Araştırma Makalesi
BibTex RIS Kaynak Göster

Child Social Preference Scale-3 (Parent and Teacher Form): Validity and Reliability Study

Yıl 2025, Cilt: 35 Sayı: 3, 859 - 875, 23.09.2025
https://doi.org/10.18069/firatsbed.1549667

Öz

This study aims to translate the parent form (PF) and teacher form (TF) of the Child Social Preference Scale-3 (CSPS-3) into Turkish and to conduct validity and reliability studies. The sample of the research consisted of 105 parents of 36-72 month old children for the CSPS-3 PF; teachers (n=45) of 334 children aged 36-72 months for the CSPS-3 TF. The scale consists of three dimensions: shyness, unsociability and social avoidance. As a consequence of the analyses, the 15-item and three-factor model of the CSPS-3 PF was validated and the variance explained values were at appropriate values (0.10 and 0.58). In line with the EFA conducted to determine the construct validity of the CSPS-3 TF, two items with factor loadings below .30 were removed from the scale, and it was found that the scale was unidimensional and explained 56.47% of the total variance. As the result of CFA, the 13-item one-factor structure of the CSPS-3 TF was verified. In line with these results, it can be said that the Turkish form of both scales is a valid and reliable tool that can be used in determining children's social preferences and evaluating their socially withdrawn behaviors.

Kaynakça

  • Achenbach, T. M. & Rescorla, L. A. (2000). Manual for the ASEBA preschool forms and profiles (Vol. 30). Burlington, VT: University of Vermont, Research center for children, youth, & families.
  • Altınoğlu-Dikmeer, D. İ. (1997). Sosyal Beceri Eğitiminin İçedönük Ergenlerin İçedönüklük Düzeylerine Etkisi (Yayınlanmamış Yüksek Lisans Tezi). Ankara Üniversitesi, Ankara, Türkiye.
  • Asendorpf, J. B. (1990). Beyond social withdrawal: Shyness, unsociability, and peer avoidance. Human Development, 33(4-5), 250-259. https://doi.org/10.1159/000276522.
  • Asendorpf, J. B. (1993). Abnormal shyness in children. Journal of Child Psychology and Psychiatry, 34(7), 1069-1083. https://doi.org/10.1111/j.1469-7610.1993.tb01774.x
  • Baumgartner, H. & Homburg, C. (1996). Applications of structura lequation modeling in marketing and consumer research: A review. International Journal of Research in Marketing, 13(2), 139-161. https://doi.org/10.1016/0167-8116(95)00038-0
  • Bayram Ozdemir, S., Cheah, C. S. L. & Coplan, R. J. (2015). Conceptualization and assessment of multiple forms of social withdrawal in Turkey. Social Development, 24(1), 142-165. doi:10.1111/sode.12088.
  • Bentler, P. M. (1980). Multivariate analysis with latent variables: Causal modeling. Annual Review of Psychology, 31, 419-456. https://doi.org/10.1146/annurev.ps.31.020180.002223
  • Bishop, G., Spence, S. H. & McDonald, C. (2003). Can parents and teachers provide a reliable and valid report of behavioral inhibition?. Child Development,74(6),1899-1917.https://doi.org/10.1046/j.1467-8624.2003.00645.x
  • Büyüköztürk, Ş. (2002). Faktör analizi: temel kavramlar ve ölçek geliştirmede kullanımı. Kuram ve Uygulamada Eğitim Yönetimi, 8(32), 470-483.
  • Büyüköztürk, Ş. (2006). Sosyal Bilimler İçin Veri Analizi El Kitabı. Ankara: Pegem A Yayıncılık.
  • Büyüköztürk, Ş., Kılıç Çakmak E., Akgün, Ö.E., Karadeniz, Ş. ve Demirel F. (2010). Bilimsel Araştırma Yöntemleri (7. Baskı). Ankara: Pegem Akademi.
  • Can, A. (2020). SPSS ile Bilimsel Araştırma Sürecinde Nicel Veri Analizi. Ankara: Pegem Akademi.
  • Cheek, J. M. & Buss, A. H. (1981). Shyness and sociability. Journal of Personality and Social Psychology, 41(2), 330. https://doi.org/10.1037/0022-3514.41.2.330.
  • Coplan, R. J., Arbeau, K. A. & Armer, M. (2008). Don’t fret, be supportive! Maternal characteristics linking child shyness to psychosocial and school adjustment in kindergarten. Journal of Abnormal Child Psychology, 36(3), 359-371. https://doi.org/10.1007/s10802-007-9183-7
  • Coplan, R. J. & Armer, M. (2007). A “multitude” of solitude: A closer look at Social withdrawal and nonsocial play in early childhood. Child Development Perspectives, 1(1), 26-32.https://doi.org/10.1111/j.1750-8606.2007.00006.x
  • Coplan, R. J., Closson, L. M. & Arbeau, K. A. (2007). Gender differences in the behavioral associates of loneliness and social dissatisfaction in kindergarten. Journal of Child Psychology and Psychiatry, 48(10), 988-995. https://doi.org/10.1111/j.1469-7610.2007.01804.x
  • Coplan, R. J., DeBow, A., Schneider, B. H. & Graham, A. A. (2009). The social behaviours of inhibited children in and out of preschool. British Journal of Developmental Psychology, 27(4), 891-905. https://doi.org/10.1348/026151008X396153
  • Coplan, R. J., Findlay, L. C. & Nelson, L. J. (2004). Characteristics of preschoolers with lower perceived competence. Journal of Abnormal Child Psychology, 32(4), 399-408. https://doi.org/10.1023/B:JACP.0000030293.81429.49
  • Coplan, R. J., Girardi, A., Findlay, L. C. & Frohlick, S. L. (2007). Understanding solitude: Young children's attitudes and responses toward hypothetical socially withdrawn peers. Social Development, 16(3), 390-409. https://doi.org/10.1111/j.1467-9507.2007.00390.x
  • Coplan, R. J., Ooi, L. L. & Nocita, G. (2015). When one is company and two is a crowd: why some children prefer solitude. Child Development Perspectives, 9(3), 133-137. doi:10.1111/cdep.12131.
  • Coplan, R. J., Ooi, L. L., Xiao, B. & Rose‐Krasnor, L. (2018). Assessment and implications of social withdrawal in early childhood: A first look at social avoidance. Social Development, 27(1), 125-139. https://doi.org/10.1111/sode.12258
  • Coplan, R. J., Prakash, K., O'Neil, K. & Armer, M. (2004). Do you want" to play? Distinguishing between conflicted shyness and social disinterest in early childhood. Developmental Psychology, 40(2), 244-258. https://doi.org/10.1037/0012-1649.40.2.244
  • Coplan, R. J., Rose-Krasnor, L., Weeks, M., Kingsbury, A., Kingsbury, M. & Bullock, A. (2013). Alone is a crowd: Social motivations, social withdrawal, and socioemotional functioning in later childhood. Developmental Psychology, 49(5), 861-875. https://doi.org/10.1037/a0028861
  • Coplan, R. J. & Rubin, K. H. (1998). Exploring and assessing nonsocial play in the preschool: The development and validation of the Preschool Play Behavior Scale. Social Development, 7(1), 72-91. https://doi.org/10.1111/1467-9507.00052
  • Coplan, R. J. & Rubin, K. H. (2010). Social withdrawal and shyness in childhood. The development of shyness and social withdrawal, 3-20.
  • Coplan, R. J., Rubin, K. H., Fox, N. A., Calkins, S. D. & Stewart, S. L. (1994). Being alone, playing alone, and acting alone: Distinguishing among reticence and passive and active solitude in young children. Child Development, 65(1), 129-137. https://doi.org/10.1111/j.1467-8624.1994.tb00739.x
  • Coplan, R. J. & Rudasill, K. (2016). Quiet At School: An Educator’s Guide To Shy Children. Teachers Collage Press.
  • Coplan, R. J. & Weeks, M. (2010). Unsociability in middle childhood: Conceptualization, assessment, and associations with socioemotional functioning. Merrill-Palmer Quarterly 56(2), 105-130. 10.1353/mpq.2010.a449934
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2021). Sosyal Bilimler İçin Çok Değişkenli İstatistik SPSS ve Lisrel Uygulamaları. Ankara: Pegem Akademi.
  • Crozier, W. R. (1995). Shyness and self‐esteem in middle childhood. British Journal of Educational Psychology, 65(1), 85-95. https://doi.org/10.1111/j.2044-8279.1995.tb01133.x
  • Danzig, A. P., Bufferd, S. J., Dougherty, L. R., Carlson, G. A., Olino, T. M. & Klein, D. N. (2013). Longitudinal associations between preschool psychopathology and school-age peer functioning. Child Psychiatry & Human Development, 44(5), 621- 632. https://doi.org/10.1007/s10578-012-0356-4
  • Fraenkel, J. R., Wallen, H.E. & Hyun H. H. (2012). How to design and evaluate research in education. San Fransisco: MC. Graw-Hill.
  • Fox, N. A., Henderson, H. A., Marshall, P. J., Nichols, K. E. & Ghera, M. M. (2005). Behavioral inhibition: Linking biology and behavior within a developmental framework. Annu. Rev. Psychol., 56, 235-262. https://doi.org/10.1146/annurev.psych.55.090902.141532.
  • García, I.S. & Ochotorena, J. D. P. (2016). Spanish adaptation of social withdrawal motivation and frequency scales. Psicothema, 28(4), 487-494. doi: 10.7334/psicothema2016.18
  • Gresham, F. M. & Elliott, S. N. (2008). Social Skills Improvement System Rating Scales. Minneapolis, MN: Pearson Assessments.
  • Hart, C. H., Yang, C., Nelson, L. J., Robinson, C. C., Olsen, J. A., Nelson, D. A., . . . Wu, P. (2000). Peer acceptance in early childhood and subtypes of socially withdrawn behaviour in China, Russia, and the States. International Journal of Behavioral Development, 24(1), 73-81. https://doi.org/10.1080/016502500383494
  • Harrist, A. W., Zaia, A. F., Bates, J. E., Dodge, K. A. & Pettit, G. S. (1997). Subtypes of social withdrawal in early childhood: Sociometric status and social‐cognitive differences across four years. Child Development, 68(2), 278-294. https://doi.org/10.1111/j.1467-8624.1997.tb01940.x
  • Henricsson, L. & Rydell, A. (2004). Elementary school children with behavior problems: Teacher-child relations and self-perception. A prospective study. Merrill-Palmer Quarterly, 50(2), 111–138. https://www.jstor.org/stable/ 23096137. doi:10.1353/mpq.2004.0012
  • Ho, R. (2006). Handbook of univariate and multivariate data analysis and interpretation with SPSS. Chapman and Hall/CRC.
  • Jöreskog, K. G. & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Scientific software international.
  • Kagan, J., Reznick, J. S. & Snidman, N. (1988). Biological bases of childhood shyness. Science, 240(4849), 167-171. DOI: 10.1126/science.3353713.
  • Karevold, E., Ystrom, E., Coplan, R. J., Sanson, A. V. & Mathiesen, K. S. (2012). A prospective longitudinal study of shyness from infancy to adolescence: Stability, agerelated changes, and prediction of socio-emotional functioning. Journal of Abnormal Child Psychology, 40, 1167-1177. https://doi.org/10.1007/s10802-012-9635-6
  • Kline, R.B. (2011). Principle sand practice of structural equation modeling. New York: The Guilford Press.
  • Kopala-Sibley, D. C. & Klein, D. N. (2017). Distinguishing types of social withdrawal in children: Internalizing and externalizing outcomes of conflicted shyness versus social disinterest across childhood. Journal of Research in Personality, 67, 27-35. https://doi.org/10.1016/j.jrp.2016.01.003
  • 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(3), 121-133. doi: 10.1037/a0028696
  • Lawshe C. H. (1975). A quantitative approach to content validity. Personnel Psychology, 28(4), 563–575. https://doi.org/10.1111/j.1744-6570.1975
  • Li, Y., Zhu, J.-J., Coplan, R. J., Gao, Z.-Q., Xu, P., Li, L. & Zhang, H. (2016). Assessment and implications of social withdrawal subtypes in young Chinese children: The Chinese version of the Child Social Preference Scale. The Journal of Genetic Psychology, 177(3), 97 101. https://doi.org/10.1080/00221325.2016.1174100
  • Luiselli, J. K., McCarty, J. C., Coniglio, J., Zorilla-Ramirez, C. & Putnam, R. F. (2005). Social skills assessment and intervention. Journal of Applied School Psychology, 21(1), 21-38. doi: 10.1300/j370v21n01_02
  • Masten, A. S., Morison, P. & Pellegrini, D. S. (1985). A revised class play method of peerassessment. Developmental Psychology, 21(3), 523. https://doi.org/10.1037/0012-1649.21.3.523.
  • Mian, N. D., Wainwright, L., Briggs-Gowan, M. J. & Carter, A. S. (2011). An ecological risk model for early childhood anxiety: The importance of early child symptoms and temperament. Journal of Abnormal Child Psychology, 39(4), 501-512. https://doi.org/10.1007/s10802-010-9476-0
  • Metin Aslan, Ö. & Boz, M. (2022). Moderating effects of teacher–child relationship on the association between unsociability and play behaviors. The Journal of Genetic Psychology, 183(2), 180-196. https://doi.org/10.1080/00221325.2022.2029811
  • Molina, M.-H. G., Coplan, R. J. & Younger, A. J. (2003). A closer look at children's knowledge about social isolation. Journal of Research in Childhood Education, 18(2), 93-104. https://doi.org/10.1080/02568540409595025
  • Na, L.M. (2011). A case study of sandtray therapy on a shy and maladjusted child in the presscool. Korean Journal of Sandtray Therapy, 2, 133-159.
  • O’Connor, E. E., Dearing, E. & Collins, B. A. (2011). Teacher–child relationship and behavior problem trajectories in elementary school. American Educational Research Journal, 48(1), 120–162. doi:10.3102/0002831210365008
  • Okada, R., Tani, I., Ohnishi, M., Nakajima, S. & Tsujii, M. (2012). Development of a Japanese version of child social preference scale. Shinrigaku kenkyu: The Japanese Journal of Psychology, 83(1), 44-50. https://doi.org/10.4992/jjpsy.83.44
  • Pianta, R. C. (1999). Enhancing relationships between children and teachers. American Psychological Association.doi:10.1037/10314-000
  • Rowe, D. C. & Plomin, R. (1977). Temperament in early childhood. Journal of Personality Assessment, 41(2), 150-156. https://doi.org/10.1207/s15327752jpa4102_5
  • Rubin, K. H. (1982). Nonsocial play in preschoolers: Necessarily evil? Child Development, 53(3), 651-657. https://doi.org/10.2307/1129376
  • Rubin, K. H. (2001). The Play Observation Scale (POS). College Park: University of Maryland.
  • Rubin, K. H., Chen, X., McDougall, P., Bowker, A. & McKinnon, J. (1995). The Waterloo Longitudinal Project: Predicting internalizing and externalizing problems in adolescence. Development and Psychopathology, 7(4), 751-764. https://doi.org/10.1017/S0954579400006829.
  • Rubin, K. H. & Coplan, R. J. (2004). Paying attention to and not neglecting Socialwithdrawal and social isolation. Merrill-Palmer Quarterly 50(4), 506-534. 10.1353/mpq.2004.0036.
  • Rubin, K. H., Coplan, R. J. & Bowker, J. C. (2009). Social withdrawal in childhood. Annual Review of Psychology, 60, 141-171. https://doi.org/10.1146/annurev.psych.60.110707.163642
  • Rubin, K. H., Coplan, R. J., Bowker, J. C. & Menzer, M. (2011). Social with-drawal and shyness. Smith PK, Hart C. BIaekwell's hand-book of childhood social development. Chichester: Wiley-Blackwell.
  • Rubin, K. H., Hastings, P. D., Stewart, S. L., Henderson, H. A. & Chen, X. (1997). The consistency and concomitants of inhibition: Some of the children, all of the time. Child Development, 68(3), 467-483. https://doi.org/10.1111/j.1467-8624.1997.tb01952.x
  • Rubin, K. H., Root, A. K. & Bowker, J. (2010). Parents, peers, and social withdrawal in childhood: A relationship perspective. New Directions for Child and Adolescent Development, (127), 79-94. https://doi.org/10.1002/cd.264
  • Rubin, K. H., Stewart, S. L. & Coplan, R. (1995). Social withdrawal in childhood: Conceptual and empirical perspectives. Advances in Clinical Child Psychology, 17, 157-157. https://doi.org/10.1007/978-1-4757-9044-3-4
  • Rubin, K. H., Wojslawowicz, J. C., Rose-Krasnor, L., Booth-LaForce, C. & Burgess, K. B. (2006). The best friendships of shy/withdrawn children: Prevalence, stability, and relationship quality. Journal of Abnormal Child Psychology, 34(2), 139-153. https://doi.org/10.1007/s10802-005-9017-4
  • Rupp, S., Elliott, S. N. & Gresham, F. M. (2018). Assessing elementary students’ bullying and related social behaviors: Cross-informant consistency across school and home environments. Children and Youth Services Review, 93, 458-466. doi: 10.1016/j.childyouth.2018.08.028
  • Sette, S., Baumgartner, E., Laghi, F. & Coplan, R. J. (2016). The role of emotion knowledge in the links between shyness and children's socio‐emotional functioning at preschool. British Journal of Developmental Psychology, 34(4), 471-488. https://doi.org/10.1111/bjdp.12144
  • Sette, S., Zava, F., Baumgartner, E., Baiocco, R. & Coplan, R. J. (2017). Shyness, unsociability, and socio-emotional functioning at preschool: The protective role of peer acceptance. Journal of Child and Family Studies, 26(4), 1196-1205. https://doi.org/10.1007/s10826-016-0638-8
  • Sette, S., Zava, F., Baumgartner, E., Laghi, F. & Coplan, R. J. (2023). Examining links between social withdrawal subtypes and internalizing problems among Italian primary school children. European Journal of Developmental Psychology, 20(2), 268–286. https://doi.org/10.1080/17405629.2022.2086118
  • Silver, R. B., Measelle, J. R., Armstrong, J. M. & Essex, M. J. (2005). Trajectories of classroom externalizing behavior: Contributions of child characteristics, family characteristics, and the teacher–child relationship during the school transition. Journal of School Psychology, 43(1), 39–60. doi:10.1016/j.jsp.2004.11.003
  • Şimşek, Ö. F. (2007). Yapısal Eşitlik Modellemesine Giriş: Temel Ilkeler ve LISREL Uygulamalari. Ankara: Ekinoks.
  • Tutkun, C. & Dinçer, Ç. (2020). Sosyal beceri geliştirme sistemi-derecelendirme ölçeği okul öncesi versiyonu aile formu: geçerlik ve güvenirlik çalışması. Journal of Faculty of Educational Sciences, 53(1), 185-208. DOI: 10.30964/auebfd.483511
  • Üztemur, S. & Dinç, E. (2022). Sosyal medya tükenmişlik ölçeği: öğretmen adayları özelinde türk kültürüne uyarlama, geçerlik ve güvenilirlik çalışması. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 4(2), 238-247.DOİ:10.38151/akef.2022.15
  • Volbrecht, M. M. & Goldsmith, H. H. (2010). Early temperamental and family predictors of shyness and anxiety. Developmental Psychology, 46(5), 1192. https://doi.org/10.1037/a0020616.
  • Zhu J, Yin X, Wang G, Jiang Y, Li Y. (2022). Social avoidance and social adjustment in chinese preschool migrant children: the moderating role of household chaos and gender. International Journal of Environmental Research and Public Health, 19(24):16769. https://doi.org/10.3390/ijerph19241676.
  • Zhu, J., Coplan, R. J., Jiang, Y., Cheng, T., Shu, X. & Li, Y. (2023). Exploring links between social avoidance and socio-emotional functioning in early childhood: The moderating role of maternal depressive symptoms. Journal of Child and Family Studies, 32(7), 2164-2174. https://doi.org/10.1007/s10826-023-02598-w.

Çocuk Sosyal Tercih Ölçeği-3 (Ebeveyn ve Öğretmen Formu): Geçerlik ve Güvenirlik Çalışması

Yıl 2025, Cilt: 35 Sayı: 3, 859 - 875, 23.09.2025
https://doi.org/10.18069/firatsbed.1549667

Öz

Bu çalışmada Çocuk Sosyal Tercih Ölçeği-3/ÇSTÖ-3 (Child Social Preference Scale-3/CSPS-3) ebeveyn formu (EF) ve öğretmen formu (ÖF) Türkçeye çevrilerek geçerlik, güvenirlik çalışmasının yapılması amaçlanmaktadır. Araştırmanın örneklemini; ÇSTÖ-3 EF için 36-72 ay arası çocuğu olan 105 ebeveyn; ÇSTÖ-3 ÖF için 36-72 aylık 334 çocuğun öğretmeni (n=45) oluşturmaktadır. Ölçek utangaçlık, asosyallik ve sosyal kaçınma şeklinde üç boyuttan oluşmaktadır. Ölçekle ilgili çeviri işlemleri yapıldıktan sonra kapsam geçerliği için uzman görüşü alınmıştır. ÇSTÖ-3 EF yapı geçerliliği doğrulayıcı faktör analizi (DFA); güvenilirliği Cronbach Alfa güvenirlik katsayısı ve test tekrar test güvenirliği çalışmaları doğrultusunda analiz edilmiştir. ÇSTÖ-3 ÖF yapı geçerliği için açımlayıcı faktör analizi (AFA) ve DFA yapılarak, güvenirliğe iç tutarlılık katsayısıyla bakılmıştır. Bu analizlerin sonucunda ÇSTÖ-3 Ebeveyn Formu 15 madde ve üç faktörlü yapısı doğrulanarak, açıklanan varyans değerlerinin de uygun değerlerde (0.10 ile 0.58) olduğu tespit edilmiştir. ÇSTÖ-3 ÖF yapı geçerliğini belirlemek için yapılan AFA sonucunda, toplam varyansın %56.47’sini açıkladığı, .30’un altında faktör yükü olan iki maddenin çıkarılarak, ölçek tek boyut olarak belirlenmiştir. Yapılan DFA ile ÇSTÖ-3 ÖF 13 madde, tek faktör olan yapısı doğrulanmıştır. Bu sonuçlar doğrultusunda ÇSTÖ-3 ebeveyn ve öğretmen formunun Türk çocuklarına uygulanabilir, sosyal tercihlerini belirlemek ve sosyal içe dönük olan davranışları değerlendirmek üzere geçerli ve güvenilir bir ölçme aracı olduğu söylenebilir.

Kaynakça

  • Achenbach, T. M. & Rescorla, L. A. (2000). Manual for the ASEBA preschool forms and profiles (Vol. 30). Burlington, VT: University of Vermont, Research center for children, youth, & families.
  • Altınoğlu-Dikmeer, D. İ. (1997). Sosyal Beceri Eğitiminin İçedönük Ergenlerin İçedönüklük Düzeylerine Etkisi (Yayınlanmamış Yüksek Lisans Tezi). Ankara Üniversitesi, Ankara, Türkiye.
  • Asendorpf, J. B. (1990). Beyond social withdrawal: Shyness, unsociability, and peer avoidance. Human Development, 33(4-5), 250-259. https://doi.org/10.1159/000276522.
  • Asendorpf, J. B. (1993). Abnormal shyness in children. Journal of Child Psychology and Psychiatry, 34(7), 1069-1083. https://doi.org/10.1111/j.1469-7610.1993.tb01774.x
  • Baumgartner, H. & Homburg, C. (1996). Applications of structura lequation modeling in marketing and consumer research: A review. International Journal of Research in Marketing, 13(2), 139-161. https://doi.org/10.1016/0167-8116(95)00038-0
  • Bayram Ozdemir, S., Cheah, C. S. L. & Coplan, R. J. (2015). Conceptualization and assessment of multiple forms of social withdrawal in Turkey. Social Development, 24(1), 142-165. doi:10.1111/sode.12088.
  • Bentler, P. M. (1980). Multivariate analysis with latent variables: Causal modeling. Annual Review of Psychology, 31, 419-456. https://doi.org/10.1146/annurev.ps.31.020180.002223
  • Bishop, G., Spence, S. H. & McDonald, C. (2003). Can parents and teachers provide a reliable and valid report of behavioral inhibition?. Child Development,74(6),1899-1917.https://doi.org/10.1046/j.1467-8624.2003.00645.x
  • Büyüköztürk, Ş. (2002). Faktör analizi: temel kavramlar ve ölçek geliştirmede kullanımı. Kuram ve Uygulamada Eğitim Yönetimi, 8(32), 470-483.
  • Büyüköztürk, Ş. (2006). Sosyal Bilimler İçin Veri Analizi El Kitabı. Ankara: Pegem A Yayıncılık.
  • Büyüköztürk, Ş., Kılıç Çakmak E., Akgün, Ö.E., Karadeniz, Ş. ve Demirel F. (2010). Bilimsel Araştırma Yöntemleri (7. Baskı). Ankara: Pegem Akademi.
  • Can, A. (2020). SPSS ile Bilimsel Araştırma Sürecinde Nicel Veri Analizi. Ankara: Pegem Akademi.
  • Cheek, J. M. & Buss, A. H. (1981). Shyness and sociability. Journal of Personality and Social Psychology, 41(2), 330. https://doi.org/10.1037/0022-3514.41.2.330.
  • Coplan, R. J., Arbeau, K. A. & Armer, M. (2008). Don’t fret, be supportive! Maternal characteristics linking child shyness to psychosocial and school adjustment in kindergarten. Journal of Abnormal Child Psychology, 36(3), 359-371. https://doi.org/10.1007/s10802-007-9183-7
  • Coplan, R. J. & Armer, M. (2007). A “multitude” of solitude: A closer look at Social withdrawal and nonsocial play in early childhood. Child Development Perspectives, 1(1), 26-32.https://doi.org/10.1111/j.1750-8606.2007.00006.x
  • Coplan, R. J., Closson, L. M. & Arbeau, K. A. (2007). Gender differences in the behavioral associates of loneliness and social dissatisfaction in kindergarten. Journal of Child Psychology and Psychiatry, 48(10), 988-995. https://doi.org/10.1111/j.1469-7610.2007.01804.x
  • Coplan, R. J., DeBow, A., Schneider, B. H. & Graham, A. A. (2009). The social behaviours of inhibited children in and out of preschool. British Journal of Developmental Psychology, 27(4), 891-905. https://doi.org/10.1348/026151008X396153
  • Coplan, R. J., Findlay, L. C. & Nelson, L. J. (2004). Characteristics of preschoolers with lower perceived competence. Journal of Abnormal Child Psychology, 32(4), 399-408. https://doi.org/10.1023/B:JACP.0000030293.81429.49
  • Coplan, R. J., Girardi, A., Findlay, L. C. & Frohlick, S. L. (2007). Understanding solitude: Young children's attitudes and responses toward hypothetical socially withdrawn peers. Social Development, 16(3), 390-409. https://doi.org/10.1111/j.1467-9507.2007.00390.x
  • Coplan, R. J., Ooi, L. L. & Nocita, G. (2015). When one is company and two is a crowd: why some children prefer solitude. Child Development Perspectives, 9(3), 133-137. doi:10.1111/cdep.12131.
  • Coplan, R. J., Ooi, L. L., Xiao, B. & Rose‐Krasnor, L. (2018). Assessment and implications of social withdrawal in early childhood: A first look at social avoidance. Social Development, 27(1), 125-139. https://doi.org/10.1111/sode.12258
  • Coplan, R. J., Prakash, K., O'Neil, K. & Armer, M. (2004). Do you want" to play? Distinguishing between conflicted shyness and social disinterest in early childhood. Developmental Psychology, 40(2), 244-258. https://doi.org/10.1037/0012-1649.40.2.244
  • Coplan, R. J., Rose-Krasnor, L., Weeks, M., Kingsbury, A., Kingsbury, M. & Bullock, A. (2013). Alone is a crowd: Social motivations, social withdrawal, and socioemotional functioning in later childhood. Developmental Psychology, 49(5), 861-875. https://doi.org/10.1037/a0028861
  • Coplan, R. J. & Rubin, K. H. (1998). Exploring and assessing nonsocial play in the preschool: The development and validation of the Preschool Play Behavior Scale. Social Development, 7(1), 72-91. https://doi.org/10.1111/1467-9507.00052
  • Coplan, R. J. & Rubin, K. H. (2010). Social withdrawal and shyness in childhood. The development of shyness and social withdrawal, 3-20.
  • Coplan, R. J., Rubin, K. H., Fox, N. A., Calkins, S. D. & Stewart, S. L. (1994). Being alone, playing alone, and acting alone: Distinguishing among reticence and passive and active solitude in young children. Child Development, 65(1), 129-137. https://doi.org/10.1111/j.1467-8624.1994.tb00739.x
  • Coplan, R. J. & Rudasill, K. (2016). Quiet At School: An Educator’s Guide To Shy Children. Teachers Collage Press.
  • Coplan, R. J. & Weeks, M. (2010). Unsociability in middle childhood: Conceptualization, assessment, and associations with socioemotional functioning. Merrill-Palmer Quarterly 56(2), 105-130. 10.1353/mpq.2010.a449934
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2021). Sosyal Bilimler İçin Çok Değişkenli İstatistik SPSS ve Lisrel Uygulamaları. Ankara: Pegem Akademi.
  • Crozier, W. R. (1995). Shyness and self‐esteem in middle childhood. British Journal of Educational Psychology, 65(1), 85-95. https://doi.org/10.1111/j.2044-8279.1995.tb01133.x
  • Danzig, A. P., Bufferd, S. J., Dougherty, L. R., Carlson, G. A., Olino, T. M. & Klein, D. N. (2013). Longitudinal associations between preschool psychopathology and school-age peer functioning. Child Psychiatry & Human Development, 44(5), 621- 632. https://doi.org/10.1007/s10578-012-0356-4
  • Fraenkel, J. R., Wallen, H.E. & Hyun H. H. (2012). How to design and evaluate research in education. San Fransisco: MC. Graw-Hill.
  • Fox, N. A., Henderson, H. A., Marshall, P. J., Nichols, K. E. & Ghera, M. M. (2005). Behavioral inhibition: Linking biology and behavior within a developmental framework. Annu. Rev. Psychol., 56, 235-262. https://doi.org/10.1146/annurev.psych.55.090902.141532.
  • García, I.S. & Ochotorena, J. D. P. (2016). Spanish adaptation of social withdrawal motivation and frequency scales. Psicothema, 28(4), 487-494. doi: 10.7334/psicothema2016.18
  • Gresham, F. M. & Elliott, S. N. (2008). Social Skills Improvement System Rating Scales. Minneapolis, MN: Pearson Assessments.
  • Hart, C. H., Yang, C., Nelson, L. J., Robinson, C. C., Olsen, J. A., Nelson, D. A., . . . Wu, P. (2000). Peer acceptance in early childhood and subtypes of socially withdrawn behaviour in China, Russia, and the States. International Journal of Behavioral Development, 24(1), 73-81. https://doi.org/10.1080/016502500383494
  • Harrist, A. W., Zaia, A. F., Bates, J. E., Dodge, K. A. & Pettit, G. S. (1997). Subtypes of social withdrawal in early childhood: Sociometric status and social‐cognitive differences across four years. Child Development, 68(2), 278-294. https://doi.org/10.1111/j.1467-8624.1997.tb01940.x
  • Henricsson, L. & Rydell, A. (2004). Elementary school children with behavior problems: Teacher-child relations and self-perception. A prospective study. Merrill-Palmer Quarterly, 50(2), 111–138. https://www.jstor.org/stable/ 23096137. doi:10.1353/mpq.2004.0012
  • Ho, R. (2006). Handbook of univariate and multivariate data analysis and interpretation with SPSS. Chapman and Hall/CRC.
  • Jöreskog, K. G. & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Scientific software international.
  • Kagan, J., Reznick, J. S. & Snidman, N. (1988). Biological bases of childhood shyness. Science, 240(4849), 167-171. DOI: 10.1126/science.3353713.
  • Karevold, E., Ystrom, E., Coplan, R. J., Sanson, A. V. & Mathiesen, K. S. (2012). A prospective longitudinal study of shyness from infancy to adolescence: Stability, agerelated changes, and prediction of socio-emotional functioning. Journal of Abnormal Child Psychology, 40, 1167-1177. https://doi.org/10.1007/s10802-012-9635-6
  • Kline, R.B. (2011). Principle sand practice of structural equation modeling. New York: The Guilford Press.
  • Kopala-Sibley, D. C. & Klein, D. N. (2017). Distinguishing types of social withdrawal in children: Internalizing and externalizing outcomes of conflicted shyness versus social disinterest across childhood. Journal of Research in Personality, 67, 27-35. https://doi.org/10.1016/j.jrp.2016.01.003
  • 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(3), 121-133. doi: 10.1037/a0028696
  • Lawshe C. H. (1975). A quantitative approach to content validity. Personnel Psychology, 28(4), 563–575. https://doi.org/10.1111/j.1744-6570.1975
  • Li, Y., Zhu, J.-J., Coplan, R. J., Gao, Z.-Q., Xu, P., Li, L. & Zhang, H. (2016). Assessment and implications of social withdrawal subtypes in young Chinese children: The Chinese version of the Child Social Preference Scale. The Journal of Genetic Psychology, 177(3), 97 101. https://doi.org/10.1080/00221325.2016.1174100
  • Luiselli, J. K., McCarty, J. C., Coniglio, J., Zorilla-Ramirez, C. & Putnam, R. F. (2005). Social skills assessment and intervention. Journal of Applied School Psychology, 21(1), 21-38. doi: 10.1300/j370v21n01_02
  • Masten, A. S., Morison, P. & Pellegrini, D. S. (1985). A revised class play method of peerassessment. Developmental Psychology, 21(3), 523. https://doi.org/10.1037/0012-1649.21.3.523.
  • Mian, N. D., Wainwright, L., Briggs-Gowan, M. J. & Carter, A. S. (2011). An ecological risk model for early childhood anxiety: The importance of early child symptoms and temperament. Journal of Abnormal Child Psychology, 39(4), 501-512. https://doi.org/10.1007/s10802-010-9476-0
  • Metin Aslan, Ö. & Boz, M. (2022). Moderating effects of teacher–child relationship on the association between unsociability and play behaviors. The Journal of Genetic Psychology, 183(2), 180-196. https://doi.org/10.1080/00221325.2022.2029811
  • Molina, M.-H. G., Coplan, R. J. & Younger, A. J. (2003). A closer look at children's knowledge about social isolation. Journal of Research in Childhood Education, 18(2), 93-104. https://doi.org/10.1080/02568540409595025
  • Na, L.M. (2011). A case study of sandtray therapy on a shy and maladjusted child in the presscool. Korean Journal of Sandtray Therapy, 2, 133-159.
  • O’Connor, E. E., Dearing, E. & Collins, B. A. (2011). Teacher–child relationship and behavior problem trajectories in elementary school. American Educational Research Journal, 48(1), 120–162. doi:10.3102/0002831210365008
  • Okada, R., Tani, I., Ohnishi, M., Nakajima, S. & Tsujii, M. (2012). Development of a Japanese version of child social preference scale. Shinrigaku kenkyu: The Japanese Journal of Psychology, 83(1), 44-50. https://doi.org/10.4992/jjpsy.83.44
  • Pianta, R. C. (1999). Enhancing relationships between children and teachers. American Psychological Association.doi:10.1037/10314-000
  • Rowe, D. C. & Plomin, R. (1977). Temperament in early childhood. Journal of Personality Assessment, 41(2), 150-156. https://doi.org/10.1207/s15327752jpa4102_5
  • Rubin, K. H. (1982). Nonsocial play in preschoolers: Necessarily evil? Child Development, 53(3), 651-657. https://doi.org/10.2307/1129376
  • Rubin, K. H. (2001). The Play Observation Scale (POS). College Park: University of Maryland.
  • Rubin, K. H., Chen, X., McDougall, P., Bowker, A. & McKinnon, J. (1995). The Waterloo Longitudinal Project: Predicting internalizing and externalizing problems in adolescence. Development and Psychopathology, 7(4), 751-764. https://doi.org/10.1017/S0954579400006829.
  • Rubin, K. H. & Coplan, R. J. (2004). Paying attention to and not neglecting Socialwithdrawal and social isolation. Merrill-Palmer Quarterly 50(4), 506-534. 10.1353/mpq.2004.0036.
  • Rubin, K. H., Coplan, R. J. & Bowker, J. C. (2009). Social withdrawal in childhood. Annual Review of Psychology, 60, 141-171. https://doi.org/10.1146/annurev.psych.60.110707.163642
  • Rubin, K. H., Coplan, R. J., Bowker, J. C. & Menzer, M. (2011). Social with-drawal and shyness. Smith PK, Hart C. BIaekwell's hand-book of childhood social development. Chichester: Wiley-Blackwell.
  • Rubin, K. H., Hastings, P. D., Stewart, S. L., Henderson, H. A. & Chen, X. (1997). The consistency and concomitants of inhibition: Some of the children, all of the time. Child Development, 68(3), 467-483. https://doi.org/10.1111/j.1467-8624.1997.tb01952.x
  • Rubin, K. H., Root, A. K. & Bowker, J. (2010). Parents, peers, and social withdrawal in childhood: A relationship perspective. New Directions for Child and Adolescent Development, (127), 79-94. https://doi.org/10.1002/cd.264
  • Rubin, K. H., Stewart, S. L. & Coplan, R. (1995). Social withdrawal in childhood: Conceptual and empirical perspectives. Advances in Clinical Child Psychology, 17, 157-157. https://doi.org/10.1007/978-1-4757-9044-3-4
  • Rubin, K. H., Wojslawowicz, J. C., Rose-Krasnor, L., Booth-LaForce, C. & Burgess, K. B. (2006). The best friendships of shy/withdrawn children: Prevalence, stability, and relationship quality. Journal of Abnormal Child Psychology, 34(2), 139-153. https://doi.org/10.1007/s10802-005-9017-4
  • Rupp, S., Elliott, S. N. & Gresham, F. M. (2018). Assessing elementary students’ bullying and related social behaviors: Cross-informant consistency across school and home environments. Children and Youth Services Review, 93, 458-466. doi: 10.1016/j.childyouth.2018.08.028
  • Sette, S., Baumgartner, E., Laghi, F. & Coplan, R. J. (2016). The role of emotion knowledge in the links between shyness and children's socio‐emotional functioning at preschool. British Journal of Developmental Psychology, 34(4), 471-488. https://doi.org/10.1111/bjdp.12144
  • Sette, S., Zava, F., Baumgartner, E., Baiocco, R. & Coplan, R. J. (2017). Shyness, unsociability, and socio-emotional functioning at preschool: The protective role of peer acceptance. Journal of Child and Family Studies, 26(4), 1196-1205. https://doi.org/10.1007/s10826-016-0638-8
  • Sette, S., Zava, F., Baumgartner, E., Laghi, F. & Coplan, R. J. (2023). Examining links between social withdrawal subtypes and internalizing problems among Italian primary school children. European Journal of Developmental Psychology, 20(2), 268–286. https://doi.org/10.1080/17405629.2022.2086118
  • Silver, R. B., Measelle, J. R., Armstrong, J. M. & Essex, M. J. (2005). Trajectories of classroom externalizing behavior: Contributions of child characteristics, family characteristics, and the teacher–child relationship during the school transition. Journal of School Psychology, 43(1), 39–60. doi:10.1016/j.jsp.2004.11.003
  • Şimşek, Ö. F. (2007). Yapısal Eşitlik Modellemesine Giriş: Temel Ilkeler ve LISREL Uygulamalari. Ankara: Ekinoks.
  • Tutkun, C. & Dinçer, Ç. (2020). Sosyal beceri geliştirme sistemi-derecelendirme ölçeği okul öncesi versiyonu aile formu: geçerlik ve güvenirlik çalışması. Journal of Faculty of Educational Sciences, 53(1), 185-208. DOI: 10.30964/auebfd.483511
  • Üztemur, S. & Dinç, E. (2022). Sosyal medya tükenmişlik ölçeği: öğretmen adayları özelinde türk kültürüne uyarlama, geçerlik ve güvenilirlik çalışması. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 4(2), 238-247.DOİ:10.38151/akef.2022.15
  • Volbrecht, M. M. & Goldsmith, H. H. (2010). Early temperamental and family predictors of shyness and anxiety. Developmental Psychology, 46(5), 1192. https://doi.org/10.1037/a0020616.
  • Zhu J, Yin X, Wang G, Jiang Y, Li Y. (2022). Social avoidance and social adjustment in chinese preschool migrant children: the moderating role of household chaos and gender. International Journal of Environmental Research and Public Health, 19(24):16769. https://doi.org/10.3390/ijerph19241676.
  • Zhu, J., Coplan, R. J., Jiang, Y., Cheng, T., Shu, X. & Li, Y. (2023). Exploring links between social avoidance and socio-emotional functioning in early childhood: The moderating role of maternal depressive symptoms. Journal of Child and Family Studies, 32(7), 2164-2174. https://doi.org/10.1007/s10826-023-02598-w.
Toplam 78 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri (Diğer)
Bölüm Makaleler
Yazarlar

Fatime Sabahat Işıktekiner 0000-0001-8463-2766

Çağlayan Dinçer 0000-0001-5468-9155

Erken Görünüm Tarihi 8 Eylül 2025
Yayımlanma Tarihi 23 Eylül 2025
Gönderilme Tarihi 13 Eylül 2024
Kabul Tarihi 20 Haziran 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 35 Sayı: 3

Kaynak Göster

APA Işıktekiner, F. S., & Dinçer, Ç. (2025). Çocuk Sosyal Tercih Ölçeği-3 (Ebeveyn ve Öğretmen Formu): Geçerlik ve Güvenirlik Çalışması. Firat University Journal of Social Sciences, 35(3), 859-875. https://doi.org/10.18069/firatsbed.1549667