Okul Uyumu Ölçeğinin Geliştirilmesi

Yıl 2022, Cilt: 5 Sayı: 1, 41 - 72, 29.06.2022

Olcay Yılmaz , Dilek Avcı

Öz

Bu çalışmada ortaokul ve lise öğrencilerinin okula uyumlarının belirlenmesinde çok yönlü bir değerlendirmeye yönelik bir ölçek geliştirilmesi amaçlanmıştır. Geliştirilen ölçeğin deneme formu Ankara ilindeki sekiz farklı okulda altı ve 12. Sınıf düzeyleri arasında öğrenim gören toplam 684 ortaokul öğrencisinden oluşan iki ayrı çalışma grubuna uygulanmıştır. Pilot uygulama, uzman görüşü ve deneme formu uygulamasının ardından gerçekleştirilen güvenirlik ve geçerlik analizleri sonunda birinci çalışma grubu verilerine uygulanan açımlayıcı faktör analizinde sekiz faktörlü ve 66 maddelik uygulama formu oluşturulmuştur. İkinci çalışma grubu ile gerçekleştirilen doğrulayıcı faktör analizi sonucunda ise bütün gizil değişkenlerle gözlenen değişkenler arasında anlamlı t-değerlerine ve kabul edilebilir değerlerde hata varyanslarına ulaşılmıştır. Ayrıca uyum indeksleri açısından da iki indeks dışında yeterli değerler elde edilmiştir. Ölçeğin tümü ve boyutları için kabul edilebilir güvenirlik değerlerine ulaşılmıştır. Geliştirilen ölçekle ortaokul lise öğrencilerinin okula uyum düzeylerini çeşitli boyutları ile incelemek mümkün olabilecektir.

Anahtar Kelimeler

Okul Uyumu, ortaokul okul uyumu, lise okul uyumu, ergenlik, ölçek geliştirme

Development of School Adjustment Scale

Öz

In this study, it is aimed to develop a scale for multi-dimensional evaluation in determining the adjustment of middle and high school students to school. The trial form of the developed scale was administered to two separate study groups consisting of 684 middle and high school students studying between six and 12th grade levels in eight different schools in Ankara. In the exploratory factor analysis conducted to the first study group data an eight-factor and 66-item application form was developed. As a result of the confirmatory factor analysis conducted with the second study group sufficient values were obtained in terms of fit indices other than two. Acceptable reliability values were achieved for the whole scale and its dimensions. With the developed scale, it will be possible to examine the school adjustment levels of middle and high school students with various dimensions.

Anahtar Kelimeler

School adjustment, middle school adjustment, high school adjustment, adolescence, scale development

Kaynakça

• Akbalık, F. G., Karaduman, B. D., Oral, E. A. ve Özdoğan, B. (2003). Yurt dışından dönen Türk öğrencilerin uyum düzeyleri ve benlik algıları. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 36, 1-2.
• Aunola, K., Stattin, H. ve Nurmi, J. E. (2000). Adolescents’ achievement strategies, school adjustment, and externalizing and internalizing problem behaviors. Journal of Youth and Adolescence, 29(3), 289-306.
• Baker, R.W. ve Siryk, B. (1986). Exploratory intervention with a scale measuring adjustment to college. Journal of Counseling Psychology, 33 31-38.
• Baker, J. A. (2006). Contributions of teacher–child relationships to positive school adjustment during elementary school. Journal of School Psychology,44, 211–229.
• Barber, B. K. ve Olsen, J. A. (2004). Assessing the transition to middle and high school. Journal of Adolescent Research, 19, 3-30.
• Barrett, S. ve Heubeck, B. G. (2000). Relationships between school hassles and uplifts and anxiety and conduct problems in grades 3 and 4. Journal of Applied Developmental Psychology, 21, 537−554.
• Baumgartner, H. ve Homburg, C. (1996). Applications of structural equation modeling in marketing and consumer research: A review. International Journal of Research in Marketing, 13(2), 139-161.
• Bentler, P.M. (1980). Multivariate analysis with latent variables: Causal modeling. Annual Review of Psychology, 31, 419-456.
• Berndt, T.J. ve Keefe, K.(1995). Friends' influence on adolescents' adjustment to school, Child Development, 66(5), 1312-1329.
• Berndt, T. J. ve Ladd, G. W. (Eds.). (1989). Wiley series on personality processes. Peer relationships in child development. John Wiley & Sons.
• Berndt, T. J. ve Mekos, D. (1995). Adolescents’ perceptions of stressful and desirable aspects of the transition to junior high school. Journal of Research on Adolescence, 5, 123–142.
• Bernstein, E. (2002). Middle school and the age of adjustment. USA: Bergin & Garvey.
• Bourcet, C. (1998). Self-evaluation and school adaptation in adolescence. European JoumaI of Psychology of Education, 13(4), 515-527.
• Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. London: Harvard University Press.
• Bronfenbrenner, U. ve Morris, P. A. (2006). The bioecological model of human development. In R. M. Lerner & H. Stattin (Eds.), Handbook of child psychology: Vol. 1, theoretical models of human development (pp. 793–828). Hoboken, NJ: Wiley
• Brown, T. A. (2015). Confirmatory factor analysis for applied research. NY: Guilford publications.
• Buhs, E. S. (2005), Peer rejection, negative peer treatment, and school adjustment: Self-concept and classroom engagement as mediating processes. Journal of School Psychology, 47, 407-424.
• Byrne, B. M. ve 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(5), 555-574.
• Cattell, R. B. (1966). The scree test for the number of factors. Multivariate Behavioral Research, 1, 245-276.
• Cattell, R. B. ve Jaspers, J. (1967). A general plasmode (No.30-10-5-2) for factor analytic exercises and research. Multivariate Behavioral Research Monographs, 67-3, 211.
• Caspi, A., Elder, G. H. ve Bem, D. J. (1988). Moving away from the world: Life-course patterns of shy children. Developmental Psychology, 24(6), 824–831. https://doi.org/10.1037/0012-1649.24.6.824
• Cole, L. (2006). Influential ınstructional decisionmalcing factors: It comparasion of preschool, primary and upper elemantary teachers using ecological systems theory. (Unpublished Doctoral Dissertation) University Of North Dakota, Grand Farks
• Comrey, A.L. ve Lee, H.B. (1992). A first course in factor analysis (2nd ed.). N.J.: Erlbaum.
• Çelik H.E. ve Yılmaz, V. (2016). Lisrel9.1 ile yapısal eşitlik modellemesi; Temel kavramlar, uygulamalar, programlama. (3. Bs.). Ankara: Anı Yayınevi.
• Çokluk, O., Şekercioglu, G. ve Büyüköztürk, S. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Ankara: Pegem Akademi.
• Dağ, A. (2018). Mesleki ve teknik anadolu lisesi öğrencilerinin okula uyum süreçleri hakkında nitel bir araştırma. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 7(3), 1995-2012.
• Diamantopoulos, A. ve Siguaw, J.A. (2000). Introducing LISREL: A guide for the uninitiated. London: SAGE.
• Dishion, T.J., Nelson, S. E. ve Yasui, M. (2005). Predicting early adolescent gang involvement from middle school adaptation, Journal of Clinical Child and Adolescent Psychology, 34(1), 62-73.
• Duchesne, S., Larose, S., Guay, F., Vitaro, F. ve Tremblay, R. E. (2005). The transition from elementary to high school: The pivotal role of mother and child characteristics in explaining trajectories of academic functioning. International Journal of Behavioral Development, 29, 409–417.
• Dufur, M. J., Parcel, T. L. ve McKune, B. A. (2008). Capital and context: Using social capital at home and at school to predict child social adjustment. Journal of Health and Social Behavior, 49, 146–161.
• Eccles, J. (1983). Expectancies, values and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). San Francisco: Freeman.
• Entwistle, D. R., Alexander, K. L. ve Olson, L. S. (2005). First grade and educational attainment by age 22: A new story. American Journal of Sociology, 110, 1458–1502.
• Fabrigar, L.R., Wegener, D.T., MacCallum, R.C. ve Strahan, E.J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4 (3), 272-299.
• Fraenkel, J.R. ve Wallen, N.E. (2009). How to design and evaluate research in education (7th. Ed.). Boston: McGraw- Hill Higher Education.
• Granot, D. ve Mayseless, O. (2001). Attachment security and adjustment to school in middle childhood. International Journal of Behavioral Development, 25 (6), 530–541.
• Hair, J.F., Anderson, R.E., Tatham, R.L. ve Black, W.C. (1995). Multivariate data analysis with readings (4th Ed.). New Jersey: Pentice-Hall International.
• Heppner, P.P., Wambold, B.E ve Kivlighan, D.M. (2008). Research Design in Counseling (3rd ed.). Belmont: Thomson Brooks/Cole.
• Hooper, D., Coughlan, J. ve Mullen, M.R. (2008). Structural equation modelling: guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53-60.
• Hu, L. ve 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.
• Kaiser, H. F. (1991). Coefficient alpha for a principal component and the Kaiser-Guttman rule. Psychological Reports, 68(3), 855-858.
• Karr, S. K. ve Johnson, P. L. (1991). School stress reported by chıldren In grades 4, 5, and 6. Psychological Reports, 68, 427-431.
• Kaplan, R.M. ve Saccuzzo, D.P. (1989). Psychological testing; Principles, applications and issue (2nd ed.). California: Brooks/Cole Publishing Company.
• Kindermann, T. A., McCollam, T. L. ve Gibson, E. (1996). Peer networks and students’ classroom engagement during childhood and adolescence. Social Motivation: Understanding Children’s School Adjustment, 4, 279-312.
• Kline, R.B. (2011). Principles and practice of structural equation modeling (3rd Ed.). New York: The Guilford Press.
• Ladd, G.W. (1990). Having friends, keeping friends, making friends, and being liked by peers in the classroom: Predictors of children's early school adjustment?. Child Development, 61(4), 1081-1100.
• Ladd, G. ve Troop-Gordon, W. (2003). The role of chronic peer difficulties in the development of children's psychological adjustment problems. Child Development, 74, 1344–1367.
• Leong , F. T. L.,. Bonz , M. H. ve Zachar, P. (1997). Coping styles as predictors of college adjustment among freshmen. Counselling Psychology Quarterly, 10(2), 211-220, DOI: 10.1080/09515079708254173.
• Midgley, C., Middleton, M. J., Gheen, M. H. ve Kumar, R. (2002). Stage-environment fit revisited: A goal theory approach to examining school transitions. In C. Midgley (Ed.), Goals, goal structures, and patterns of adaptive learning (pp. 21–53). Mahwah, NJ: Erlbaum
• Moss, S. (2009). Fit indices for structural equation modeling. http://www.psych-it.com.au/Psychlopedia/article. asp. Adresinden erişildi.
• Mullins, E.R. ve Irvin, J.I. (2000) Transition into middle school: What research says. Middle School Journal, 31, 57-60.
• Nansel, T.R., Haynie, D. L. ve Simons-Morton, B. G. (2003). The association of bullying and victimization with middle school adjustment. Journal of Applied School Psychology, 19(2), 45-61, DOI: 10.1300/J008v19n02_04.
• Neild, R. C., Stoner-Eby, S. ve Furstenberg, F. (2008). Connecting entrance and departure. The transition to ninth grade. Education and Urban Society, 40(5), 543-569.
• Niemi, D., Baker, E. L. ve Sylvester, R. M. (2007). Scaling up, scaling down: Seven years of performance assessment development in the nation’s second largest school district. Educational Assessment, 12(3), 195–214.
• Osborne, J.W. ve Costello, A.B. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis, North Carolina State University Practical Assessment Research & Evaluation, 10(7), 1-9.
• Öğüt, F. (2000). Sosyal uyum ile sürekli kaygı arasındaki ilişki. Yüksek lisans tezi (basılmamış). Kocaeli Üniversitesi.
• Özgüven, İ.E. (2007). Psikolojik testler. Ankara: PDREM Yayınları.
• Pianta, R. C. (1999). Enhancing relationships between children and teachers. Washington, DC: American Psychological Association.
• Raykov, T. ve Marcoulides, G. A. (2000). A method for comparing completely standardized solutions in multiple groups. Structural Equation Modeling, 7(2), 292-308.
• Rimm-Kaufman, S. E., Pianta, R. C. ve Cox, M. J. (2000). Teachers’ judgements of problems in the transition to Kindergarten. Early Childhood Research Quarterly, 15, 147-166.
• Rohner, R. P., Parmar, P. ve Ibrahim, M. (2010). Perceived teachers’ acceptance, parental acceptance, behavioral control, school conduct, and psychological adjustment among school-age children in Kuwait. Cross-Cultural Research, 44(3) 269–282.
• Schermelleh-Engell, K., Moosbrugger, H. ve Müler. H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.
• Sharma, S. (1996). Applied multivariate techniques. New York: John Wiley & Sons, Inc.
• Simons-Morton, B. G. ve Crump, A. D. (2003). Association of parental involvement and social competence with school adjustment and engagement among sixth graders. Journal of School Health, 73(3), 121-126.
• Spencer, M. B. (1999). Social and cultural influences on school adjustment: The application of an identity-focused. Educational Psychologist, 34(1), 43-57.
• Steiger, J.H. (2007). Understanding the limitations of global fit assessment in structural equation modeling. Personality and Individual Differences, 42, 893–898.
• Steinberg, L. (2005). Cognitive and affective development in adolescence. TRENDS in Cognitive Sciences, 9(2), 69-74.
• Studsrod, I. ve Bru, E. (2009). The role of perceived parental socialization practices in school adjustment among Norwegian upper secondary school students. British Journal of Educational Psychology, 79, 529–546.
• Şencan, H. (2005). Sosyal ve davranışsal ölçümlerde güvenilirlik ve geçerlilik. Ankara: Seçkin Yayıncılık.
• Şeker, H. ve Gençdoğan, B. (2006). Psikolojide ve eğitimde ölçme aracı geliştirme. Ankara: Nobel Yayın Dağıtım.
• Şimşek, Ö.F. (2007). Yapısal eşitlik modellemesine giriş: Temel ilkeler ve LISREL uygulamaları. Ankara: Ekinoks.
• Tabachnick, G.G. ve Fidel, L.S. (2001). Using multivariate statistics (4th Ed.). MA: Allyn&Bacon Inc
• Tavşancıl, E. (2014). Tutumların ölçülmesi ve SPSS ile veri analizi. (5. Bs.). Ankara: Nobel Yayınevi.
• Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd ed.). Chicago: The University of Chicago Press Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90, 202–209.
• Wigfield, A., Eccles, J. S., MacIver, D., Reuman, D., & Midgley, C. (1991). Transitions at early adolescence: Changes in children’s domain-specific self-perceptions and general self-esteem across the transition to junior high school. Developmental Psychology, 27, 552-565.
• Wood, J. (2006). Effect of anxiety reduction in children’sperformance and social adjustment. Developmental Psychol-ogy, 42, 345–349
• Zettergen, P. (2003). School adjustment in adolescence for previously rejected, average and popular children. British Journal of Educational Psychology, 73, 207-221.