DEPRESYON, ANKSİYETE VE STRES ÖLÇEĞİ (DASS-42) LİSE FORMU: TÜRKÇE GEÇERLİK VE GÜVENİRLİĞİ

Öz

Bu araştırmanın amacı, Lovibond ve Lovibond (1995) tarafından geliştirilen, Türkçe’ye uyarlaması Bilgel ve Bayram (2010) tarafından üniversite öğrencileri üzerinde yapılan Depresyon, Anksiyete ve Stres Ölçeğinin (DASS-42) lise öğrencileri için psikometrik özelliklerinin belirlenmesidir. Bu amaçla DASS-42, iki farklı lisede öğrenim gören toplam 913 öğrenciye uygulanmıştır. Ölçeğin geçerlik çalışması için doğrulayıcı faktör analizi yapılmıştır. Ölçeğin güvenirliği Cronbach’s Alfa katsayısı ve madde toplam korelasyon katsayısı ile hesaplanmıştır. Elde edilen bulgular, DASS-42’nin lise öğrencileri için geçerli ve güvenilir bir araç olduğunu göstermektedir. 

Anahtar Kelimeler

• Depresyon,Anksiyete,Stres,Ölçek Geçerlik-Güvenirlik,Lise Öğrencileri

THE DEPRESSION ANXIETY AND STRESS SCALE (DASS-42) HIGH SCHOOL FORM: THE VALIDITY AND RELIABILITY OF TURKISH VERSION

Öz

The aim of this study is to determine the psychometric features of Depression, Anxiety and Stress Scale (DASS-42) ,which was adapted to Turkish by Bilgel and Bayram (2010) for university students, developed by Lovibond and Lovibond (1995) for high school students. For this reason, DASS-42 was applied to a total of 913 students in two different high schools. Confirmatory Factor Analysis (CFA) was performed to construct validity of the scale. The DFA result showed that the chi-square value (x² = 3790.21, N = 913, df = 813, p = 0.00) was significant. The fit index values were RMSEA = .063, CFI = .97, IFI = .97, GFI = .83, AGFI = .82, SRMR = .054. The reliability of the scale was calculated by Cronbach’s Alpha Coefficient and Total Item Correlation Coefficient. Cronbach's Alpha Internal Consistency Reliability Coefficient of DASS-42 was; .91 for depression, .84 for anxiety, and .86 for stress. The Total Item Correlations ranged from .46 to .72 for depression, .30 to .58 for anxiety, and .41 to .69 for stress. The results of the study show that DASS-42 is a valid and reliable measurement tool for high school students. Within this context, DASS-42 can be used in studies to be performed for high school students.

Anahtar Kelimeler

• Depression,Anxiety,Stress,High School Students,Validity and Reliability

Kaynakça

1. Arslan, G. ve Kabasakal, Z. (2013). Ergenlerin Problem Çözme Becerileri ve Ana-Baba Tutumları Arasındaki İlişkinin İncelenmesi. Turkish Studies, 8(6), 33-42. Andrews, M., Ainley, M. ve Frydenberg, E. (2004). Adolescent Engagement with Problem Solving Tasks: The Role of Coping Style. Self-efficacy, and Emotions, Paper Presented at the AARE International Conference.
2. Bilgel, N. ve Bayram, N. (2010). Turkish Version of the Depression Anxiety Stress Scale (DASS- 42): Psychometric Properties. Archives of Neuropsychiatry, 47: 118-26.
3. Büyüköztürk, Ş. (2015). Sosyal Bilimler İçin Veri Analizi El Kitabı. (Genişletilmiş 21. baskı). Ankara: Pegem Akademi.
4. Clark, L. A. ve Watson, D. (1991). Theoretical and Empirical Issues in Differentiating Depression from Anxiety. Psychosocial Aspects of Mood Disorders. In J. Becker ve A. Kleinman (Editörler). s. 39-65. Hillsdale, N J: Lawrence Erlbaum Associates.
5. Compas, B. E. (1998). An Agenda for Coping Research and Theory: Basic and Applied Developmental Issues. International Journal of Behavioral Development, 22 (2), 231-237.
6. Ekşi, A. (1999). Ben Hasta Değilim Çocuk Sağlığı ve Hastalıklarının Psikososyal Yönü. İstanbul: Nobel Tıp Kitabevleri.
7. Eskin, M. (2012). İntihar. Ankara: Hekimler Yayın Birliği.
8. Derdikman-Eiron, R., Indredavik, M. S., Bakken, I. J., Bratberg, G. H., Hjemdal, O., ve Colton, M. (2012). Gender Differences in Psychosocial Functioning of Adolescents with Symptoms of Anxiety and Depression: Longitudinal Findings from the Nord-Trondelag Health Study. Social Psychiatry and Psychiatric Epidemiology, 47(11), 1855-1863.

9. Geldard, K. ve Geldard, D. (2013). Ergenler ve Gençlerle Psikolojik Danışma. (Çev. Ed. M. Pişkin). İstanbul: Nobel Akademik Yayıncılık.
10. Grant, D. M. (2013). Anxiety in Adolescence. Handbook of Adolescent Health Psychology. In W. T. O’Donohue, L. T. Benuto, L. W. Tolle (Editörler). s. 507-519. New York: Springer Science and Business Media.
11. Lewinsohn, P. M., Clarke, G. N., Seeley, J. R. ve Rohde, P. (1994). Major Depression in Community Adolescents: Age at Onset, Episode Duration, and Time to Recurrence. Journal of the American Academy of Child and Adolescent Psychiatry, 33(6), 809-18.
12. Lovibond, P. F. ve Lovibond, S. H. (1995). The Structure of Negative Emotional States: Comparison of the Depression Anxiety Stress Scales (DASS) with the Beck Depression and Anxiety Inventories. Behaviour Research and Therapy, 33, 335-342.
13. Kashani, J. H. ve Orvaschel, H. (1988). Anxiety Disorders in Mid-Adolescence: A Community Sample. American Journal of Psychiatry, 145, 960-964.
14. Kashani, J. H. ve Sherman, D. D. (1988). Childhood Depression: Epidemiology, Etiological Models, And Treatment İmplications. Integrative Psychiatry, 6, 1-21.
15. Krumrie, E. J., Newton, F. B. ve Kim, E. (2010). A Multi-Institution Look at College Students Seeking Counseling: Nature and Severity of Concerns. Journal of College Student Psychotherapy, 24, 261-283.
16. Köroğlu, E. (2013). Psikiyatri Başvuru El Kitabı. Ankara: Hekimler Yayın Birliği.
17. Manassis, K. ve Monga, S. (2001). A Therapeutic Approach to Children and Adolescents with Anxiety Disorders and Associated Comorbid Conditions. Journal of the American Academy of Child & Adolescent Psychiatry. 40,115-117.
18. Matos, M. G., Barrett, P., Dadds, M. ve Shortt, A. (2003).Anxiety, Depression, and Peer Relationships during Adolescence: Results from the Portuguese National Health Behaviour in School-Aged Children Survey. European Journal of Psychology of Education, 18(1), 3-14.
19. McGee, R., Feehan, M., Williams S. ve Anderson J. (1992). DSM-III Disorders From Age 11 to Age 15 Years. Journal of the American Academy of Child and Adolescent Psychiatry, 31, 50-9.
20. Nilsen, T. S., Eisemann, M. ve Kvernmo, S. (2013). Predictors and Moderators of Outcome in Child and Adolescent Anxiety and Depression: A Systematic Review of Psychological Treatment Studies. European Child & Adolescent Psychiatry, 22(2), 69-87.
21. Öztürk, M. O. ve Uluşahin, N. A. (2015). Ruh Sağlığı ve Bozuklukları. Ankara: Nobel Tıp Kitabevleri.
22. Seçer, İ. (2015). Psikolojik Test Geliştirme ve Uyarlama Süreci. Ankara: Anı Yayıncılık.
23. Seiffge-Krenke, I. (1995) Stress, Coping, and Relationships in Adolescence. Hillsdale, NJ: Lawrence Erlbaum.
24. Silberg, J. L., Rutter, M. ve Eaves, L. (2001). Genetic and Environmental Influences on the Temporal Association Between Earlier Anxiety and Later Depression in Girls. Biological Psychiatry, 49 (12), 1040-1049.
25. Şimşek, Ö.F. (2007). Yapısal Eşitlik Modellemesine Giriş Temel İlkeler ve Lisrel Uygulamaları, Ankara: Ekinoks Yayınları.
26. Thaker, R. ve Verma, A. (2014). A Study of Perceived Stress and Coping Styles among Mid Adolescents. National Journal of Physiology, Pharmacy & Pharmacology, 4(1), 25-28.