Yıl: 2013 Cilt: 46 Sayı: 1 Sayfa Aralığı: 203 - 224 Metin Dili: Türkçe İndeks Tarihi: 29-07-2022

Investigating the reliability and validity of the Social-emotional Learning scale in Turkish form

Öz:
Bu araştırmanın amacı Sosyal-Duygusal Öğrenme Ölçeğinin Türkçe formunun ortaokul düzeyinde geçerlilik ve güvenirliliğinin incelenmesidir. Araştırma üç farklı gruptan toplanan veri üzerinden yürütülmüştür. Araştırmanın birinci çalışması, ölçeğin özgün formuyla çeviri formu arasındaki benzerliği değerlendirmek amacıyla yürütülmüştür. Bu çalışma sonrasında ölçeğin her iki formuna ait maddeler arasında önemli ilişkiler belirlenmiştir. İkinci çalışma sonucunda ölçeğin Türkçe formunun ortaokul öğrencileri için geçerli ve güvenilir olduğu, ölçeğin özgün formunu koruduğu ve benzer bir ölçekle önemli düzeyde ilişkilendiği tespit edilmiştir. Üçüncü çalışmada iki hafta arayla ölçeğin test tekrar test güvenirliği incelenerek uygulanan ölçeğin alt boyutlarının ve toplamının kararlılık gösterdiği anlaşılmıştır. Sonuç olarak ölçeğin sosyal ve duygusal öğrenme ihtiyaçları olarakgörev bilinci, akran ilişkileri ve özdüzenlemeyi bir örüntü içinde değerlendirmede güçlü bir ölçme aracı olduğuna ulaşılmıştır.
Anahtar Kelime:

Konular: Eğitim, Eğitim Araştırmaları

Sosyal-duygusal öğrenme ölçeğinin Türkçe formunun geçerlik ve güvenirliğinin incelenmesi

Öz:
Aim of this study investigation of reliability and validity of The Social-emotional Learning Scale in Turkish form for students of secondary school. Research data collected from three different groups. First data was used for similarity between original form and translation form. High and significant correlation was found between the two forms. Second data was used for validity and reliability. Validity studies that showed Turkish form of scale was consist and it protected original form. Third data was used for test- retest study reliability. Two-week test-restest study found that the acceptable reliability scores for subscales and total. As a result Social- emotional Learning scale and its subscales which task articulation, peer relations, and self-regulation can measurement social and emotional learning needs. Also scale is consist and strong in Turkish for students of secondary school.
Anahtar Kelime:

Konular: Eğitim, Eğitim Araştırmaları
Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
  • Alpar, R. (2003). Uygulamalı çok değişkenli istatistiksel yöntemlere giriş 1. (2. Baskı). Ankara: Nobel Yayınevi.
  • Barett, P. (2007). Structural equation modelling: Adjudging model fit. Personality and Individual Differences, 42(5), 815-824.
  • Bandalos, D. L. ve Finney, S. J. (2010). Factor analysis. Exploratory and confirmatory. iGçinde G. R. Hancock ve R. O. Mueller (Eds.). The reviewer’s guide to quantitative methods in the social sciences. (syf. 93-114). New York: Taylor and Francis.
  • Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York: The Guilford Press.
  • Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı. İstatistik, araştırma deseni SPSS uygulamaları ve yorum. (7. Baskı). Ankara: PegemA Yayıncılık.
  • Byrne, B. M. (2010). Structural equation modeling with AMOS. Basic concepts, applications, and programming. (2. Baskı). New York: Routledge. Taylor & Francis Group
  • Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2009a). Basics, definition. What is the social and emotional learning (SEL)? İnternetten 09.09.2009 tarihinde http://www.casel.org/basics/ definition.php adresinden alınmıştır.
  • Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2009b). About CASEL, Overview? İnternetten 09.09.2009 tarihinde http://www.casel. org/ about/index.php adresinden alınmıştır.
  • Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2009c). SEL assessment, tools, needs and out-come assessments. internetten 09.09.2009 tarihinde http://www.casel.org/assessment/ needs.php adresinden alınmıştır.
  • Coryn, C. L. S., Spybrook, J. K., Evergreen, S. D. H. ve Blinkiewicz, M. V. (2009). Development and evaluation of the Social-emotional Learning Scale. Journal of Psychoeducational Assessment, 27(3), 283-295.
  • Elias, M. J. (2003). Academic and social-emotional learning. Geneva: International Academy of Education and the International Bureau of Education.
  • Elias, M. J. (2009). Social-emotional and character development and academics as a dual focus of educational policy. Educational Policy, 23(6), 831-846.
  • Elias, M. J. ve Weissberg, R. P. (2000). Primary prevention: Educational approaches to enhance social and emotional learning. Journal of School Health, 70(5), 186-190.
  • Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., Norris, M., Kessler, R., Scwab-Stone, M. E. ve Shriver, T. P. (1997). Promoting social and emotional learning. Guidelines for educators. Virginia: Association for supervision and curriculum development.
  • Field, A. (2005). Discovering statistics using SPSS. (2. Baskı). Londra: Sage Publications.
  • Goodwin, L. D. (1999). The role of factor analysis in the estimation of construct validity. Measurement in Psychical Education and Exercise Science, 3(2), 85- 100.
  • Graham, J. M., Guthrie, A. C. ve Thompson, B. (2003). Consequences of not interpreting structure coefficients in published CFA research: A reminder. Structural Equation Modeling, 10(1), 142-153.
  • Hair, J. F., Black, B., Babin, B., Anderson, R. E., ve Tatham, R. L. (2006). Multivariate data analysis. Upper Saddle River: Prentice Hall.
  • Hoe, S. L. (2008). Issues and procedures in adopting structural equation modeling technique. Journal of Applied Quantitative Methods, 3(1), 76-83.
  • Jackson, D. L., Gillaspy, J. A. ve Purc-Stephenson, R. (2009). Reporting practices in confirmatory factor analysis: An overview and some recommendations. Psychological Methods, 14(1), 6-23.
  • Jöreskog, K. G. ve Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. New York: Scientific Software International, Inc.
  • Kabakçı, Ö. F. (2006). İlköğretim ikinci kademe öğrencilerinin sosyal duygusal öğrenme becerileri. Yayınlanmamış yüksek lisans tezi, Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
  • Kabakçı, Ö. M. ve Korkut Owen, F. (2010). Sosyal Duygusal Öğrenme Becerileri Ölçeği geliştirme çalışması. Eğitim ve Bilim, 35(157), 152-166.
  • Kline, R. B. (2010). Principles and practice of Structural Equations Modeling. (3. Baskı) New York: Guilford.
  • Knapp, T. R. ve Mueller, R. O. (2010). Reliability and validity of instruments. İçinde G. R. Hancock ve R. O. Mueller (Eds.). The reviewer’s guide to quantitative methods in the social sciences. (syf. 337-341). New York: Taylor and Francis.
  • Leech, N. L., Barrett, K. C. ve Morgan, G. A. (2005). SPSS for intermediate statistics. Use and interpetation. (2. Baskı). New Jersey: Lawrence Erlbaum Associates, Inc.
  • Levine, T., Hullett, C. R., Mitchell Turner, M. Knight Lapinski, M. (2006). The desirability of using confirmatory factor analysis on published scales. Communication Research Reports, 23(4), 309-314.
  • Merrell, K. W. ve Gueldner, B. A. (2010). Social and emotional learning in the classroom: Promoting mental health and academic success. New York: The Guilford Press.
  • Meyers, L. S., Gamst, G. ve Guarino, A.J. (2006). Applied Multivariate Research. Design and Interpretation. California: Sage Publication Inc.
  • Morgan, G. A., Leech, N. L., Gloeckner, G. W. ve Barrett, K. C. (2004). SPSS for introductory statistics use and interpretation (2. Baskı). New Jersey: Lawrence Erlbaum Associates, Publishers.
  • Norris, J. A. (2003). Looking at classroom management through a Social and Emotional Learning lens. Theory Into Practice, 42(4), 313-318.
  • Osborne, J. W. ve Overbay, A. (2004). The power of outliers (and why researchers should always check for them). Practical Assessment Research & Evaluation, 9(6). internetten 5.Şubat.2010 tarihinde http://pareonline.net/getvn.asp?v=9&n=6 adresinden alınmıştır.
  • Osborne, J. W. ve Overbay, A. (2008). Best practices in data cleaning: How outliers and “fringeliers” can increase error rates and decrease the quality and precision of your results. I çinde J. W. Osborne (Ed.). Best practices in quantitative methods. (syf. 205-213). California: Sage Publications, Inc.
  • Raines-Eudy, R. (2000). Using structural equation modeling to test for diffenratial reliability and validity: An empirical demonstration. Structural Equation Modeling, 7(1), 124-141.
  • Raykov, T. ve Marcoulides, G. A. (2006). A first course in structural equation modeling. (2. Baskı). New Jersey: Lawrence Erlbaum Ass.
  • Rust, J. ve Golombok, S. (1999). Modern psychometrics. The science of psychological assessment (2. Baskı). Londra: Routledge.
  • Schumacker, R. E., ve Lomax, R. G. (2004). A Beginner's guide to structural equation modeling. New Jersey: Lawrence Erlbaum Ass.
  • SPSS (2009). PAWS Statistics 18 core system user’s guide. Illinois: SPSS Inc.
  • Steinger, J. H. (2007). Understanding the limitations of global fit assessment in structural equation modeling. Personality and Individual Differences, 42(5), 893-898.
  • Stemler, S. E. ve Tsai, J. (2008). Best practices in interrater reliability: Three common approaches. İçinde J. W. Osborne (Ed.). Best practices in quantitative methods. (syf. 29-49). California: Sage Publications, Inc.
  • Sümer, N. (2000). Yapısal eşitlik modelleri. Türk Psikoloji Yazıları, 3(6), 49-74.
  • Tabachnick, B. G. ve Fidell, L. S. (2007). Using multivariate statistics (5. Baskı). Boston: Allyn and Bacon.
  • Tavşancıl, E. (2002). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Yayın Dağıtım.
  • Tran, T. V. (2009). Developing cross-cultural measurement. New York: Oxford University Press.
  • Thompson, B. (2005). Exploratory and confirmatory factor analysis. Understanding concepts and applicaitons. (2. Baskı). Washington: American Psychological Association.
  • Totan, T. (2011). Problem çözme becerileri eğitim programının ilköğretim altıncı sınıf öğrencilerinin sosyal duygusal öğrenme becerileri üzerine etkisi. Yayınlanmamış doktora tezi. Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü, İzmir.
  • Watkins, D. (1989). The role of confiramatory factor analysis in cross-cultural research. International Journal of Psychology, 24, 685-701.
  • Worthington, R. W. ve Whittaker, T. A. (2006). Using exploratory and confirmatory factor analysis in scale development research: A content analysis and recommendations for best practices. The Counseling Psychologist, 34(6), 806- 838.
  • Zins, J. E., Bloosworth, M. R., Weissberg, R. P. ve Walberg, H. J. (2007). The scientific base linking social and emotional learning to school success. Journal of Educational and Psychological Consultation, 17(2), 191-210. doi:10.1080/ 10474410701413145
  • Zins, J. E., Payton, J. W., Weissberg, R. P. ve Utne O’Brien, M. (2007). Social and emotional learning for successful school performance. İçinde G. Matthews, M.
  • Zeidner ve R. D. Roberts (Eds.). Emotional intelligence: Knows and unknowns (syf. 376–395). New York: Oxford University Press.
APA Totan T, KABASAKAL H (2013). Investigating the reliability and validity of the Social-emotional Learning scale in Turkish form. , 203 - 224.
Chicago Totan Tarık,KABASAKAL HATICE ZEKAVET Investigating the reliability and validity of the Social-emotional Learning scale in Turkish form. (2013): 203 - 224.
MLA Totan Tarık,KABASAKAL HATICE ZEKAVET Investigating the reliability and validity of the Social-emotional Learning scale in Turkish form. , 2013, ss.203 - 224.
AMA Totan T,KABASAKAL H Investigating the reliability and validity of the Social-emotional Learning scale in Turkish form. . 2013; 203 - 224.
Vancouver Totan T,KABASAKAL H Investigating the reliability and validity of the Social-emotional Learning scale in Turkish form. . 2013; 203 - 224.
IEEE Totan T,KABASAKAL H "Investigating the reliability and validity of the Social-emotional Learning scale in Turkish form." , ss.203 - 224, 2013.
ISNAD Totan, Tarık - KABASAKAL, HATICE ZEKAVET. "Investigating the reliability and validity of the Social-emotional Learning scale in Turkish form". (2013), 203-224.
APA Totan T, KABASAKAL H (2013). Investigating the reliability and validity of the Social-emotional Learning scale in Turkish form. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 46(1), 203 - 224.
Chicago Totan Tarık,KABASAKAL HATICE ZEKAVET Investigating the reliability and validity of the Social-emotional Learning scale in Turkish form. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi 46, no.1 (2013): 203 - 224.
MLA Totan Tarık,KABASAKAL HATICE ZEKAVET Investigating the reliability and validity of the Social-emotional Learning scale in Turkish form. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, vol.46, no.1, 2013, ss.203 - 224.
AMA Totan T,KABASAKAL H Investigating the reliability and validity of the Social-emotional Learning scale in Turkish form. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi. 2013; 46(1): 203 - 224.
Vancouver Totan T,KABASAKAL H Investigating the reliability and validity of the Social-emotional Learning scale in Turkish form. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi. 2013; 46(1): 203 - 224.
IEEE Totan T,KABASAKAL H "Investigating the reliability and validity of the Social-emotional Learning scale in Turkish form." Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 46, ss.203 - 224, 2013.
ISNAD Totan, Tarık - KABASAKAL, HATICE ZEKAVET. "Investigating the reliability and validity of the Social-emotional Learning scale in Turkish form". Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi 46/1 (2013), 203-224.