Araştırma Makalesi
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The Psychometric Properties of School Belonging Scale for Middle School Students

Yıl 2020, Cilt: 7 Sayı: 2, 159 - 176, 13.06.2020
https://doi.org/10.21449/ijate.723386

Öz

This study aimed at developing a valid and reliable scale to determine middle school students’ sense of school belonging. In this respect, the relevant literature on the concept of belonging was reviewed, interviews were conducted with field experts and middle school students to determine items to be included in the scale. An item pool was created based on the findings of these processes. Later, a pilot form was prepared by taking the opinions of 2 field and 2 measurement and evaluation experts so as to ensure that the scale items represent the structure measured. This form was administered to 287 middle school students studying in the 2018-2019 academic year, and the final scale obtained as a result of exploratory factor analysis was applied to 568 middle school students in a different school. For validity evidence, exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and hypothesis test findings; for reliability, findings of Cronbach Alpha and composite reliability coefficients were used. According to the exploratory factor analysis, the scale consisted of 4 factors with 23 items, and the total variance explained was 63.88%. As a result of the second-order confirmatory factor analysis of the obtained structure, the fit indices of the unidimensional model showed that the model was verified. The internal consistency coefficient of the developed model was α = .92 and the composite reliability coefficient was .97. These findings showed that the scale had psychometric properties that could be used in future research.

Kaynakça

  • Adelabu, D.D. (2007). Time perspective and school membership as correlates to academic achievement among African American adolescents. Adolescence, 42(167), 525-538.
  • Akar-Vural, R., Yılmaz-Özelçi, S., Çengel, M., & Gömleksiz, M. (2013). The development of the “Sense of Belonging to School” Scale. Eurasian Journal of Educational Research. 53, 215-230.
  • Alkan, N. (2015). Psychological sense of university membership: An adaptation study of the PSSM scale for Turkish university students. The Journal of Psychology, 150(4), 431-449.
  • Anderman, E.M. (2002). School effects on psychological outcomes during adolescence. Journal of Educational Psychology, 94(4), 795–809.
  • Awang, Z. (2015). SEM made simple: a gentle approach to learning Structural Equation Modelling. Bandar Baru Bangi: MPWS Rich Publication.
  • Aslan, G., & Duru, E. (2017). Initial development and validation of the school belongingness scale. Child Indicators Research, 10, 1043–1058.
  • Bademci, V. (2013). Değerbiçiciler arası (interrater) ölçüm güvenirliğinin Cronbach’ın alfası ile kestirilmesi [Estimation of Interrater Score Reliability by the Cronbach’s Alpha]. Journal of Industrial Arts Education Faculty, 30, 55-62.
  • Bentler, P.M. (1980). Multivariate analysis with latent variables: Causal modeling. Annual Review of Psychology, 31, 419-456.
  • Bond, L., Butler, H., Thomas, L., Carlin, J., Glover, S., Bowes, G., & Patton, G. (2007). Social and school connectedness in early secondary school as predictor of late teenage substance use, mental health, and academic outcomes. Journal of Adolescent Health, 40 (4), 357-366.
  • Booker, K.C. (2006). School belonging and the African American adolescent: What do we know and where should we go? The High School Journal, 89(4), 1-7.
  • Byrne, B.M. (2010). Structural equation modeling with AMOS: Basic concepts, applications and programming. New York, NY: Taylor and Francis Group.
  • Byrne, B.M., & Campbell, T.L. (1999). Cross-cultural comparisons and the presumption of equivalent measurement and theoretical structure: A look beneath the surface. Journal of Cross-Cultural Psychology, 30, 557–576.
  • Büyüköztürk, Ş. (2016). Sosyal bilimler için veri analizi el kitabı- istatistik, araştırma deseni, SPSS uygulamaları ve yorum (22. Baskı). Ankara: Pegem Akademi
  • Cattell, R.B. (1978) The scientific use of factor analysis in behavioral and life sciences. Plenum, New York.
  • Cemalcılar, Z. (2010). Schools as socialization contexts: Understanding school factors’ impact on students’ sense of school belonging. Applied Psychology: An International Review, 59(2), 243-272.
  • Comrey, A.L., & Lee, H.B. (1992). A first course in factor analysis (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum.
  • Costello, A.B., & Osborne, J.W. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment Research & Evaluation, 10(7), 1-9.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları [Multivariate Statistics for Social Sciences: SPSS and LISREL Applications]. Ankara: Pegem Academy Publishing.
  • Domino, G., & Domino, M.L. (2006). Psychological testing: An introduction. Cambridge: Cambridge University Press.
  • Duru, E. (2015). Genel aidiyet ölçeğinin psikometrik özellikleri: Geçerlik ve güvenirlik çalışması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 5(44), 37-47.
  • Edwards, D., & Mullis, F. (2001). Creating a sense of belonging to build safe schools. Journal of Individual Psychology, 57(2), 196–203.
  • Fabrigar, L.R., Wegener, D.T., MacCallum, R.C., & Strahan, E.J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4(3), 272-299.
  • Ferguson, E., & Cox, T. (1993). Exploratory factor analysis: A users’ guide. International Journal of Selection and Assessment, 1(2), 84-94.
  • Finn, J. (1989). Withdrawing from school. Review of Educational Research, 59, 117-142.
  • Goodenow, C. (1992). Strengthening the links between educational psychology and the study of social contexts. Educational Psychologist, 27, 177-196.
  • Goodenow, C. (1993). The psychological sense of school membership among adolescents: Scale development and educational correlates. Psychology in the Schools, 30, 79-90.
  • Goodenow, C., & Grady, K. (1993). The relationship of school belonging and friends' values to academic motivation among urban adolescent students, The Journal of Experimental Education, 62, 60-71.
  • Hagborg, W.J. (1994). An exploration of school membership among middle and high school students. Journal of Psychological Assessment, 12, 312-323.
  • Hagerty, B.M., Williams, R.A., Coyne, J.C., & Early, M.R. (1996). Sense of belonging and indicators of social and psychological functioning. Archives of Psychiatric Nursing, 10(4), 235–244. http://dx.doi.org/10.1016/S0883-9417(96)80029-X
  • Hair, J.F., Anderson, R.E., Tatham, R.L., & Grablowsky, B.J. (1979). Multivariate data analysis. Tulsa, OK: Pipe Books.
  • 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.
  • Ireson, J., & Hallam, S. (2005). Pupils’ liking for school: Ability grouping, self-concept, and perceptions of teaching. British Journal of Educational Psychology,75(2), 297–311.
  • Isakson, K., & Jarvis, P. (1999). The adjustment of adolescents during the transition into high school: A short term longitudinal study. Journal of Youth and Adolescence, 28(1), 1-26.
  • Israelashvili, M. (1997). School adjustment, school membership, and adolescents’ future expectations. Journal of Adolescence, 20, 525–535.
  • İlhan, M., & Çetin, B. (2014) Sınıf değerlendirme atmosferi ölçeğinin (SDAÖ) geliştirilmesi: geçerlilik ve güvenirlik çalışması [Development of Classroom Assessment Environment Scale (CAES): Validity and Reliability Study]. Education and Science, 39(176),31-50.
  • Jöreskog, K., & Sörbom, D. (2000). LISREL [Computer Software]. Lincolnwood, IL: Scientific Software, Inc.
  • Kalaycı, Ş. (2010). Faktör analizi [Factor Analysis]. Ş. Kalaycı, (Ed.), SPSS uygulamalı çok değişkenli istatistik teknikleri [Multivariate Statistical Techniques with SPPS Applications]. Ankara: Asil Publishing. Assessment, 1(2), 84-94.
  • Keskin, R., & Pakdemirli, M.N. (2016). Mesleki aidiyet ölçeği: Bir ölçek geliştirme, geçerlilik ve güvenirlik çalışması. Uluslararası Sosyal Araştırmalar Dergisi, 9(43), 2580-2587.
  • Kline, R.B. (1994). An easy guide to factor analysis. New York: Routledge.
  • Kline, R.B. (2011). Principles and practice of structural equation modeling. New York: The Guilford Press.
  • Malone, G.P., Pillow, D.R., & Osman, A. (2012). The General belongingness scale (GBS): Assessing achieved belongingness. Personality and Individual Differences, 52, 311–316.
  • Marsh, H.W., Hau, K.T., Artelt, C., Baumert, J., & Peschar, J.L. (2006). OECD’s brief self-report measure of educational psychology’s most useful affective constructs: Cross-cultural, psychometric comparisons across 25 countries. International Journal of Testing, 6(4), 311-360.
  • McMahon, S.D., Parnes, A.L., Keys, C.B., & Viola, J.J. (2008). School belonging among low-income urban youth with disabilities: Testing a theoretical model. Psychology in the Schools, 45(5), 387-401.
  • Meydan, C.H., & Şeşen, H. (2011). Yapısal Eşitlik Modellemesi – AMOS Uygulamaları, Ankara: Detay Yayıncılık.
  • Osborne, J.W., & Walker, C. (2006). Stereotype threat, identification with academics, and withdrawal from school: Why the most successful students of color might be most likely to withdraw. Educational Psychology, 26(4), 563–577.
  • Osterman, F. K. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70(3), 323-367.
  • Pehlivan, Z. (2006). Resmi genel liselerde öğrenci devamsızlığı ve buna dönük okul yönetimi politikaları (Ankara ili örneği) [The Absenteeism at State Secondary Schools and Related School management Policies-ANKARA Case]. Unpublished Dissertation. Ankara: Ankara University Graduate School of Educational Sciences.
  • Pretty, G. M., Andrewes, L., & Collett, C. (1994). Exploring adolescents’ sense of community and its relationship to loneliness. Journal of Community Psychology, 22(4), 346–358
  • Roeser, R.W., Midgley, C., & Urdan, T. (1996). Perceptions of the psychological environment and early adolescents’ psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88, 408–422.
  • Sarı, M. (2013). Lise Öğrencilerinde Okula Aidiyet Duygusu [Sense of School Belonging Among High School Students]. Anadolu University Journal of Social Sciences, 10(1), 147-160.
  • Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Test of significance and descriptive goodness-of-fit measures. Methods of Psychological Research-Online, 8(2), 23-74.
  • Stevens, J. (1996). Applied multivariate statistics for the social sciences. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Şencan, H. (2005). Sosyal ve davranışsal ölçümlerde güvenirlik ve geçerlilik [Reliability and Validity in Social and Behavioral Measurements]. Ankara: Seçkin Publishing.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. Boston, Pearson Education, Inc.
  • Thompson, B. (2004). Exploratory and confirmatory factor analysis: Understanding concepts and applications. Washington DC: American Psychological Association
  • Van Ryzin, M. J., Gravely, A. A., & Roseth, C. J. (2009). Autonomy, belongingness, and engagement in school as contributors to adolescent psychological well-being. Journal of Youth and Adolescence, 38(1), 1–12. http://dx.doi.org/10.1007/s10964-007-9257-4
  • Voelkl, K.E. (1997). Identification with school. American Journal of Education, 105, 294–317.
  • Willms, J. (2003). Student engagement at school: A sense of Belonging and Participation, Results from PISA 2000, OECD.

The Psychometric Properties of School Belonging Scale for Middle School Students

Yıl 2020, Cilt: 7 Sayı: 2, 159 - 176, 13.06.2020
https://doi.org/10.21449/ijate.723386

Öz

This study aimed at developing a valid and reliable scale to determine middle school students’ sense of school belonging. In this respect, the relevant literature on the concept of belonging was reviewed, interviews were conducted with field experts and middle school students to determine items to be included in the scale. An item pool was created based on the findings of these processes. Later, a pilot form was prepared by taking the opinions of 2 field and 2 measurement and evaluation experts so as to ensure that the scale items represent the structure measured. This form was administered to 287 middle school students studying in the 2018-2019 academic year, and the final scale obtained as a result of exploratory factor analysis was applied to 568 middle school students in a different school. For validity evidence, exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and hypothesis test findings; for reliability, findings of Cronbach Alpha and composite reliability coefficients were used. According to the exploratory factor analysis, the scale consisted of 4 factors with 23 items, and the total variance explained was 63.88%. As a result of the second-order confirmatory factor analysis of the obtained structure, the fit indices of the unidimensional model showed that the model was verified. The internal consistency coefficient of the developed model was α = .92 and the composite reliability coefficient was .97. These findings showed that the scale had psychometric properties that could be used in future research.

Kaynakça

  • Adelabu, D.D. (2007). Time perspective and school membership as correlates to academic achievement among African American adolescents. Adolescence, 42(167), 525-538.
  • Akar-Vural, R., Yılmaz-Özelçi, S., Çengel, M., & Gömleksiz, M. (2013). The development of the “Sense of Belonging to School” Scale. Eurasian Journal of Educational Research. 53, 215-230.
  • Alkan, N. (2015). Psychological sense of university membership: An adaptation study of the PSSM scale for Turkish university students. The Journal of Psychology, 150(4), 431-449.
  • Anderman, E.M. (2002). School effects on psychological outcomes during adolescence. Journal of Educational Psychology, 94(4), 795–809.
  • Awang, Z. (2015). SEM made simple: a gentle approach to learning Structural Equation Modelling. Bandar Baru Bangi: MPWS Rich Publication.
  • Aslan, G., & Duru, E. (2017). Initial development and validation of the school belongingness scale. Child Indicators Research, 10, 1043–1058.
  • Bademci, V. (2013). Değerbiçiciler arası (interrater) ölçüm güvenirliğinin Cronbach’ın alfası ile kestirilmesi [Estimation of Interrater Score Reliability by the Cronbach’s Alpha]. Journal of Industrial Arts Education Faculty, 30, 55-62.
  • Bentler, P.M. (1980). Multivariate analysis with latent variables: Causal modeling. Annual Review of Psychology, 31, 419-456.
  • Bond, L., Butler, H., Thomas, L., Carlin, J., Glover, S., Bowes, G., & Patton, G. (2007). Social and school connectedness in early secondary school as predictor of late teenage substance use, mental health, and academic outcomes. Journal of Adolescent Health, 40 (4), 357-366.
  • Booker, K.C. (2006). School belonging and the African American adolescent: What do we know and where should we go? The High School Journal, 89(4), 1-7.
  • Byrne, B.M. (2010). Structural equation modeling with AMOS: Basic concepts, applications and programming. New York, NY: Taylor and Francis Group.
  • Byrne, B.M., & Campbell, T.L. (1999). Cross-cultural comparisons and the presumption of equivalent measurement and theoretical structure: A look beneath the surface. Journal of Cross-Cultural Psychology, 30, 557–576.
  • Büyüköztürk, Ş. (2016). Sosyal bilimler için veri analizi el kitabı- istatistik, araştırma deseni, SPSS uygulamaları ve yorum (22. Baskı). Ankara: Pegem Akademi
  • Cattell, R.B. (1978) The scientific use of factor analysis in behavioral and life sciences. Plenum, New York.
  • Cemalcılar, Z. (2010). Schools as socialization contexts: Understanding school factors’ impact on students’ sense of school belonging. Applied Psychology: An International Review, 59(2), 243-272.
  • Comrey, A.L., & Lee, H.B. (1992). A first course in factor analysis (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum.
  • Costello, A.B., & Osborne, J.W. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment Research & Evaluation, 10(7), 1-9.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları [Multivariate Statistics for Social Sciences: SPSS and LISREL Applications]. Ankara: Pegem Academy Publishing.
  • Domino, G., & Domino, M.L. (2006). Psychological testing: An introduction. Cambridge: Cambridge University Press.
  • Duru, E. (2015). Genel aidiyet ölçeğinin psikometrik özellikleri: Geçerlik ve güvenirlik çalışması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 5(44), 37-47.
  • Edwards, D., & Mullis, F. (2001). Creating a sense of belonging to build safe schools. Journal of Individual Psychology, 57(2), 196–203.
  • Fabrigar, L.R., Wegener, D.T., MacCallum, R.C., & Strahan, E.J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4(3), 272-299.
  • Ferguson, E., & Cox, T. (1993). Exploratory factor analysis: A users’ guide. International Journal of Selection and Assessment, 1(2), 84-94.
  • Finn, J. (1989). Withdrawing from school. Review of Educational Research, 59, 117-142.
  • Goodenow, C. (1992). Strengthening the links between educational psychology and the study of social contexts. Educational Psychologist, 27, 177-196.
  • Goodenow, C. (1993). The psychological sense of school membership among adolescents: Scale development and educational correlates. Psychology in the Schools, 30, 79-90.
  • Goodenow, C., & Grady, K. (1993). The relationship of school belonging and friends' values to academic motivation among urban adolescent students, The Journal of Experimental Education, 62, 60-71.
  • Hagborg, W.J. (1994). An exploration of school membership among middle and high school students. Journal of Psychological Assessment, 12, 312-323.
  • Hagerty, B.M., Williams, R.A., Coyne, J.C., & Early, M.R. (1996). Sense of belonging and indicators of social and psychological functioning. Archives of Psychiatric Nursing, 10(4), 235–244. http://dx.doi.org/10.1016/S0883-9417(96)80029-X
  • Hair, J.F., Anderson, R.E., Tatham, R.L., & Grablowsky, B.J. (1979). Multivariate data analysis. Tulsa, OK: Pipe Books.
  • 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.
  • Ireson, J., & Hallam, S. (2005). Pupils’ liking for school: Ability grouping, self-concept, and perceptions of teaching. British Journal of Educational Psychology,75(2), 297–311.
  • Isakson, K., & Jarvis, P. (1999). The adjustment of adolescents during the transition into high school: A short term longitudinal study. Journal of Youth and Adolescence, 28(1), 1-26.
  • Israelashvili, M. (1997). School adjustment, school membership, and adolescents’ future expectations. Journal of Adolescence, 20, 525–535.
  • İlhan, M., & Çetin, B. (2014) Sınıf değerlendirme atmosferi ölçeğinin (SDAÖ) geliştirilmesi: geçerlilik ve güvenirlik çalışması [Development of Classroom Assessment Environment Scale (CAES): Validity and Reliability Study]. Education and Science, 39(176),31-50.
  • Jöreskog, K., & Sörbom, D. (2000). LISREL [Computer Software]. Lincolnwood, IL: Scientific Software, Inc.
  • Kalaycı, Ş. (2010). Faktör analizi [Factor Analysis]. Ş. Kalaycı, (Ed.), SPSS uygulamalı çok değişkenli istatistik teknikleri [Multivariate Statistical Techniques with SPPS Applications]. Ankara: Asil Publishing. Assessment, 1(2), 84-94.
  • Keskin, R., & Pakdemirli, M.N. (2016). Mesleki aidiyet ölçeği: Bir ölçek geliştirme, geçerlilik ve güvenirlik çalışması. Uluslararası Sosyal Araştırmalar Dergisi, 9(43), 2580-2587.
  • Kline, R.B. (1994). An easy guide to factor analysis. New York: Routledge.
  • Kline, R.B. (2011). Principles and practice of structural equation modeling. New York: The Guilford Press.
  • Malone, G.P., Pillow, D.R., & Osman, A. (2012). The General belongingness scale (GBS): Assessing achieved belongingness. Personality and Individual Differences, 52, 311–316.
  • Marsh, H.W., Hau, K.T., Artelt, C., Baumert, J., & Peschar, J.L. (2006). OECD’s brief self-report measure of educational psychology’s most useful affective constructs: Cross-cultural, psychometric comparisons across 25 countries. International Journal of Testing, 6(4), 311-360.
  • McMahon, S.D., Parnes, A.L., Keys, C.B., & Viola, J.J. (2008). School belonging among low-income urban youth with disabilities: Testing a theoretical model. Psychology in the Schools, 45(5), 387-401.
  • Meydan, C.H., & Şeşen, H. (2011). Yapısal Eşitlik Modellemesi – AMOS Uygulamaları, Ankara: Detay Yayıncılık.
  • Osborne, J.W., & Walker, C. (2006). Stereotype threat, identification with academics, and withdrawal from school: Why the most successful students of color might be most likely to withdraw. Educational Psychology, 26(4), 563–577.
  • Osterman, F. K. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70(3), 323-367.
  • Pehlivan, Z. (2006). Resmi genel liselerde öğrenci devamsızlığı ve buna dönük okul yönetimi politikaları (Ankara ili örneği) [The Absenteeism at State Secondary Schools and Related School management Policies-ANKARA Case]. Unpublished Dissertation. Ankara: Ankara University Graduate School of Educational Sciences.
  • Pretty, G. M., Andrewes, L., & Collett, C. (1994). Exploring adolescents’ sense of community and its relationship to loneliness. Journal of Community Psychology, 22(4), 346–358
  • Roeser, R.W., Midgley, C., & Urdan, T. (1996). Perceptions of the psychological environment and early adolescents’ psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88, 408–422.
  • Sarı, M. (2013). Lise Öğrencilerinde Okula Aidiyet Duygusu [Sense of School Belonging Among High School Students]. Anadolu University Journal of Social Sciences, 10(1), 147-160.
  • Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Test of significance and descriptive goodness-of-fit measures. Methods of Psychological Research-Online, 8(2), 23-74.
  • Stevens, J. (1996). Applied multivariate statistics for the social sciences. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Şencan, H. (2005). Sosyal ve davranışsal ölçümlerde güvenirlik ve geçerlilik [Reliability and Validity in Social and Behavioral Measurements]. Ankara: Seçkin Publishing.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. Boston, Pearson Education, Inc.
  • Thompson, B. (2004). Exploratory and confirmatory factor analysis: Understanding concepts and applications. Washington DC: American Psychological Association
  • Van Ryzin, M. J., Gravely, A. A., & Roseth, C. J. (2009). Autonomy, belongingness, and engagement in school as contributors to adolescent psychological well-being. Journal of Youth and Adolescence, 38(1), 1–12. http://dx.doi.org/10.1007/s10964-007-9257-4
  • Voelkl, K.E. (1997). Identification with school. American Journal of Education, 105, 294–317.
  • Willms, J. (2003). Student engagement at school: A sense of Belonging and Participation, Results from PISA 2000, OECD.
Toplam 58 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Bekir Dırekcı Bu kişi benim 0000-0002-6951-8567

Mehmet Canbulat Bu kişi benim 0000-0002-1781-2684

Ibrahim Tezci Bu kişi benim

Serdar Akbulut Bu kişi benim 0000-0002-5809-1481

Yayımlanma Tarihi 13 Haziran 2020
Gönderilme Tarihi 4 Kasım 2019
Yayımlandığı Sayı Yıl 2020 Cilt: 7 Sayı: 2

Kaynak Göster

APA Dırekcı, B., Canbulat, M., Tezci, I., Akbulut, S. (2020). The Psychometric Properties of School Belonging Scale for Middle School Students. International Journal of Assessment Tools in Education, 7(2), 159-176. https://doi.org/10.21449/ijate.723386

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