Çocuk ve Ergenler İçin Okula Bağlanma Ölçeği: Geçerlik ve Güvenirlik Çalışması

Yıl 2011, Cilt: 10 Sayı: 1, 1 - 11, 26.06.2011

Firdevs Savi

Öz

Bu araştırmanın amacı, Çocuk ve Ergenler İçin Okula Bağlanma Ölçeği Türkçe formunun psikometrik özelliklerinin incelenmesidir. Araştırmaya 356’sı (%50,3) kız, 352’si (%49,7) erkek olmak üzere toplam 708 ilköğretim okulu öğrencisi katılmıştır. Katılımcıların yaş ortalaması 11,4’tür. Ölçeğin Türkçe formu faktör yapısı, iç tutarlılığı, test tekrar-test güvenirliği, ölçeğin iki-yarım güvenirliği, madde-test korelasyonu açısından değerlendirilmiştir. Elde edilen sonuçlar, özgün ölçekte olduğu gibi maddeler, ölçmeyi amaçladığı “okula bağlanma”, “öğretmene bağlanma” ve “arkadaşa bağlanma” olmak üzere üç faktör altında yer almaktadır. Ölçeğin Cronbach alfa iç tutarlık katsayısı 0.84; test-tekrar test güvenirlik katsayısı tüm ölçek için 0.85 olarak bulunmuştur. Ölçeğin kullanımının, okula bağlanma düzeyi ile ilişkili faktörlerin incelenmesi, böylece elde edilen verilerin çocuk ve ergen evreni için sınanmasına yardımcı olabilecektir

Anahtar Kelimeler

Okula bağlanma, geçerlik, güvenirlik, çocukluk ve ergenlik

School Attachment Scale for Children and Adolescents: The Study of Validity and Reliability

Öz

Aim of this study is to test the psychometric qualities of the Turkish Form of School Attachment
Scale-SAS for children and adolescents. The sample was composed of 708 students, 356 (50,3%) of which were
girls and 352 (49,7) of which were boys. Age average of participants was 11.4. The Turkish version of the scale
was evaluated for its factor structure, criterion-related validity, Cronbach alpha internal consistency, test re-test,
split-half and item-total reliability. Study’s results are consistent with the original scale items of the study were
placed under three division “attachment to school”, “attachment to teacher” and “attachment to friend” to be
scaled. It was found that Scale’s Cronbach alpha inner consistency coefficient was 0,84; test-retest reliability for
whole scale was 0.85. With the use of this scale, it is possible to analyze factors related to school attachment
level, thus to test the combined data with the population of children and adolescents

Anahtar Kelimeler

School Attachment, factor structure, validity, reliability, children and adolescence.

Kaynakça

• Ablard, K. E. & Lipschultz, R. E. (1998). Self-regulated learning in high-achieving students: Relations to advanced reasoning, achievement goals, and gender. Journal of Educational Psychology,
• Ainsworth, M. D. S. (1989). Attachment beyond infancy. American Psychologist, 44, 709–716.
• Anderman, L. H. & Anderman, E. M. (1999). Social predictors of changes in students' achievement goal orientations. Contemporary Educational Psychology, 25, 21–37.
• Anderman, E. M. (2002). School effects on psychological outcomes during adolescence. Journal of Educational Psychology, 94, 795–809.
• Appleton, J. J., Christenson, S. L., Kim, D. & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: validation of the Student Engagement Instrument, Journal of School Psychology, 44 (5), 427–445.
• Bateman, H. V. (2002). Sense of community in the school: Listening to students' voices. In A. T. Fisher ve C. C. Sonn (Eds.), Psychological sense of community: Research, applications, and implications (pp. 161-179). New York: Plenum Publishers.
• Bouffard, T. & Couture, N. (2003). Motivational profile and academic achievement among students enrolled in different schooling tracks. Educational Studies, 29(1), 19-38.
• Bowlby, J. (1969). Attachment and loss: Attachment. New York: Basic Books.
• Bowlby, J. (1973). Attachment and loss: Separation, anxiety, and anger. New York: Basic Books.
• Bowlby, J. (1988). A secure base: Clinical applications of attachment theory. London: Routledge.
• Bullerdick, S. K. (2000). Social connectedness and the relationship to emotional well-being among urban American Indian youth. Dissertation Abstracts International, 60(12-A), 46-53.
• Büyüköztürk, Ş. (2008). İstatistik, Araştırma Deseni SPSS Uygulamaları ve Yorum. Pegem Akademi. 9. Baskı, Ankara.
• Catalano, R.F., & Hawkins, J.D. (1996). The social development model: A theory of antisocial behavior. In J.D. Hawkins (Ed.), Delinquency & crime: Current theories (pp. 149–194). New York: Cambridge University Press.Cernkovich, S. A. & Giordano, P. C. (1992). School bonding, race, and delinquency. Criminology, 40, 261–291.
• Costenbader, V. & Markson, S. (1998). School suspension: a study with secondary school students. Journal of School Psychology, 36(1), 59-82.
• DeBacker, T. K. & Nelson, R. (2000). Motivation to learn science: differences related to gender, class type, and ability. Journal of Educational Research, 93(4), 245-254.
• Deci, E. L. & Ryan, R.M. (2002). Handbook of self-determination research, University of Rochester Press, Rochester, NY.
• Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D. & Flanagan, C. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents’ experiences in schools and in families. American Psychologist, 48, 90–101.
• Eccles, J. S., Lord, S. & Buchanan, C. M. (1996). School transitions in early adolescence: What are we doing to our young people? In J. A. Graber, J. Brooks-Gunn, ve A. C. Peterson (Eds.), Transitions through adolescence: Interpersonal domains and context (pp. 251–284). Hillsdale, NJ: Erlbaum.
• Faircloth, B. S. & Hamm, J. V. (2005). Sense of belonging among high school students representing our ethnic groups. Journal of Youth and Adolescence, 34 (4), 293–309.
• Fredricks, J. A., Blumenfeld, P. C. & Paris, A. H. (2004). School engagement: potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.
• Hazan, C. & Shaver, P. (1994). Deeper into attachment theory. Psychological Inquiry, 5(1), 68-79.
• Hawkins, J. D., Catalano, R. F., Kosterman, R., Abbott, R. & Hill, K. G. (1999). Preventing adolescent health-risk behaviors by strengthening protection during childhood. Arch Pediatr Adolesc Med, 153(3), 226-234.
• Hawkins, J. D., Guo, J., Hill, K. G., Battin-Pearson, S. & Abbott, R. D. (2001). Long-term effects of the Seattle Social Development Intervention on school bonding trajectories. Applied Developmental Science, 5, 225–236.
• Hill, L. G. & Werner, N. E. (2006). Affılıatıve Motıvatıon, School Attachment, And Aggressıon In School. Psychology in the Schools, Vol. 43(2), 231-246.
• Hirschi, T. (1969). Causes of delinquency. Berkeley: University of California Press.
• Jessor, R., Van Den Bos, J., Vanderryn, J. & Costa, F. M. (1995). Protective factors in adolescent problem behavior: Moderator effects and developmental change. Developmental Psychology,
• Juvonen, J., (2006). Sense of belonging, social bonds, and school functioning. In: Alexander, P., Winne, P. (Eds.), Handbook of Educational Psychology. second ed. Macmillan, New York, pp. 655–674.
• Kalaycı, Ş. (2008). SPSS Uygulamalı Çok Değişkenli İstatistik Teknikleri. Asil Yayın Dağıtım, Ankara.
• Mahoney, J. L. & Cairns, R. B. (1997). Do extracurricular activities protect against early school dropout?, Developmental Psychology, 33 (2), 241–253.
• McMillan, D. W. & Chavis, D. M. (1986). Sense of community: A definition and theory. Journal of Community Psychology, 14, 6-23.
• McNeely, C. A., Nonnemaker, J. M., & Blum, R. W. (2002). Promoting School Connectedness: Evidence from the National Longimdinal Study of Adolescent Health, Journal of School Health, 72, 4,138-146.
• Murdock, T. B., Hale, N. M. & Weber, M. J. (2001). Predictors of cheating among early adolescents: Academic and social motivations. Contemporary Educational Psychology, 26(1), 96-115.
• Osterman, K. F. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70 (3), 323–367.
• Posner, J. K. & Vandell, D. L. (1999). After-school activities and the development of low-income urban children: a longitudinal study. Developmental Psychology, 35(3), 868-879.
• Pretty, G. M. H., 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. C. (1996). Perceptions of the school 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.
• Royal, M. A. & Rossi, R. J. (1996). Individual-level correlates of sense of community: Findings from workplace and school. Journal of Community Psychology, 24(4), 395-416.
• Samdal, O., Wold, B. & Bronis, M. (1999). Relationship between students’ perceptions of school environment, their satisfaction with school and perceived academic achievement: An international study. School Effectiveness and School Improvement, 10, 296–320.
• Sims, R. L. (2002). Ethical Rule Breaking by Employees: A Test of Social Bonding Theory. Journal of Business Ethic, 40, 101–109.
• Simons-Morton, B. G., Crump, A. D., Haynie, D. L. & Saylor, K. E. (1999). Student-school bonding and adolescent problem behavior. Health Education Research, 14(1), 99-107.
• Somers, C. L. & Gizzi, T. J. (2001). Predicting adolescents’ risky behavior: The influence of future orientation, school involvement and school attachment. Adoles and Family Health, 2, 3–11.
• Özdamar, K. ( 1997). Paket Programlar İle İstatistiksel Veri Analizi I. Anadolu Üniversitesi Fen Fakültesi Yayınları, Eskişehir.
• Özgür, E. (2003). Çok Değişkenli Istatistiksel Analiz Yöntemleri Ve Bir Uygulama. Yayınlanmamış Doktora Tezi, Gazi Üniversitesi, Sosyal Bilimler Enstitüsü. Ankara.
• Özgüven, İ. E. (1994). Psikolojik testler. Ankara:Yeni Doğuş Matbaası.
• Williams, S. & McGee, R. (1991). Adolescent’s self-perceptions of their strengths. Journal of Youth and Adolescence, 20, 325–337.