Turkish Adaptation of the Berkeley Parenting Self-Efficacy Scale Revised (BPSE-R)

Yıl 2021, , 13 - 23, 25.01.2021

Tülin Guler Yıldız , Figen Sahin , Gelengül Haktanır , Susan Holloway

https://doi.org/10.30786/jef.778666

Cited By: 5

Öz

The purpose of this study is to adapt the Berkeley Parenting Self-Efficacy Scale Revised (BPSE-R) to Turkish. The scale is composed of two subscales, parental strategies and child outcomes, and includes 18 items. In the process of adapting the scale and examining its reliability and validity, 354 mothers of preschool children were selected through convenience sampling. After translation-and back translation procedures, the BPSE-R was evaluated by field experts, and the scale items were found to be consistent. Confirmatory factor analysis showed that the scale has a two-factor structure similar to the original scale. The fit indices obtained for this two-factor structure were found to be at a good level. The total score Cronbach’s alpha internal consistency coefficient was calculated as 0.91, and the test-retest reliability coefficient was calculated as 0.67. Findings demonstrated that the Turkish version of the BPSE-R has adequate psychometric characteristics and can be used in determining the self-efficacy of parents in Turkey with preschool-aged children. The short duration in which the BPSE-R can be applied and its high reliability make it convenient for use in research.

Anahtar Kelimeler

early childhood, parenting, self-efficacy, parenting self-efficacy, Berkeley Parenting Self-Efficacy Scale Revised, BPSE_R

Kaynakça

• Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191.
• Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122.
• Bandura, A. (2002). Social cognitive theory in cultural context. Applied Psychology, 51, 269–290. http://dx.doi.org/10.1111/1464-0597.00092.
• Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 307-337). Greenwich, CT: Information Age Publishing.
• Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı. [Manual of data analysis for social sciences] (14th ed.). Ankara: Pegem Academy Publishing.
• Cavkaytar, A., Aksoy, V., & Ardıç, A. (2014). Ebeveyn öz yeterlik ölçeği geçerlik ve güvenirlik çalışmasının güncellenmesi. [The updating for study of parental self-efficacy scale validity and reliabilitiy] Anadolu Journal of Educational Sciences International, 4(1), 69.
• Coleman, P. K., & Karraker, K. H. (1998). Self-efficacy and parenting quality: Findings and future applications. Developmental Review, 18(1), 47-85.
• Coleman, P. K., & Karraker, K. H. (2000). Parenting self-efficacy among mothers of school‐age children: Conceptualization, measurement, and correlates. Family Relations, 49(1), 13-24.
• Coleman, P. K., & Karraker, K. H. (2003). Maternal self-efficacy beliefs, competence in parenting, and toddlers' behavior and developmental status. Infant Mental Health Journal: Official Publication of the World Association for Infant Mental Health, 24(2), 126-148.
• Çelik, H., & Yılmaz, V. (2013). LISREL 9.1 ile yapısal eşitlik modellemesi [Structural equation modeling with LISREL 9.1]. Ankara: Anı Publishing.
• Çokluk, Ö., Şekercioğlu, G. B., & Ş. Büyüköztürk. (2012). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. [Multivariate Statistics for Social Sciences: SPSS and LISREL Applications]. Ankara: Pegem Academy Publishing.
• de Montigny, F., & Lacharité, C. (2005). Perceived parental efficacy: Concept analysis. Journal of Advanced Nursing, 49(4), 387-396.
• Demir, S., & Gündüz, B. (2014). Ebeveyn Yetkinlik Ölçeği’nin uyarlanması: Geçerlik ve güvenirlik çalışmaları. [Adaptation of the parental self-efficacy scale: the study of validity and reliability] Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. [Mustafa Kemal University Graduate School of Social Sciences Journal] 11(25), 309-322.
• Elibol, F., Mağden, D., & Alpar, R. (2007). Anne Babalık Becerilerinde Özyeterlik Ölçeği’nin (1-3 Yaş) Geçerlik ve Güvenirliği. [Validity and reliability of the self-efficacy scale for parenting skills (1-3 years old)] Toplum Hekimliği Bülteni [Bulletin of Community Medicine], 26(3), 25-31.
• George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference. (4 th ed.). Boston: Allyn & Bacon.
• Hambleton, R., & Patsula, L. (1999). Increasing the validity of adapted tests: Myths to be avoided and guidelines for improving test adaptation practices. Applied Testing Technology Journal, 1(1), 1-30.
• Hambleton, R. (2005). Issues, designs, and technical guidelines for adapting tests into multiple languages and cultures. In R. Hambleton, P. Merenda, and C. Spielberger (Eds) Adapting Educational and Psychological Tests for Crosscultural Assessment, (pp. 3-38). Mahwah: Erlbaum.
• Holloway, S. D. (2010). Women and family in contemporary Japan. Cambridge: Cambridge University Press.
• Holloway, S. D., Campbell, E. J., Nagase, A., Kim, S., Suzuki, S., Wang, Q., Iwatate, K., & Baak, S. Y. (2016). Parenting self-efficacy and parental involvement: Mediators or moderators between socioeconomic status and children’s academic competence in Japan and Korea? Research in Human Development, 13(3), 258-272.
• Holloway, S. D., Suzuki, S., Kim, S., Nagase, A., Wang, Q., Campbell, E. J., Golshirazi, M., Iwatate, K., & Nishizaka, S. (2019). Development and cross-national validation of a revised version of the Berkeley Parenting Self-efficacy Scale. Early Childhood Research Quarterly, 47, 309-320.
• Holloway, S. D., Suzuki, S., Yamamoto, Y., & Behrens, K. (2005). Parenting self-efficacy among Japanese mothers. Journal of Comparative Family Studies, 36(1), 61-76.
• Jöreskog, K. G., & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Scientific Software International.
• Kaya, Ö. (2011). İlköğretim birinci kademe öğrencilerinde ebeveyn katılım algısını açıklamaya yönelik bir model geliştirme. [Developing a model to explain parental participation perception in primary school students]. (Unpublished Doctoral Dissertation), Gazi University, Ankara, Turkey.
• Kılıçaslan, A. (2007). Ebeveynliğe geçiş döneminin çeşitli doğum öncesi ve doğum sonrası etkenler açısından incelenmesi. [Examination of the transition period to parenthood in terms of various prenatal and postnatal factors]. (Unpublished Doctoral Dissertation), Istanbul University, Istanbul, Turkey.
• Kline, R. B. (2005). Principles and practice of structural equation modeling: Methodology in the social sciences. New York, NY: The Guilford Press.
• Kotil, Ç. (2010). Okul öncesi eğitim kurumuna yeni başlayan 5 yaş çocukların sosyal duygusal uyum düzeylerine annenin ebeveyn öz yeterlik algısı ile okul beklentilerine uyum düzeyinin etkisi. [The effects of mother’s parental self-effıcacy and adjustment to school expectations on social-emotional adjustment of 5-year-old children who have just started preschool] (Unpublished Master Thesis), Marmara University, Institute of Educational Sciences, Istanbul, Turkey.
• Marsh, H. W., & Hocevar, D. (1985). Application of confirmatory factor analysis to the study of self-concept: First-and higher order factor models and their invariance across groups. Psychological Bulletin, 97(3), 562.
• MoNE (2013). Milli Eğitim Bakanlığı Okul Öncesi Eğitim Programı [Ministry of National Education Preschool Education Program] Ankara: MEB Publications.
• Schneewind, K. A. (1995). Impact of family processes on control beliefs. In A. Bandura (Ed.), Self-Efficacy in Changing Societies (pp. 114-148). Cambridge: Cambridge University Press.
• Seçer, Z., Çeliköz, N., & Yaşa, S. (2007). Bazı kişisel özelliklerine göre okul öncesi eğitim kurumuna devam eden çocukların babalarının babalığa yönelik tutumları. [Attitudes towards fatherhood according to some personal characteristics of fathers of children attending pre-school education institution]. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi [Selcuk University Graduate School of Social Sciences Journal], 18, 425 – 438.
• Senemoğlu, N. (2007). Gelişim öğrenme ve öğretim: Kuramdan uygulamaya [Development, learning and teaching: From theory to practice], Ankara: Gönül Publishing.
• Suzuki, S., Holloway, S. D., Yamamoto, Y., & Mindnich, J. D. (2009). Parenting self-efficacy and social support in Japan and the United States. Journal of Family Issues, 30(11), 1505-1526.
• Sümer, N. (2000). Yapısal eşitlik modellemesi. [Structural equation modeling]. Türk Psikoloji Yazıları [Turkish Psychological Articles], 3(6):49-74.
• Uyanık Balat, G. (2014). Analyzing self-efficacy and depression levels of mothers who have children in the preschool period. Journal of Human Sciences, 11(2), 661-677.
• Uyanık Balat, G., & Yılmaz, E. (2014). Analyzing child rearing attitudes and parental self-efficacy perception of mothers of preschool children. E-Journal of New World Sciences Academy, 9(4), 394-402.
• Uyanık Balat, G. (2015). Analyzing the relationship between self-efficacy perception of mothers and their communication with their preschool children. US-China Education Review, 5(6), 390-399.
• Wang, Q. (2019). Mothers’ perceptions of stress, parenting self-efficacy, and permissive and inconsistent discipline: insights from China, Japan, and the United States. (Unpublished doctoral thesis). University of California, Berkeley, USA.
• Zembat, R., Uyanık Balat, G., Çinko, M., Şengül, L., & Acar, M. (2008). Anasınıfındaki çocukların ailelerinin özyeterlilik düzeylerinin incelenmesi. [Investigation of self-efficacy levels of families of kindergarten children]. Paper presented at the International Conference of Educational Science, (ICES’08), Kıbrıs.