - 17, 30.10.2020
https://doi.org/10.32433/eje.736440

Öz

The aim of this study was to adapt the Self-Efficacy for Alternatives to Aggression Scale (SEAAS; Miller-Johnson, Sullivan, Simon, & MVPP, 2004) to Turkish culture. The SEAAS measures the adolescents’ self-efficacy on anger control and resolving conflict in a nonaggressive way. The sample of the study consisted of 566 secondary school students enrolled in seven different public schools in Ankara. The mean age of the participants was 13.09 (SD= .95). The psychometric properties of the scale were analyzed by means of internal consistency, split-half and confirmatory factor analysis (CFA). The Cronbach’s alpha coefficient was found to be .79 and split-half reliability was found to be .70. The results of the fit indices (RMSEA = .08, GFI = .97, AGFI = .93, CFI = .96 and TLI = .95) showed that model has a good fit. In addition, the relationship between the SEAAS and Physical Aggression Scale was examined for criterion validity and a significant negative relationship (r = -.29, p< .01) was found. Analyses indicated that the SEAAS had a satisfactory level of reliability and validity in Turkish adolescent sample.

Kaynakça

  • Akgül, A. ve Çevik, O. (2003). İstatistiksel analiz teknikleri SPSS’te işletme yönetimi uygulamaları. Ankara: Emek Ofset.
  • Bosworth, K., Espelage, D. L., Daytner, G., DuBay, T., Karageorge, K. (2000). The effectiveness of a multimedia violence prevention program for early adolescents. American Journal of Health Behavior, 24, 268-280.
  • Büyüköztürk, Ş. (2007). Sosyal bilimler için analiz el kitabı. Ankara: Pegem Akademi.
  • Büyüköztürk, Ş., Çakmak, E. B., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2008). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi Yayınları.
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Ankara: Pegem Akademi.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
  • Bandura, A. (1980). Gauging the relationship between self-efficacy judgment and action. Cognitive Therapy and Research, 4, 263-268.
  • Bandura, A., Caprara, G. V., Barbaranelli, C., Gerbino, M., & Pastorelli, C. (2003). Role of affective self-regulatory efficacy in diverse spheres of psychosocial functioning. Child Development, 74(3), 769-782.
  • Bandura, A., Caprara, G. V., Barbaranelli, C., Pastorelli, C., & Regalia, C. (2001). Sociocognitive self-regulatory mechanism governing transgressive behavior. Journal of Personality and Social Psychology, 80, 125-135.
  • Bosworth, K., & Espelage, D. (1995). Teen conflict survey. Bloomington, IN: Center for Adolescent Studies.
  • Caprara, G. V., Barbaranelli, C., & Comrey, A. L. (1992). A personological, approach to the study of aggression. Personality and Individual Differences, 13, 77-84.
  • Caprara, G. V., Barbaranelli, C., Pastorelli, C., & Cervone, D. (2004). The contribution of self-efficacy beliefs to psychological outcomes in adolescence: predicting beyond global dispositional tendencies. Personality and Individual Differences, 37, 751-763.
  • Caprara, G. V., Scabini, E., Barbaranelli, C., Pastorelli, C., Regalia, C., & Bandura, A. (1998). Impact of adolescents’ perceived self-regulatory efficacy on familial communication and antisocial conduct. European Psychologist, 3, 125-132.
  • Card, N. A. (2011). Toward a relationship perspective on aggression among schoolchildren: Integrating social cognitive and interdependence theories. Psychology of Violence, 1(3), 188-201.
  • Carroll, A., Houghton, S., Wood, R., Unsworth, K., Hattie, J., Gordon, L., & Bower, J. (2009). Self-efficacy and academic achievement in Australian high school students: The mediating effects of academic aspirations and delinquency. Journal of Adolescence, 32(4), 797-817.
  • Crick, N., & Dodge, K. (1994). A review and reformulation of social information-processing mechanisms in children's social adjustment. Psychological Bulletin, 115(1), 74-101. doi:10.1037/0033-2909.115.1.74.
  • Dodge, K. A. (1991). The structure and function of reactive and proactive aggression. In D. Pepler ve K. Rubin (Eds.) The development and treatment of childhood aggression (pp. 201-218). Hillsdale, NJ: Erlbaum.
  • Farrell, A. D., Henry, D. B., Schoeny, M. E., Bettencourt, A., & Tolan, P. H. (2010). Normative beliefs and self-efficacy for nonviolence as moderators of peer, school, and parental risk factors for aggression in early adolescence. Journal of Clinical Child and Adolescent Psychology, 39(6), 800-813.
  • Furlong, M. J., & Smith, D. C. (Eds.) (1994). Anger, hostility, and aggression: Assessment, prevention, and intervention strategies for youth. New York: Wiley.
  • Granic, I., & Butler, S. (1998). The relation between anger and antisocial beliefs in young offenders. Personality and Individual Differences, 24(6), 759-765.
  • Huesmann, L. R. (1998). The role of social information processing and cognitive schema in the acquisition and maintenance of habitual aggressive behavior. In R. E. Geen and E. Donnerstein (Eds.), Human aggression: Theories, research, and implications for policy (pp. 73- 109). New York: Academic Press.
  • Miller-Johnson, S., Sullivan, T. N., Simon, T. R., & the Multisite Violence Prevention Project. (2004). Evaluating the impact of interventions in the Multisite Violence Prevention Study: Samples, procedures, and measures. American Journal of Preventive Medicine, 26, 48–61.
  • Multisite Violence Prevention Project (2004). Description of measures: Targeted student survey. Available from the Centers for Disease Control and Prevention, National Center for Injury Prevention and Control, Atlanta, GA. (Unpublished booklet).
  • Multon, K. D., Brown, S. D., & Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38, 30-38.
  • Orpinas, P. (1999). Who is Violent? Factors associated with aggressive behaviors in Latin America and Spain. Pan American Journal of Public Health, 5(4), 232-244.
  • Pu, J., Chewning, B., St. Clair, I. D., Kokotailo, P. K., Lacourt, J., & Wilson, D. (2013). Protective factors in American Indian communities and adolescent violence. Maternal and Child Health Journal, 17(7), 1199–1207. doi:10.1007/s10995-012-1111-y
  • Riner, M. E., & Saywell, R. M. (2002). Development of the social ecology model of adolescent interpersonal violence prevention (SEMAIVP). Journal of School Health, 72(2), 65-70.
  • Silk, J.S., Steinberg, L., & Morris, A. S. (2003). Adolescents' emotion regulation in daily life: links to depressive symptoms and problem behavior. Child Development, 74(6), 1869-1880.
  • Simon, T. R., Ikeda, R. M., Smith, E. P., Reese, L. E., Rabiner, D. L., Miller-Johnson, S., … Allison, K. W. (2008). The Multisite Violence Prevention Project: Impact of a Universal School-Based Violence Prevention Program on Social-Cognitive Outcomes. Prevention Science: The Official Journal of the Society for Prevention Research, 9(4), 231–244. doi:10.1007/s11121-008-0101-1
  • Swearer, S. M., Wang, C., Berry, B., & Myers, Z. R. (2014). Reducing Bullying: Application of Social Cognitive Theory. Theory into Practice. Vol. 53 (1), 271-277.
  • Valentine, J. C., DuBois, D. L., & Cooper, H. (2004). The relation between self-beliefs and academic achievement: A meta-analytic review. Educational Psychologist, 39(2), 111-133.
  • Willoughby, C., King, G., & Polatajko, H. (1996). A therapist’s guide to children’s self-esteem. The American Journal of Occupational Therapy, 50, 124-132.
  • Zeman, J., Shipman, K., & Suveg, C. (2002). Anger and sadness regulation: Predictions to internalizing and externalizing symptoms in children. Journal of Clinical Child and Adolescent Psychology, 31(3), 393-398.
Toplam 33 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Evrim Çetinkaya Yıldız 0000-0001-5924-3136

Zeynep Hatipoğlu Sümer 0000-0002-9163-2622

Yayımlanma Tarihi 30 Ekim 2020
Gönderilme Tarihi 12 Mayıs 2020
Kabul Tarihi 19 Haziran 2020
Yayımlandığı Sayı Yıl 2020

Kaynak Göster

APA Çetinkaya Yıldız, E., & Hatipoğlu Sümer, Z. (2020). Saldırganlığa Alternatif Davranışlar için Öz-Yeterlik Ölçeğinin Türkçeye Uyarlanması. Erciyes Journal of Education, 4(2), 1-17. https://doi.org/10.32433/eje.736440

ERCİYES JOURNAL OF EDUCATION [EJE]

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