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OKULDA KENDİNİ TOPARLAMA GÜCÜ: BİR ÖLÇEK UYARLAMA ÇALIŞMASI

Yıl 2023, , 256 - 272, 30.06.2023
https://doi.org/10.17066/tpdrd.1245904ao

Öz

Bu çalışmanın amacı Okulda Kendini Toparlama Gücü Ölçeğini (Caleon & King, 2020) Türk kültürüne uyarlamaktır. Çalışmanın katılımcıları lise öğrencileridir. Çalışma üç aşamadan oluşmaktadır. İlk aşamada dilsel eşdeğerlik için ölçek çevirisi yapılmıştır. İkinci aşamada, ölçeğin yapısal geçerliliği ve güvenilirliği test edilmiştir. Üçüncü aşamada ise ölçeğin test-tekrar test güvenirliği yapılmıştır. Birinci gruba 53 öğrenci (%52,8 kız), ikinci gruba 615 öğrenci (%52,7 kız) ve üçüncü gruba 88 öğrenci (%67 kız) katılmıştır. Yapı geçerliliğini test etmek için yapılan doğrulayıcı faktör analizi (DFA) bulguları, ölçeğin dört faktörlü yapısının mükemmel bir uyum indeksine sahip olduğunu göstermiştir. Daha sonra, iki seviyeli modeli doğrulayan iki seviyeli bir doğrulayıcı faktör analizi yapılmıştır. Toplam ölçek için Cronbach Alfa güvenirlik katsayısı .89 iken, ölçeğin alt boyutları için .78 ile .84 arasındadır. Özetle, bulgular okulda kendini toparlama gücü ölçeğinin Türk lise öğrencilerinin okulda kendini toparlama gücü düzeylerini değerlendirmek için kullanılabilecek geçerli ve güvenilir bir ölçme aracı olduğunu göstermiştir.

Destekleyen Kurum

TÜBİTAK 2211-A GENEL YURT İÇİ DOKTORA BURS PROGRAMI

Proje Numarası

1649B031805383

Teşekkür

Ali Çetinkaya, doktora süreci boyunca TÜBİTAK tarafından 1649B031805383 başvuru numarası ile 2211-A Genel Yurt İçi Doktora Burs Programına dahil edilmiştir. TÜBİTAK'a maddi desteğinden dolayı teşekkür ederim. Ayrıca veri analizi kısmındaki yardımlarından dolayı Haydar KARAMAN'a teşekkür ederim.

Kaynakça

  • Akkuş Çutuk, Z. & Kaya, M. (2018). Depresyon, anksiyete ve stres ölçeği (DASS-42) lise formu: Türkçe geçerlik ve güvenirliği. Elektronik Sosyal Bilimler Dergisi, 17(68), 1327-1336. https://doi.org/10.17755/esosder.320376
  • Alonso-Tapia, J., Nieto, C., & Ruíz, M. A. (2013). Measuring subjective resilience despite adversity due to family, peers and teachers. The Spanish Journal of Psychology, 16, 1–13. https://doi.org/10.1017/sjp.2013.33
  • Anderson, J. C., & Gerbing, D. W. (1984). The effect of sampling error on convergence, improper solutions, and goodness-of-fit indices for maximum likelihood confirmatory factor analysis. Psychometrika, 49(2), 155–173. https://doi.org/10.1007/BF02294170
  • Bademci, V. (2019). Geçerlik: nedir? Ne değildir?. Eğitim ve Toplum Araştırmaları Dergisi, 6(2), 373-385. https://dergipark.org.tr/en/download/article-file/904540
  • Beaton, D., Bombardier, C., Guillemin, F., & Ferraz, M. B. (2007). Recommendations for the Cross-Cultural Adaptation of the DASH & Quick DASH Outcome Measures. Institute for Work & Health, 1–45. https://dash.iwh.on.ca/sites/dash/files/downloads/cross_cultural_adaptation_2007.pdf
  • Bilge, Y. & Bilge, Y. (2020). Investigation of the effects of corona virus pandemic and social isolation on psychological symptoms in terms of psychological resilience and coping styles. J Clin Psy. 23(1), 38-51. https://doi.org/10.5505/kpd.2020.66934
  • Block, J.H., Block, J. (1980). The role of ego-controland ego resiliency in the organization of behavior W.A. Collins (Ed.), Minnesota symposium on child psychology (pp. 39-101). Erlbaum, Hillsdale, NJ.
  • Bryan, C., O'Shea, D., & MacIntyre, T. (2019). Stressing the relevance of resilience: A systematic review of resilience across the domains of sport and work. International Review of Sport and Exercise Psychology, 12(1), 70-111. https://doi.org/10.1080/1750984X.2017.1381140
  • Bulut, S., Doğan, U., & Altundağ, Y. (2013). Adolescent psychological resilience scale: validity and reliability study. Contemporary Psychology, Suvremena Psihologija, 16(1), 21-32. https://hrcak.srce.hr/111624
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2017). Bilmsel araştırma yöntemleri. Ankara: Pegem Akademi.
  • Caleon, I. S. & King, R. B. (2020). Examining the phenomenon of resilience in schools: Development, validation and application of the School Resilience Scale. European Journal of Psychological Assessment, 37(1), 52–64. https://doi.org/10.1027/1015-5759/a000572
  • Cohen, L., Manion, L. ve Morrison, K. (2007). Research methods in education. London: Routledge.
  • Cole, D. A. (1987). Utility of confirmatory factor analysis in test validation research. Journal of Consulting and Clinical Psychology, 55, 1019-1031. https://doi.org/10.1037/0022-006X.55.4.584
  • Colp, S. M., & Nordstokke, D. W. (2014). Exploring the measurement of academic resilience. In Proceedings of the Symposium presentation at the Canadian Psychological Association’s 75th Annual Convention. Vancouver, British Columbia.
  • Condly, S. J. (2006). Resilience in children: A review of literature with implications for education. Urban education, 41(3), 211-236. https://doi.org/10.1177%2F0042085906287902
  • Coster, W. J., & Mancini, M. C. (2015). Recommendations for translation and cross-cultural adaptation of instruments for occupational therapy research and practice. Revista de Terapia Ocupacional da Universidade de São Paulo, 26(1), 50–57. https://doi.org/10.11606/issn.2238-6149.v26i1p50-57
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL Uygulamaları (1. Baskı). Ankara: Pegem Akademi Yayınevi.
  • Donaldson, D., Prinstein M.J., Danovsky, M., & Spirito, A. (2000). Patterns of children's coping with life stress: implications for clinicians. American Journal of Orthopsychiatry, 70(3):351- 359. https://doi.org/10.1037/h0087689
  • Dorer, B. (2012). ESS round 6 translation guidelines. Mannheim, DE: European Social Survey.
  • Erkuş, A. (2005). Bilimsel araştırma sarmalı. Seçkin Yayınları.
  • Eroğlu, M. & Yakşi, N. (2021). Ebeveynleri COVID-19 Geçiren Çocuk ve Ergenlerde Psikolojik Sağlamlık, Depresyon, Anksiyete ve Travma Sonrası Stres Bozukluğu Belirtileri. Uludağ Üniversitesi Tıp Fakültesi Dergisi, 47(2), 279-286. https://doi.org/10.32708/uutfd.917306
  • Esin, M. N. (2014). Veri toplama yöntem ve araçları & veri toplama araçlarının güvenirlik ve geçerliği. S. Erdoğan, N. Nahcivan ve M. N. Esin (Ed.), Hemşirelikte araştırma: Süreç, uygulama ve kritik içinde (s.169–192). İstanbul: Nobel Tıp Kitabevleri.
  • Fan, X., Thompson, B., & Wang, L. (1999). Effects of sample size, estimation methods, and model specification on structural equation modeling fit indexes. Structural Equation Modeling, 6(1), 56-83. https://doi.org/10.1080/10705519909540119
  • Fletcher, D., & Sarkar, M. (2013). Psychological resilience: A review and critique of definitions, concepts, and theory. European psychologist, 18(1), 12. https://doi.org/10.1027/1016-9040/a000124
  • Fletcher, D. (2018). Psychological resilience and adversarial growth in sport and performance. In Oxford Research Encyclopedia of Psychology. https://doi.org/10.1093/acrefore/9780190236557.013.158
  • Henderson, N. (2013). Havens of Resilience. Educational Leadership, 71(1), 22-27. https://eric.ed.gov/?id=ej1032659
  • Hill, Y., Den Hartigh, R. J., Meijer, R. R., De Jonge, P., & Van Yperen, N. W. (2018). Resilience in sports from a dynamical perspective. Sport, Exercise, and Performance Psychology, 7(4), 333-341. https://doi.org/10.1037/spy0000118
  • Hoe, S. L. (2008). Issues and procedures in adopting structural equation modelling technique. Journal of Quantitative Methods, 3(1), 76. https://ink.library.smu.edu.sg/sis_research/5168
  • Hosseini, S., Barker, K., & Ramirez-Marquez, J. E. (2016). A review of definitions and measures of system resilience. Reliability Engineering & System Safety, 145, 47-61. https://doi.org/10.1016/j.ress.2015.08.006
  • Hu, L. T. & 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. https://doi.org/10.1080/10705519909540118
  • Hunter, A.J. & Chandler, G.E. (1999) Adolescent resilience. Image. Journal of Nursing Scholarship, 31(3), 243-247. https://doi.org/10.1111/j.1547-5069.1999.tb00488.x
  • International Test Commission (ITN). (2018). Guidelines for translating and adapting tests. International Journal of Testing, 18(2), 101–134. http://dx.doi.org/10.1080/15305058.2017.1398166.
  • Kaffenberger, C. J., & O’Rorke-Trigiani, J. (2013). Addressing student mental health needs by providing direct and ındirect services and building alliances in the community. Professional School Counseling, 16(5). https://doi.org/10.1177/2156759X1201600505
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  • Martin, A., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43, 267–281. https://doi.org/10.1002/pits.20149
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School Resilience: A Scale Adaptation Study

Yıl 2023, , 256 - 272, 30.06.2023
https://doi.org/10.17066/tpdrd.1245904ao

Öz

This study aimed to adapt the School Resilience Scale (Caleon& King, 2020) to Turkish culture. The participants of this study were high school students. The study consisted of three stages. The first stage regarded the scale translation for linguistic equivalence. In the second stage, the structural validity and reliability of the scale were tested. In the third stage, a test-retest reliability of the scale was performed. Fifty-three students (52.8% girls) participated in the first group, 615 students (52.7% girls) in the second group, and 88 students (67% girls) in the third group. The confirmatory factor analysis (CFA) findings to test construct validity showed that the four-factor structure of the scale had an excellent fit index. Next, a two-level confirmatory factor analysis was conducted, which confirmed the two-level model. The Cronbach's Alpha reliability coefficient for the total scale was .89, while it was between .78 and .84 for the sub-dimensions of the scale. In sum, the findings evidenced that the school resilience scale was a valid and reliable measurement tool that can be used to assess Turkish high school students' school resilience.

Proje Numarası

1649B031805383

Kaynakça

  • Akkuş Çutuk, Z. & Kaya, M. (2018). Depresyon, anksiyete ve stres ölçeği (DASS-42) lise formu: Türkçe geçerlik ve güvenirliği. Elektronik Sosyal Bilimler Dergisi, 17(68), 1327-1336. https://doi.org/10.17755/esosder.320376
  • Alonso-Tapia, J., Nieto, C., & Ruíz, M. A. (2013). Measuring subjective resilience despite adversity due to family, peers and teachers. The Spanish Journal of Psychology, 16, 1–13. https://doi.org/10.1017/sjp.2013.33
  • Anderson, J. C., & Gerbing, D. W. (1984). The effect of sampling error on convergence, improper solutions, and goodness-of-fit indices for maximum likelihood confirmatory factor analysis. Psychometrika, 49(2), 155–173. https://doi.org/10.1007/BF02294170
  • Bademci, V. (2019). Geçerlik: nedir? Ne değildir?. Eğitim ve Toplum Araştırmaları Dergisi, 6(2), 373-385. https://dergipark.org.tr/en/download/article-file/904540
  • Beaton, D., Bombardier, C., Guillemin, F., & Ferraz, M. B. (2007). Recommendations for the Cross-Cultural Adaptation of the DASH & Quick DASH Outcome Measures. Institute for Work & Health, 1–45. https://dash.iwh.on.ca/sites/dash/files/downloads/cross_cultural_adaptation_2007.pdf
  • Bilge, Y. & Bilge, Y. (2020). Investigation of the effects of corona virus pandemic and social isolation on psychological symptoms in terms of psychological resilience and coping styles. J Clin Psy. 23(1), 38-51. https://doi.org/10.5505/kpd.2020.66934
  • Block, J.H., Block, J. (1980). The role of ego-controland ego resiliency in the organization of behavior W.A. Collins (Ed.), Minnesota symposium on child psychology (pp. 39-101). Erlbaum, Hillsdale, NJ.
  • Bryan, C., O'Shea, D., & MacIntyre, T. (2019). Stressing the relevance of resilience: A systematic review of resilience across the domains of sport and work. International Review of Sport and Exercise Psychology, 12(1), 70-111. https://doi.org/10.1080/1750984X.2017.1381140
  • Bulut, S., Doğan, U., & Altundağ, Y. (2013). Adolescent psychological resilience scale: validity and reliability study. Contemporary Psychology, Suvremena Psihologija, 16(1), 21-32. https://hrcak.srce.hr/111624
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2017). Bilmsel araştırma yöntemleri. Ankara: Pegem Akademi.
  • Caleon, I. S. & King, R. B. (2020). Examining the phenomenon of resilience in schools: Development, validation and application of the School Resilience Scale. European Journal of Psychological Assessment, 37(1), 52–64. https://doi.org/10.1027/1015-5759/a000572
  • Cohen, L., Manion, L. ve Morrison, K. (2007). Research methods in education. London: Routledge.
  • Cole, D. A. (1987). Utility of confirmatory factor analysis in test validation research. Journal of Consulting and Clinical Psychology, 55, 1019-1031. https://doi.org/10.1037/0022-006X.55.4.584
  • Colp, S. M., & Nordstokke, D. W. (2014). Exploring the measurement of academic resilience. In Proceedings of the Symposium presentation at the Canadian Psychological Association’s 75th Annual Convention. Vancouver, British Columbia.
  • Condly, S. J. (2006). Resilience in children: A review of literature with implications for education. Urban education, 41(3), 211-236. https://doi.org/10.1177%2F0042085906287902
  • Coster, W. J., & Mancini, M. C. (2015). Recommendations for translation and cross-cultural adaptation of instruments for occupational therapy research and practice. Revista de Terapia Ocupacional da Universidade de São Paulo, 26(1), 50–57. https://doi.org/10.11606/issn.2238-6149.v26i1p50-57
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL Uygulamaları (1. Baskı). Ankara: Pegem Akademi Yayınevi.
  • Donaldson, D., Prinstein M.J., Danovsky, M., & Spirito, A. (2000). Patterns of children's coping with life stress: implications for clinicians. American Journal of Orthopsychiatry, 70(3):351- 359. https://doi.org/10.1037/h0087689
  • Dorer, B. (2012). ESS round 6 translation guidelines. Mannheim, DE: European Social Survey.
  • Erkuş, A. (2005). Bilimsel araştırma sarmalı. Seçkin Yayınları.
  • Eroğlu, M. & Yakşi, N. (2021). Ebeveynleri COVID-19 Geçiren Çocuk ve Ergenlerde Psikolojik Sağlamlık, Depresyon, Anksiyete ve Travma Sonrası Stres Bozukluğu Belirtileri. Uludağ Üniversitesi Tıp Fakültesi Dergisi, 47(2), 279-286. https://doi.org/10.32708/uutfd.917306
  • Esin, M. N. (2014). Veri toplama yöntem ve araçları & veri toplama araçlarının güvenirlik ve geçerliği. S. Erdoğan, N. Nahcivan ve M. N. Esin (Ed.), Hemşirelikte araştırma: Süreç, uygulama ve kritik içinde (s.169–192). İstanbul: Nobel Tıp Kitabevleri.
  • Fan, X., Thompson, B., & Wang, L. (1999). Effects of sample size, estimation methods, and model specification on structural equation modeling fit indexes. Structural Equation Modeling, 6(1), 56-83. https://doi.org/10.1080/10705519909540119
  • Fletcher, D., & Sarkar, M. (2013). Psychological resilience: A review and critique of definitions, concepts, and theory. European psychologist, 18(1), 12. https://doi.org/10.1027/1016-9040/a000124
  • Fletcher, D. (2018). Psychological resilience and adversarial growth in sport and performance. In Oxford Research Encyclopedia of Psychology. https://doi.org/10.1093/acrefore/9780190236557.013.158
  • Henderson, N. (2013). Havens of Resilience. Educational Leadership, 71(1), 22-27. https://eric.ed.gov/?id=ej1032659
  • Hill, Y., Den Hartigh, R. J., Meijer, R. R., De Jonge, P., & Van Yperen, N. W. (2018). Resilience in sports from a dynamical perspective. Sport, Exercise, and Performance Psychology, 7(4), 333-341. https://doi.org/10.1037/spy0000118
  • Hoe, S. L. (2008). Issues and procedures in adopting structural equation modelling technique. Journal of Quantitative Methods, 3(1), 76. https://ink.library.smu.edu.sg/sis_research/5168
  • Hosseini, S., Barker, K., & Ramirez-Marquez, J. E. (2016). A review of definitions and measures of system resilience. Reliability Engineering & System Safety, 145, 47-61. https://doi.org/10.1016/j.ress.2015.08.006
  • Hu, L. T. & 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. https://doi.org/10.1080/10705519909540118
  • Hunter, A.J. & Chandler, G.E. (1999) Adolescent resilience. Image. Journal of Nursing Scholarship, 31(3), 243-247. https://doi.org/10.1111/j.1547-5069.1999.tb00488.x
  • International Test Commission (ITN). (2018). Guidelines for translating and adapting tests. International Journal of Testing, 18(2), 101–134. http://dx.doi.org/10.1080/15305058.2017.1398166.
  • Kaffenberger, C. J., & O’Rorke-Trigiani, J. (2013). Addressing student mental health needs by providing direct and ındirect services and building alliances in the community. Professional School Counseling, 16(5). https://doi.org/10.1177/2156759X1201600505
  • Kalisch, R., Baker, D. G., Basten, U., Boks, M. P., Bonanno, G. A., Brummelman, E., Chmitorz, A., Fernàndez, G., Fiebach, C. J., Galatzer-Levy, I., Geuze, E., Groppa, S., Helmreich, I., Hendler, T., Hermans, E. J., Jovanovic, T., Kubiak, T., Lieb, K., Lutz, B., Müller, M. B., … Kleim, B. (2017). The resilience framework as a strategy to combat stress-related disorders. Nature humanbehaviour, 1(11), 784–790. https://doi.org/10.1038/s41562-017-0200-8
  • Kline, R. B. (2005). Principle and practice of structural equation modelling. (Second Edition). The Guilford Press.
  • LaRue, D. E., & Herrman, J. W. (2008). Adolescent stress through the eyes of high-risk teens. Pediatric Nursing, 34(5), 375-380.
  • Lovibond, P. F., & Lovibond, S. H. (1995). The structure of negative emotional states: Comparison of the Depression Anxiety Stress Scales (DASS) with the Beck Depression and Anxiety Inventories. Behaviour Research And Therapy, 33(3), 335-343. https://doi.org/10.1016/0005-7967(94)00075-U
  • Marraccini, M. E., Vanderburg, J. L., Martinez, R. R., Knotek, S. E., Pittleman, C., & Neshkes, R. (2022). Development and psychometric evaluation of a brief measure of school and community mental health supports and services. Professional School Counseling, 26(1). https://doi.org/10.1177/2156759X221087653
  • Martin, A., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43, 267–281. https://doi.org/10.1002/pits.20149
  • Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American psychologist, 56(3), 227-238. https://doi.org/10.1037/0003-066X.56.3.227
  • Masten, A. S. (2007). Resilience in developing systems: Progress and promise as the fourth wave rises. Development and psychopathology, 19(3), 921-930. https://doi.org/10.1017/S0954579407000442
  • Masten, A. S., Herbers, J. E., Cutuli, J. J., & Lafavor, T. L. (2008). Promoting competence and resilience in the school context. Professional school counseling, 12(2), https://doi.org/10.1177/2156759X0801200213
  • Newman, J. L., & Dantzler, J. (2015). Fostering individual and school resilience: When students at risk move from receivers to givers. Journal of Community Engagement and Scholarship, 8(1), 80-89.
  • Nishio, A., Kakimoto, M., Horita, R. and Yamamoto, M. (2020). Compulsory educational mental health support system in Japan. Pediatrics International, 62. 529-534. https://doi.org/10.1111/ped.14205
  • Özen, Y. & Gül, A. (2010). Sosyal ve eğitim bilimleri araştırmalarında evren-örneklem sorunu. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, (15), 394-422. https://dergipark.org.tr/en/pub/ataunikkefd/issue/2776/37227
  • Pallant, J. (2011). Survival manual. A step by step guide to data analysis using SPSS. Open University Press.
  • Pincus, D., Kiefer, A. W., & Beyer, J. I. (2018). Nonlinear dynamical systems and humanistic psychology. Journal of Humanistic Psychology, 58(3), 343-366. https://doi.org/10.1177/00221678177417
  • Schumacker, R. E. & Lomax, R. G. (1996). A Beginner’s guide to structural equation modeling. Lawrence Erlbaum Associates, Publishers.
  • Skrove M., Romundstad P. ve Indredavik MS.( 2013). Resilience, lifestyle and symptoms of anxiety and depression in adolescence: The young-HUNT study. Social Psychiatry and Psychiatric Epidemiology, 48(3), 407-416. https://doi.org/10.1007/s00127-012-0561-2
  • Southwick, S. M., Bonanno, G. A., Masten, A. S., Panter-Brick, C., & Yehuda, R. (2014). Resilience definitions, theory, and challenges: interdisciplinary perspectives. European Journal Of Psychotraumatology, 5(1), 25338. https://doi.org/10.3402/ejpt.v5.25338
  • Steiger, J. H. (1990). Structural model evaluation and modification: An interval estimation approach. Multivariate Behavioral Research, 25(2), 173-180. https://doi.org/10.1207/s15327906mbr2502_4
  • Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3(6), 49-74. https://psycnet.apa.org/record/2006-04302-005
  • Şencan, H. (2005). Sosyal ve davranışsal ölçümlerde güvenilirlik ve geçerlilik. Pegem Akademi.
  • Şimşek, O. F. (2007). Yapısal eşitlik modellemesine giriş. Ekinoks.
  • Tabachnick, B.G., Fidell, L.S. (2013). Using multivariate statistics. Pearson.
  • Terzi, Ş. (2008). Üniversite öğrencilerinde kendini toparlama gücünün içsel koruyucu faktörlerle ilişkisi, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35, 297-306.
  • Ungar, M. (2011). Community resilience for youth and families: Facilitative physical and social capital in contexts of adversity. Children and Youth Services Review, 33(9), 1742-1748. https://doi.org/10.1016/j.childyouth.2011.04.027
  • Ungar, M. (2021). Multisystemic resilience: Adaptation and transformation in contexts of change. Oxford University Press, USA.
  • Ungar, M., & Lerner, R. M. (2008). Introduction to a special issue of research in human development: Resilience and positive development across the life span: A view of the issues. Research in Human Development, 5(3), 135-138. https://doi.org/10.1080/15427600802273961
  • Ungar, M. & Liebenberg, L. (2013). Ethnocultural factors, resilience, and school engagement. School Psychology International, 34(5), 514-526. https://doi.org/10.1177/0143034312472761
  • Vella, S. L. C., & Pai, N. B. (2019). A theoretical review of psychological resilience: Defining resilience and resilience research over the decades. Archives of Medicine and Health Sciences, 7(2), 233-239. https://doi.org/10.4103/amhs.amhs_119_19
  • Williamson, D. E., Birmaher, B., Ryan, N. D., Shiffrin, T. P., Lusky, J. A., Protopapa, J., Dahl, R. E., & Brent, D. A. (2003). The stressful life events schedule for children and adolescents: development and validation. Psychiatry Research, 119, 225–241. https://doi.org/10.1016/S0165-1781(03)00134-3
  • World Health Organization (WHO). (2017). Process of translation and adaptation of instruments. Retrieved from http://www.who.int/substance_abuse/research_tools/translation/en/
  • Wright, M. O. D., Masten, A. S., & Narayan, A. J. (2013). Resilience processes in development: Four waves of research on positive adaptation in the context of adversity. In Handbook of resilience in children (pp. 15-37). Springer, Boston, MA.
Toplam 64 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Psikoloji
Bölüm Makaleler
Yazarlar

Ali Çetinkaya 0000-0001-6029-5021

Özlem Haskan Avcı 0000-0003-4903-6584

Proje Numarası 1649B031805383
Yayımlanma Tarihi 30 Haziran 2023
Yayımlandığı Sayı Yıl 2023

Kaynak Göster

APA Çetinkaya, A., & Haskan Avcı, Ö. (2023). School Resilience: A Scale Adaptation Study. Turkish Psychological Counseling and Guidance Journal, 13(69), 256-272. https://doi.org/10.17066/tpdrd.1245904ao

!! From 30 November 2023, English language proofreading will be required for accepted articles to ensure language quality.