Öz
This research aims to adapt the Classroom Incivility Scale developed by Farrell, Provenzano, Spadafora, Marini, and Volk (2016) to Turkish. Study group consisted of 282 high school students. English and Turkish translation comparisons were made with academicians from Educational Sciences and Foreign Language Departments for language validity. After applying the English and Turkish scales to the English literate group, the Turkish translation of the scale was completed by correlation analysis between the items. For the construct validity, Explicatory Factor Analysis (EFA) was performed first. The sample size and factor analysis of the study were found to be appropriate with KMO .818 and the Barlett test x2 = 611,482 (p <.001). A two-dimensional structure which accounts for 53,69 % of the total variance was obtained. Item-factor structure was determined in EFA analysis and then model fit test was performed with Confirmatory Factor Analysis (CFA). Two-dimensional structure of the Classroom Incivility Scale was confirmed. Total internal consistency coefficient was .80. Internal consistency coefficient for the Unintentional Incivility subscale was .70 and for the Intentional Incivility subscale it was .81. Results showed that the Turkish adaptation of the Classroom Incivility Scale was reliable and valid.
Anahtar Kelimeler
Kaynakça
- Kaynakça Andersson, L., Pearson, C. (1999). Tit for tat? The spiralling effect of incivility in the workplace. Academy of Management Review, 24, 452-471. Ayas, T., Pişkin, M. (2015). Akran Zorbalığı Belirleme Ölçeği Ergen Formu. Akademik Bakış Dergisi. 50, 316-324. Bentler, P. M. (1980). Multivariate analysis with latent variables: Causal modeling. Annual Reviewof Psychology, 31, 419-456. Bentler, P. M., Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88, 588-606. Bjorklund, W., Rehling, D. L. (2009). Student perceptions of classroom incivility. College Teaching, 58, 15-18. Boice, R. (1996). Classroom incivilities. Research in Higher Education, 37, 453-485. Büyüköztürk, S. (2007). Deneysel Desenler. Ankara: Pegem Yayınları. Browne, M.W., Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Newbury Park, CA: Sage. Clark, C. M., & Springer, P. J. (2007). Thoughts on incivility: Student and faculty perceptions of uncivil behavior in nursing education. Nursing Education Perspectives, 28, 93-97. Cole, D. A. (1987). Utility of confirmatory factor analysis in test validation research. Journal of Consulting and Clinical Psychology, 55, 1019-1031. Eggertson, L. (2011). Targeted: The impact of bullying and what needs to be done to eliminate it. Canadian Nurse, 107, 16-20. Farrell1,A. H. Daniel A., N. S. Provenzano, , A. Z. Marini & A. V. Anthony A. (2016). Measuring Adolescent Attitudes Toward Classroom Incivility: Exploring Differences Between Intentional and Unintentional Incivility. Journal of Psychoeducational Assessment. 34(6) 577–588. Feldmann, L. J. (2001). Classroom civility is another of our instructor responsibilities. College Teaching, 49, 137-140. Field, A. (2005). Discovering statistics using SPSS (2nd ed.). London: Sage. Erkuş, A. (2012). Psikolojide ölçme ve ölçek geliştirme 1: Temel kavramlar ve işlemler. Ankara: Pegem Akademi Yayınları. Hirschy, A. S., & Braxton, J. M. (2004). Effects of student classroom incivilities on students. New Directions for Teaching & Learning, 99, 67-76. Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structural analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6 (1), 55-65. Kolanko, K. M., Clark, C., Heinrich, K. T., Olive, D., Serembus, J. F., & Sifford, K. S. (2006). Academic dishonesty, bullying, incivility, and violence: Difficult challenges facing nurse educators. Nursing Education Perspectives, 27, 34-43. Lim, S., Cortina, L. M., & Magley, V. J. (2008). Personal and workgroup incivility: Impact on work and health outcomes. Journal of Applied Psychology, 93, 95-107. MacCallum, R. C., Widaman, K. F., Zhang, S., & Hong, S. (1999). Sample size in factor analysis. Marini, Z. A. (2009). The thin line between civility and incivility: Fostering reflection and self-awareness to create a civil learning community. Collected Essays on Learning and Teaching, 2, 61-67. Marini, Z. A., Polihronis, C., & Blackwell, W. (2010). Academic in/civility: Co-constructing the foundation for a civil learning community. Collected Essays on Learning and Teaching, 3, 89-93. Pearson, C. M., & Porath, C. L. (2005). On the nature, consequences and remedies of workplace incivility: No time for “nice”? Think again. Academy of Management Executive, 19, 7-18. Schaefer, L. (1995). Reinventing civility. NAMTA Journal, 20, 138-147. Schriesheim, C. A., & Eisenbach, R. J. (1995). An exploratory and confirmatory factor analytic investigation of item wording effects on obtained factor structures of survey questionnaire measures. Journal of Management, 6, 1177-1193. Şimşek, Ö. F. (2007). Yapısal eşitlik modellemesine giriş; Temel ilkeler ve LİSREL uygulamaları. Ankara: Ekinoks Yayıncılık. Wilkins, K., Caldarella, P., Crook-Lyon, R., & Young, K. R. (2010). Implications of civility for children and adolescents: A review of the literature. Issues in Religion and Psychotherapy, 33, 37-45.
Öz
Araştırmanın amacı Farrell, Provenzano, Spadafora, Marini ve Volk (2016) tarafından geliştirilen Sınıf İçi Kaba Davranışlar Ölçeği’nin Türkçe’ye uyarlanmasıdır. Dil geçerliği için İngilizce ve Türkçe ölçekler uygulanmış olup, maddeler arasında korelasyon analizi yapılmıştır. Ölçeğin yapı geçerliğini belirlemek için Açımlayıcı Faktör Analizi (AFA) yapılmıştır. Araştırmanın örneklem büyüklüğü ve faktör analizi yapılabilmesi uygunluğu için KMO .816 ve Barlett testi χ2 değeri 611,482 (p<.001) olarak bulunmuştur. Ölçeğin yapı geçerliliği incelendiğinde toplam varyansın % 52,89’sini açıklayan iki boyutlu bir yapı elde edilmiştir. Bu araştırmada AFA analizinde madde-faktör yapısı belirlenmiş olup, sonrasında doğrulayıcı faktör analizi (DFA) ile model uyumu testi yapılmıştır. Sınıf İçi Kaba Davranışlar Ölçeği’nin iki boyutlu yapısının doğrulandığı ortaya çıkmıştır. Ölçeğin güvenirlik analizi için ölçeğin ve her boyutun iç tutarlılığı Cronbach Alpha değerine bakılmıştır. Toplam iç tutarlılık katsayısı .81, kasıtlı olmayan kabalık alt boyutunun .71 ve kasıtlı kabalık alt boyutunun .80 olduğu bulunmuştur. Araştırma sonucunda ölçeğin Türkçe uyarlamasının güvenilir ve geçerli olduğu söylenebilir.
Anahtar Kelimeler
Kaynakça
- Kaynakça Andersson, L., Pearson, C. (1999). Tit for tat? The spiralling effect of incivility in the workplace. Academy of Management Review, 24, 452-471. Ayas, T., Pişkin, M. (2015). Akran Zorbalığı Belirleme Ölçeği Ergen Formu. Akademik Bakış Dergisi. 50, 316-324. Bentler, P. M. (1980). Multivariate analysis with latent variables: Causal modeling. Annual Reviewof Psychology, 31, 419-456. Bentler, P. M., Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88, 588-606. Bjorklund, W., Rehling, D. L. (2009). Student perceptions of classroom incivility. College Teaching, 58, 15-18. Boice, R. (1996). Classroom incivilities. Research in Higher Education, 37, 453-485. Büyüköztürk, S. (2007). Deneysel Desenler. Ankara: Pegem Yayınları. Browne, M.W., Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Newbury Park, CA: Sage. Clark, C. M., & Springer, P. J. (2007). Thoughts on incivility: Student and faculty perceptions of uncivil behavior in nursing education. Nursing Education Perspectives, 28, 93-97. Cole, D. A. (1987). Utility of confirmatory factor analysis in test validation research. Journal of Consulting and Clinical Psychology, 55, 1019-1031. Eggertson, L. (2011). Targeted: The impact of bullying and what needs to be done to eliminate it. Canadian Nurse, 107, 16-20. Farrell1,A. H. Daniel A., N. S. Provenzano, , A. Z. Marini & A. V. Anthony A. (2016). Measuring Adolescent Attitudes Toward Classroom Incivility: Exploring Differences Between Intentional and Unintentional Incivility. Journal of Psychoeducational Assessment. 34(6) 577–588. Feldmann, L. J. (2001). Classroom civility is another of our instructor responsibilities. College Teaching, 49, 137-140. Field, A. (2005). Discovering statistics using SPSS (2nd ed.). London: Sage. Erkuş, A. (2012). Psikolojide ölçme ve ölçek geliştirme 1: Temel kavramlar ve işlemler. Ankara: Pegem Akademi Yayınları. Hirschy, A. S., & Braxton, J. M. (2004). Effects of student classroom incivilities on students. New Directions for Teaching & Learning, 99, 67-76. Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structural analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6 (1), 55-65. Kolanko, K. M., Clark, C., Heinrich, K. T., Olive, D., Serembus, J. F., & Sifford, K. S. (2006). Academic dishonesty, bullying, incivility, and violence: Difficult challenges facing nurse educators. Nursing Education Perspectives, 27, 34-43. Lim, S., Cortina, L. M., & Magley, V. J. (2008). Personal and workgroup incivility: Impact on work and health outcomes. Journal of Applied Psychology, 93, 95-107. MacCallum, R. C., Widaman, K. F., Zhang, S., & Hong, S. (1999). Sample size in factor analysis. Marini, Z. A. (2009). The thin line between civility and incivility: Fostering reflection and self-awareness to create a civil learning community. Collected Essays on Learning and Teaching, 2, 61-67. Marini, Z. A., Polihronis, C., & Blackwell, W. (2010). Academic in/civility: Co-constructing the foundation for a civil learning community. Collected Essays on Learning and Teaching, 3, 89-93. Pearson, C. M., & Porath, C. L. (2005). On the nature, consequences and remedies of workplace incivility: No time for “nice”? Think again. Academy of Management Executive, 19, 7-18. Schaefer, L. (1995). Reinventing civility. NAMTA Journal, 20, 138-147. Schriesheim, C. A., & Eisenbach, R. J. (1995). An exploratory and confirmatory factor analytic investigation of item wording effects on obtained factor structures of survey questionnaire measures. Journal of Management, 6, 1177-1193. Şimşek, Ö. F. (2007). Yapısal eşitlik modellemesine giriş; Temel ilkeler ve LİSREL uygulamaları. Ankara: Ekinoks Yayıncılık. Wilkins, K., Caldarella, P., Crook-Lyon, R., & Young, K. R. (2010). Implications of civility for children and adolescents: A review of the literature. Issues in Religion and Psychotherapy, 33, 37-45.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 15 Nisan 2018 |
| Yayımlandığı Sayı | Yıl 2018 Cilt: 8 Sayı: 1 |
Cited By
İLKOKUL ÖĞRENCİLERİNİN İSTENMEYEN DAVRANIŞLARI KARŞISINDA ÖĞRETMEN TEPKİLERİNE İLİŞKİN ÖĞRENCİ GÖRÜŞLERİ
Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi
https://doi.org/10.53444/deubefd.1373029
Child and Youth Classroom Incivility Scale (CYCIS): Exploring Uncivil Behaviors in the Classroom
School Mental Health
Natalie Spadafora
https://doi.org/10.1007/s12310-020-09405-7
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