Okul Öncesi Dönemdeki Çocukların Öz Düzenleme Becerilerini Değerlendirme Ölçeği- Öğretmen Formu Geliştirme Çalışması

Yıl 2025, Sayı: 27, 1 - 15, 13.02.2025

Hatice Gözde Ertürk Kara , Tülin Guler Yıldız , Burcu Atar

https://doi.org/10.30786/jef.1448181

Öz

Bu çalışmanın amacı, okul öncesi dönemdeki çocukların öz düzenleme becerilerini değerlendirmek üzere bir ölçme aracı geliştirmektir. Geliştirilen ölçek, okul öncesi dönemdeki çocukların öz düzenleme becerilerinin öğretmen gözlemlerine dayanarak değerlendirilmesini sağlamaktadır. Açımlayıcı ve doğrulayıcı faktör analizleri okul öncesi dönemdeki çocuklardan oluşan iki farklı örneklem (sırasıyla n=300 ve n=289) üzerinde gerçekleştirilmiştir. Faktör analizi sonuçları, toplam 42 maddeden oluşan OÇÖBD-Ö’nün üç faktörlü yapısının yapı geçerliğini desteklemektedir. İyi güvenirlik ve faktör geçerliği sonuçlarına ek olarak, benzer bir ölçekle de pozitif ve yüksek korelasyona sahiptir. Çocukların öz düzenleme becerilerini cinsiyet, devam ettiği okul öncesi eğitimi süresi ve öğretmenlerin mesleki deneyimlerine göre yordamak için çoklu regresyon yapılmıştır. Bu değişkenler çocukların öz düzenleme becerilerini anlamlı şekilde yordamıştır. Bulgular, OÇÖBD-Ö’nün uygun psikometrik özelliklere sahip olduğunu ve Türkiye'deki okul öncesi çocukların öz düzenleme becerilerinin değerlendirilmesinde kullanılabileceğini göstermiştir.

Anahtar Kelimeler

okul öncesi, öz düzenleme becerileri, ölçek geliştirme, okul öncesi dönemdeki çocukların öz düzenleme becerilerini değerlendirme ölçeği, OÇÖBD-Ö

Development of Teacher-Reported Preschool Children's Self-Regulation Skills Assessment Scale

Öz

The aim of this study was to develop a scale to assess the self-regulation (SR) skills of preschool children. The developed scale enables the assessment of preschool children’s self-regulation (SR) skills based on their teachers’ observations. Exploratory and confirmatory factor analyses were conducted on Turkish preschool children with two samples (n=300 and n=289, respectively). The TR-PCSAS, with 42 items in total, has its three-factor structure supported by the factor analysis results. In addition to good reliability and construct validity results, the measure also had a strong positive correlation with a similar scale. A multiple regression analysis was conducted to predict children’s SR skills based on gender, duration of attended early childhood education, and the teachers’ professional experience. These variables significantly predicted children’s SR skills. Findings demonstrate that the TR-PCSAS has appropriate psychometric characteristics and can be used for assessing the SR skills of preschool children in Turkiye.

Anahtar Kelimeler

preschool, self-regulation, scale development, TR-PCSAS, teacher-reported preschool children's self-regulation skills assessment scale

Kaynakça

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