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Development of Self-Perception Scale for Adolescents

Yıl 2021, Cilt: 18 Sayı: 43, 6241 - 6279, 07.11.2021
https://doi.org/10.26466/opus.930223

Öz

The aim of this study is to develop a self-perception scale for adolescents. In line with this purpose, content validity, construct validity, internal consistency, and test-retest reliability of the scale were carried out across five different studies. As a result of the content validity study, a 96-item draft form was created. Results of the exploratory factor analysis suggested that the scale has a five-factor structure consisting of general self-perception, physical self-perception, academic self-perception, social self-perception, and family self-perception. This five-factor structure was confirmed by confirmatory factor analysis and exploratory structural equation modeling analysis (Set-ESEM) in a different sample of high school students. Results of the reliability analyses of the scale also suggested that subscales and total scale had a high level of internal consistency and acceptable temporal stability. Consequently, results of five studies suggest that the Self Perception Scale for Adolescents is a valid and reliable scale that can be used to measure multidimensional self-perception of high school students. Future studies can examine, the predictive, concurrent, and divergent validity of the scale. Moreover, the validity and reliability studies of the scale can be repeated in an adolescent sample consisting of middle school stu-dents.

Kaynakça

  • Anastasi, A. ve Urbina, S. (1997). Psychological testing. New Jersey: Prentice Hall.
  • Angold, A., Messer, S. C., Stangl, D., Farmer, E. M. Z., Costello, E. J. ve Burns, B. J. (1998). Perceived parental burden and service use for child and adolescent psychiatric disorders. American Journal of Public Health, 88(1), 75-80. doi:10.2105/AJPH.88.1.75.
  • Asparouhov, T. ve Muthén, B. (2009). Exploratory structural equation modeling. Structural Equation Modeling, 16(3), 397-438. doi:10.1080/10705510903008204.
  • Baglin, J. (2014). Improving your exploratory factor analysis for ordinal data: A demonstration using FACTOR. Practical Assessment, Research, and Evaluation, 19(1), Article 5. doi:10.7275/dsep-4220.
  • Beauducel, A. ve Herzberg, P. Y. (2006). On the performance of maximum likelihood versus means and variance adjusted weighted least squares estimation in CFA. Structural Equation Modeling: A Multidisciplinary Journal, 13(2), 186-203. doi:10.1207/s15328007sem1302_2..
  • Beavers, A. S., Lounsbury, J. W., Richards, J. K., Huck, S. W., Skolits, G. J. ve Esquivel, S. L. (2013). Practical considerations for using exploratory factor analysis in educational research. Practical Assessment, Research, and Evaluation, 18(1), Article 6.
  • Boateng, G. O., Neilands, T. B., Frongillo, E. A., Melgar-Quiñonez, H. R. ve Young, S. L. (2018). Best Practices for Developing and Validating Scales for Health, Social, and Behavioral Research: A Primer. Frontiers in Public Health, 6, Article 149. doi:10.3389/fpubh.2018.00149.
  • Booth, T. ve Hughes, D. J. (2014). Exploratory structural equation modeling of personality data. Assessment, 21(3), 260-271. doi:10.1177/1073191114528029.
  • Bor, W., Dean, A. J., Najman, J. ve Hayatbakhsh, R. (2014). Are child and adolescent mental health problems increasing in the 21st century? A systematic review. Australian and New Zealand Journal of Psychiatry, 48(7), 606-616. doi:10.1177/0004867414533834.
  • Cattell, R. B. (1966). The scree test for the number of factors. Multivariate Behavioral Research, 1(2), 245-276. doi:10.1207/s15327906mbr0102_10.
  • Cohen, L., Manion, L. ve Morrison, K. (2018). Research methods in education (8. bs.). New York: Routledge.
  • Costello, A. B. ve Osborne, J. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical assessment, research, and evaluation, 10(1), Article 7. doi:10.7275/jyj1-4868.
  • Crocker, L. M. ve Algina, J. (2008). Introduction to classical and modern test theory. Mason, Ohio: Cengage Learning.
  • Dattalo, P. (2013). Analysis of multiple dependent variables. New York: Oxford University Press.
  • Denissen, J. J. A., Zarrett, N. R. ve Eccles, J. S. (2007). I like to do it, I’m able, and I know I am: Longitudinal couplings between domain-specific achievement, self-concept, and interest. Child Development, 78(2), 430-447. doi:10.1111/j.1467-8624.2007.01007.x.
  • DeVellis, R. F. (2012). Scale development: Theory and applications (4. bs.). Los Angeles: SAGE.
  • Donnellan, M. B., Trzesniewski, K. H., Robins, R. W., Moffitt, T. E. ve Caspi, A. (2005). Low self-esteem is related to aggression, antisocial behavior, and delinquency. Psychological Science, 16(4), 328-335. doi:10.1111/j.0956-7976.2005.01535.x.
  • Ersanlı, K. (2012). Benliğin gelişimi ve görevleri (3. bs.). Ankara: DH Basım Yayın.
  • Field, A. P. (2018). Discovering statistics using IBM SPSS statistics (5. bs.). London: SAGE.
  • Finney, S. J. ve DiStefano, C. (2013). Non-normal and categorical data in structural equation modeling. G. R. Hancock ve O. Mueller (Ed.), Structural equation modeling: A second course içinde (2. bs., ss. 439-492). Greenwich, CT: Information Age Publishing.
  • Fuentes, M. C., García, F., Gracia, E. ve Alarcón, A. (2015). Parental socialization styles and psychological adjustment. A study in Spanish adolescents. Revista de Psicodidáctica, 20(1), 117-138. doi:10.1387/RevPsicodidact.10876.
  • Glied, S. ve Pine, D. S. (2002). Consequences and correlates of adolescent depression. Archives of Pediatrics & Adolescent Medicine, 156(10), 1009-1014. doi:10.1001/archpedi.156.10.1009.
  • Gorsuch, R. L. (1983). Factor analysis. New York: Psychology Press.
  • Graham, J. W. (2009). Missing data analysis: Making it work in the real world. Annual Review of Psychology, 60, 549-576. doi:10.1146/annurev.psych.58.110405.085530.
  • Gregory, R. J. (2015). Psychological testing: History, principles, and applications. Boston: Pearson.
  • Horn, J. L. (1965). A rationale and test for the number of factors in factor analysis. Psychometrika, 30(2), 179-185. doi:10.1007/BF02289447.
  • Huang, C. (2011). Self-concept and academic achievement: A meta-analysis of longitudinal relations. Journal of School Psychology, 49(5), 505-528. doi:10.1016/j.jsp.2011.07.001.
  • Izquierdo, I., Olea, J. ve Abad, F. J. (2014). Exploratory factor analysis in validation studies: Uses and recommendations. Psicothema, 26(3), 395-400. doi:10.7334/psicothema2013.349.
  • Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31-36. doi:10.1007/BF02291575.
  • Keith, T. Z. (2019). Multiple regression and beyond: An introduction to multiple regression and structural equation modeling (3. bs.). New York: Routledge.
  • Kieling, C., Baker-Henningham, H., Belfer, M., Conti, G., Ertem, I., Omigbodun, O., … Rahman, A. (2011). Child and adolescent mental health worldwide: Evidence for action. The Lancet, 378(9801), 1515-1525. doi:10.1016/S0140-6736(11)60827-1.
  • Kline, P. (2007). The handbook of psychological testing. London: Routledge.
  • Korkut Owen, F. (2015). Okul temelli önleyici rehberlik ve psikolojik danışma: Psikolojik danışman eğitimcileri, uygulamacıları ve öğrencileri için (4. bs.). Ankara: Anı Yayıncılık.
  • Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel Psychology, 28(4), 563-575. doi:10.1111/j.1744-6570.1975.tb01393.x
  • Lorenzo-Seva, U. ve Ferrando, P. J. (2006). FACTOR: A computer program to fit the exploratory factor analysis model. Behavior Research Methods, 38(1), 88-91. doi:10.3758/BF03192753.
  • Lorenzo-Seva, U., Timmerman, M. E. ve Kiers, H. A. L. (2011). The Hull method for selecting the number of common factors. Multivariate Behavioral Research, 46(2), 340-364. doi:10.1080/00273171.2011.564527.
  • Marsh, H. W., Craven, R. G. ve Martin, A. J. (2006). What is the nature of self-esteem? Unidimensional and multidimensional perspectives. M. H. Kernis (Ed.), Self-esteem issues and answers: A sourcebook of current perspectives içinde (s.16-24). New York: Psychology Press.
  • Marsh, H. W., Liem, G. A. D., Martin, A. J., Morin, A. J. S. ve Nagengast, B. (2011). Methodological measurement fruitfulness of exploratory structural equation modeling (ESEM): New approaches to key substantive issues in motivation and engagement. Journal of Psychoeducational Assessment, 29(4), 322-346. doi:10.1177/0734282911406657.
  • Marsh, H. W., Morin, A. J. S., Parker, P. D. ve Kaur, G. (2014). Exploratory structural equation modeling: An integration of the best features of exploratory and confirmatory factor analysis. Annual Review of Clinical Psychology, 10, 85-110. doi:10.1146/annurev-clinpsy-032813-153700.
  • Merikangas, K. R., He, J., Burstein, M., Swanson, S. A., Avenevoli, S., Cui, L., … Swendsen, J. (2010). Lifetime prevalence of mental disorders in U.S. adolescents: Results from the National Comorbidity Survey Replication-Adolescent Supplement (NCS-A). Journal of the American Academy of Child & Adolescent Psychiatry, 49(10), 980-989. doi:10.1016/j.jaac.2010.05.017.
  • Muthén, L. K. ve Muthén, B. O. (19982012). Mplus user’s guide (Seventh edition.). Los Angeles, CA: Muthén & Muthén.
  • Pietsch, J., Walker, R. ve Chapman, E. (2003). The relationship among self-concept, self-efficacy, and performance in mathematics during secondary school. Journal of Educational Psychology, 95(3), 589-603. doi:10.1037/0022-0663.95.3.589.
  • Provalis Research. (2011). QDA Miner. Montreal: Provalis Research.
  • Rhemtulla, M., Brosseau-Liard, P. É. ve Savalei, V. (2012). When can categorical variables be treated as continuous? A comparison of robust continuous and categorical SEM estimation methods under suboptimal conditions. Psychological Methods, 17(3), 354-373. doi:10.1037/a0029315.
  • Robins, R. W., Hendin, H. M. ve Trzesniewski, K. H. (2001). Measuring global self-esteem: Construct validation of a single-item measure and the Rosenberg Self-Esteem Scale. Personality and Social Psychology Bulletin, 27(2), 151-161. doi:10.1177/0146167201272002.
  • Rosenberg, M., Schooler, C., Schoenbach, C. ve Rosenberg, F. (1995). Global self-esteem and specific self-esteem: Different concepts, different outcomes. American Sociological Review,60(1), 141-156.
  • Sánchez-Carracedo, D., Barrada, J. R., López-Guimerà, G., Fauquet, J., Almenara, C. A. ve Trepat, E. (2012). Analysis of the factor structure of the Sociocultural Attitudes Towards Appearance Questionnaire (SATAG-3) in Spanish secondary-school students through exploratory structural equation modeling. Body Image, 9(1), 163-171. doi:10.1016/j.bodyim.2011.10.002.
  • Schlomer, G. L., Bauman, S. ve Card, N. A. (2010). Best practices for missing data management in counseling psychology. Journal of Counseling Psychology, 57(1), 1-10. doi:10.1037/a0018082.
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Ergenler İçin Benlik Algısı Ölçeğinin Geliştirilmesi

Yıl 2021, Cilt: 18 Sayı: 43, 6241 - 6279, 07.11.2021
https://doi.org/10.26466/opus.930223

Öz

Bu çalışmada ergenler için bir benlik algısı ölçeği geliştirilmesi amaçlanmıştır. Bu amaç doğrultusunda beş farklı araştırmayla ölçeğin kapsam geçerliliği, yapı geçerliliği, iç tutarlılığı, test-tekrar test güvenirliliği gerçekleştirilmiştir. Gerçekleştirilen kapsam geçerliliği çalışması sonucunda 96 maddelik bir taslak form oluşturulmuştur. Bu taslak form üzerinde gerçekleştirilen açımlayıcı faktör analiziyle de ölçeğin genel benlik algısı, fiziksel benlik algısı, akademik benlik algısı, sosyal benlik algısı ve aile benlik algısı boyutlarından oluşan beş faktörlü bir yapıya sahip olduğu bulunmuştur. Bu beş faktörlü yapı farklı bir lise öğrencisi örnekleminde doğrulayıcı faktör analizi ve açımlayıcı yapısal eşitlik modellemesi analizleriyle (Set-ESEM) de doğrulanmıştır. Ölçeğin güvenilirlik analizi sonuçlarına göre ölçek alt boyutlarının ve ölçeğin tamamının yüksek düzeyde iç tutarlılığa ve iyi düzeyde test-tekrar test güvenilirliğine sahip olduğu görülmüştür. Sonuç olarak, Ergenler için Benlik Algısı Ölçeği’nin lise öğrencilerinin benlik algılarının ölçülmesinde kullanılabilecek geçerli ve güvenilir bir ölçme aracı olduğu söylenebilir. İlerleyen araştırmalarda ölçeğin yordama geçerliliği, eş değer ölçekler ve aykırı ölçekler geçerliliği incelenebilir. Ayrıca ölçeğin geçerlilik ve güvenilirlik çalışmaları ortaokul öğrencilerinden oluşan bir ergen örnekleminde tekrarlanabilir.

Kaynakça

  • Anastasi, A. ve Urbina, S. (1997). Psychological testing. New Jersey: Prentice Hall.
  • Angold, A., Messer, S. C., Stangl, D., Farmer, E. M. Z., Costello, E. J. ve Burns, B. J. (1998). Perceived parental burden and service use for child and adolescent psychiatric disorders. American Journal of Public Health, 88(1), 75-80. doi:10.2105/AJPH.88.1.75.
  • Asparouhov, T. ve Muthén, B. (2009). Exploratory structural equation modeling. Structural Equation Modeling, 16(3), 397-438. doi:10.1080/10705510903008204.
  • Baglin, J. (2014). Improving your exploratory factor analysis for ordinal data: A demonstration using FACTOR. Practical Assessment, Research, and Evaluation, 19(1), Article 5. doi:10.7275/dsep-4220.
  • Beauducel, A. ve Herzberg, P. Y. (2006). On the performance of maximum likelihood versus means and variance adjusted weighted least squares estimation in CFA. Structural Equation Modeling: A Multidisciplinary Journal, 13(2), 186-203. doi:10.1207/s15328007sem1302_2..
  • Beavers, A. S., Lounsbury, J. W., Richards, J. K., Huck, S. W., Skolits, G. J. ve Esquivel, S. L. (2013). Practical considerations for using exploratory factor analysis in educational research. Practical Assessment, Research, and Evaluation, 18(1), Article 6.
  • Boateng, G. O., Neilands, T. B., Frongillo, E. A., Melgar-Quiñonez, H. R. ve Young, S. L. (2018). Best Practices for Developing and Validating Scales for Health, Social, and Behavioral Research: A Primer. Frontiers in Public Health, 6, Article 149. doi:10.3389/fpubh.2018.00149.
  • Booth, T. ve Hughes, D. J. (2014). Exploratory structural equation modeling of personality data. Assessment, 21(3), 260-271. doi:10.1177/1073191114528029.
  • Bor, W., Dean, A. J., Najman, J. ve Hayatbakhsh, R. (2014). Are child and adolescent mental health problems increasing in the 21st century? A systematic review. Australian and New Zealand Journal of Psychiatry, 48(7), 606-616. doi:10.1177/0004867414533834.
  • Cattell, R. B. (1966). The scree test for the number of factors. Multivariate Behavioral Research, 1(2), 245-276. doi:10.1207/s15327906mbr0102_10.
  • Cohen, L., Manion, L. ve Morrison, K. (2018). Research methods in education (8. bs.). New York: Routledge.
  • Costello, A. B. ve Osborne, J. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical assessment, research, and evaluation, 10(1), Article 7. doi:10.7275/jyj1-4868.
  • Crocker, L. M. ve Algina, J. (2008). Introduction to classical and modern test theory. Mason, Ohio: Cengage Learning.
  • Dattalo, P. (2013). Analysis of multiple dependent variables. New York: Oxford University Press.
  • Denissen, J. J. A., Zarrett, N. R. ve Eccles, J. S. (2007). I like to do it, I’m able, and I know I am: Longitudinal couplings between domain-specific achievement, self-concept, and interest. Child Development, 78(2), 430-447. doi:10.1111/j.1467-8624.2007.01007.x.
  • DeVellis, R. F. (2012). Scale development: Theory and applications (4. bs.). Los Angeles: SAGE.
  • Donnellan, M. B., Trzesniewski, K. H., Robins, R. W., Moffitt, T. E. ve Caspi, A. (2005). Low self-esteem is related to aggression, antisocial behavior, and delinquency. Psychological Science, 16(4), 328-335. doi:10.1111/j.0956-7976.2005.01535.x.
  • Ersanlı, K. (2012). Benliğin gelişimi ve görevleri (3. bs.). Ankara: DH Basım Yayın.
  • Field, A. P. (2018). Discovering statistics using IBM SPSS statistics (5. bs.). London: SAGE.
  • Finney, S. J. ve DiStefano, C. (2013). Non-normal and categorical data in structural equation modeling. G. R. Hancock ve O. Mueller (Ed.), Structural equation modeling: A second course içinde (2. bs., ss. 439-492). Greenwich, CT: Information Age Publishing.
  • Fuentes, M. C., García, F., Gracia, E. ve Alarcón, A. (2015). Parental socialization styles and psychological adjustment. A study in Spanish adolescents. Revista de Psicodidáctica, 20(1), 117-138. doi:10.1387/RevPsicodidact.10876.
  • Glied, S. ve Pine, D. S. (2002). Consequences and correlates of adolescent depression. Archives of Pediatrics & Adolescent Medicine, 156(10), 1009-1014. doi:10.1001/archpedi.156.10.1009.
  • Gorsuch, R. L. (1983). Factor analysis. New York: Psychology Press.
  • Graham, J. W. (2009). Missing data analysis: Making it work in the real world. Annual Review of Psychology, 60, 549-576. doi:10.1146/annurev.psych.58.110405.085530.
  • Gregory, R. J. (2015). Psychological testing: History, principles, and applications. Boston: Pearson.
  • Horn, J. L. (1965). A rationale and test for the number of factors in factor analysis. Psychometrika, 30(2), 179-185. doi:10.1007/BF02289447.
  • Huang, C. (2011). Self-concept and academic achievement: A meta-analysis of longitudinal relations. Journal of School Psychology, 49(5), 505-528. doi:10.1016/j.jsp.2011.07.001.
  • Izquierdo, I., Olea, J. ve Abad, F. J. (2014). Exploratory factor analysis in validation studies: Uses and recommendations. Psicothema, 26(3), 395-400. doi:10.7334/psicothema2013.349.
  • Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31-36. doi:10.1007/BF02291575.
  • Keith, T. Z. (2019). Multiple regression and beyond: An introduction to multiple regression and structural equation modeling (3. bs.). New York: Routledge.
  • Kieling, C., Baker-Henningham, H., Belfer, M., Conti, G., Ertem, I., Omigbodun, O., … Rahman, A. (2011). Child and adolescent mental health worldwide: Evidence for action. The Lancet, 378(9801), 1515-1525. doi:10.1016/S0140-6736(11)60827-1.
  • Kline, P. (2007). The handbook of psychological testing. London: Routledge.
  • Korkut Owen, F. (2015). Okul temelli önleyici rehberlik ve psikolojik danışma: Psikolojik danışman eğitimcileri, uygulamacıları ve öğrencileri için (4. bs.). Ankara: Anı Yayıncılık.
  • Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel Psychology, 28(4), 563-575. doi:10.1111/j.1744-6570.1975.tb01393.x
  • Lorenzo-Seva, U. ve Ferrando, P. J. (2006). FACTOR: A computer program to fit the exploratory factor analysis model. Behavior Research Methods, 38(1), 88-91. doi:10.3758/BF03192753.
  • Lorenzo-Seva, U., Timmerman, M. E. ve Kiers, H. A. L. (2011). The Hull method for selecting the number of common factors. Multivariate Behavioral Research, 46(2), 340-364. doi:10.1080/00273171.2011.564527.
  • Marsh, H. W., Craven, R. G. ve Martin, A. J. (2006). What is the nature of self-esteem? Unidimensional and multidimensional perspectives. M. H. Kernis (Ed.), Self-esteem issues and answers: A sourcebook of current perspectives içinde (s.16-24). New York: Psychology Press.
  • Marsh, H. W., Liem, G. A. D., Martin, A. J., Morin, A. J. S. ve Nagengast, B. (2011). Methodological measurement fruitfulness of exploratory structural equation modeling (ESEM): New approaches to key substantive issues in motivation and engagement. Journal of Psychoeducational Assessment, 29(4), 322-346. doi:10.1177/0734282911406657.
  • Marsh, H. W., Morin, A. J. S., Parker, P. D. ve Kaur, G. (2014). Exploratory structural equation modeling: An integration of the best features of exploratory and confirmatory factor analysis. Annual Review of Clinical Psychology, 10, 85-110. doi:10.1146/annurev-clinpsy-032813-153700.
  • Merikangas, K. R., He, J., Burstein, M., Swanson, S. A., Avenevoli, S., Cui, L., … Swendsen, J. (2010). Lifetime prevalence of mental disorders in U.S. adolescents: Results from the National Comorbidity Survey Replication-Adolescent Supplement (NCS-A). Journal of the American Academy of Child & Adolescent Psychiatry, 49(10), 980-989. doi:10.1016/j.jaac.2010.05.017.
  • Muthén, L. K. ve Muthén, B. O. (19982012). Mplus user’s guide (Seventh edition.). Los Angeles, CA: Muthén & Muthén.
  • Pietsch, J., Walker, R. ve Chapman, E. (2003). The relationship among self-concept, self-efficacy, and performance in mathematics during secondary school. Journal of Educational Psychology, 95(3), 589-603. doi:10.1037/0022-0663.95.3.589.
  • Provalis Research. (2011). QDA Miner. Montreal: Provalis Research.
  • Rhemtulla, M., Brosseau-Liard, P. É. ve Savalei, V. (2012). When can categorical variables be treated as continuous? A comparison of robust continuous and categorical SEM estimation methods under suboptimal conditions. Psychological Methods, 17(3), 354-373. doi:10.1037/a0029315.
  • Robins, R. W., Hendin, H. M. ve Trzesniewski, K. H. (2001). Measuring global self-esteem: Construct validation of a single-item measure and the Rosenberg Self-Esteem Scale. Personality and Social Psychology Bulletin, 27(2), 151-161. doi:10.1177/0146167201272002.
  • Rosenberg, M., Schooler, C., Schoenbach, C. ve Rosenberg, F. (1995). Global self-esteem and specific self-esteem: Different concepts, different outcomes. American Sociological Review,60(1), 141-156.
  • Sánchez-Carracedo, D., Barrada, J. R., López-Guimerà, G., Fauquet, J., Almenara, C. A. ve Trepat, E. (2012). Analysis of the factor structure of the Sociocultural Attitudes Towards Appearance Questionnaire (SATAG-3) in Spanish secondary-school students through exploratory structural equation modeling. Body Image, 9(1), 163-171. doi:10.1016/j.bodyim.2011.10.002.
  • Schlomer, G. L., Bauman, S. ve Card, N. A. (2010). Best practices for missing data management in counseling psychology. Journal of Counseling Psychology, 57(1), 1-10. doi:10.1037/a0018082.
  • Schreiber, J. B., Stage, F. K., King, J., Nora, A. ve Barlow, E. A. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. The Journal of Educational Research, 99(6), 323-337. doi:10.3200/JOER.99.6.323-338.
  • Shavelson, R. J., Hubner, J. J. ve Stanton, G. C. (1976). Self-Concept: Validation of construct interpretations. Review of Educational Research, 46(3), 407-441. doi:10.3102/00346543046003407.
  • Şekercioğlu, G. ve Güzeller, O. C. (2011). Ergenler İçin Benlik Algısı Profili’nin faktör yapısının yeniden değerlendirilmesi. Bilig/Türk Dünyası Sosyal Bilimler Dergisi, 60, 215-236.
  • Tabachnick, B. G. ve Fidell, L. S. (2012). Using multivariate statistics (6. bs.). Boston: Pearson.
  • Tomás, I., Marsh, H. W., González-Romá, V., Valls, V. ve Nagengast, B. (2014). Testing measurement invariance across Spanish and English versions of the Physical Self-Description Questionnaire: An application of exploratory structural equation modeling. Journal of Sport & Exercise Psychology, 36(2), 179-188. doi:10.1123/jsep.2013-0070.
  • Velicer, W. F. (1976). Determining the number of components from the matrix of partial correlations. Psychometrika, 41(3), 321-327. doi:10.1007/BF02293557.
  • Veneziano, L. ve Hooper, J. (1997). A method for quantifying content validity of health-related questionnaires. American Journal of Health Behavior, 21(1), 67-70.
  • Wang, J. ve Wang, X. (2020). Structural equation modeling: Applications using Mplus (2. bs.). New Jersey: Wiley.
  • Wheaton, B., Muthen, B., Alwin, D. F. ve Summers, G. F. (1977). Assessing reliability and stability in panel models. Sociological methodology, 8, 84-136.
  • Yandı, A. ve Köse, İ. A. (2013). Akademik ve Genel Benlik Algısı Envanteri’nin psikometrik özelliklerinin incelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 13(2), 289-309.
  • Yıldız, G. ve Fer, S. (2008). Öz Kavram Envanteri-I’in geçerlik ve güvenirlik çalışması. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 5(2), 209-232.
  • Yockey, R. D. (2011). SPSS demystified: A step-by-step guide to successful data analysis. Boston: Prentice Hall. Yu, C.-Y. (2002). Evaluating cutoff criteria of model fit indices for latent variable models with binary and continuous outcomes. (Doctor of philosophy). University of California, Los Angeles.
  • Zeigler-Hill, V. (2011). The connections between self-esteem and psychopathology. Journal of Contemporary Psychotherapy, 41(3), 157-164. doi:10.1007/s10879-010-9167-8.
  • Zeigler-Hill, V. (2013). The importance of self-esteem. V. Zeigler-Hill (Ed.), Self-Esteem içinde (s.1-20). London: Psychology Press.
Toplam 62 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Ertuğrul Şahin 0000-0003-3341-8887

Kurtman Ersanlı Bu kişi benim 0000-0003-0135-0566

Yayımlanma Tarihi 7 Kasım 2021
Kabul Tarihi 17 Temmuz 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 18 Sayı: 43

Kaynak Göster

APA Şahin, E., & Ersanlı, K. (2021). Ergenler İçin Benlik Algısı Ölçeğinin Geliştirilmesi. OPUS International Journal of Society Researches, 18(43), 6241-6279. https://doi.org/10.26466/opus.930223