Adaptation Of The Three-Dimensional Contribution Scale In Turkish: Validity and Safety Study

Year 2020, , 539 - 548, 31.01.2020

Abdullah Aldemir , Seher Balcı Çelik

https://doi.org/10.24106/kefdergi.3763

Cited By: 2

Abstract

The purpose of the current study was to adapt the Three-Dimensional Contribution Scale (3D CON) to Turk-ish. The participants ranged in age from 14 to 19 (x̄= 15.81, ss=1.265). Construct validity of the scale was en-sured through confirmatory factor analysis; 5D Adolescent Well-being Scale was employed for fit validity. Reliability analysis was performed through internal consistency Cronbach Alpha and test-retest method. The analyses pro-duced acceptable fit indices and thus the 3-component structure of the scale was confirmed. In addition, correla-tion analysis results also confirmed that the scale had fit validity. The results showed that the 3D Contribution Scale was a reliable and a valid scale.

Keywords

Contribution Scale, Adolescent, Family, İdentity, Community

Üç Boyutlu Katkı Ölçeğinin Türkçe ’ye Uyarlanması: Geçerlik ve Güvenirlik Çalışması

Abstract

Bu çalışmanın amacı, üç boyutlu katkı ölçeğini Türk-çe’ye uyarlama, geçerlik ve güvenirlik analizlerini yapmak-tır. Çalışma grubu ortaöğretim öğrencilerinden 14-19 yaş arası katılımcılardan oluşmaktadır (x̄= 15.81, ss=1.265). Ölçeğin yapı geçerliliği doğrulayıcı faktör analizi ile ince-lenmiştir. Üç boyutlu katkı ölçeğinin uyum geçerliliğini test edilmesinde ergenler için beş boyutlu iyi oluş modeli ölçeği kullanılmıştır. Ölçeğin güvenirlik analizi, iç tutarlılık Cron-bach alfa katsayısı ve test tekrar yöntemleri ile yapılmıştır. Doğrulayıcı faktör analizi sonunda kabul edilebilir sınırlar-da uyum iyiliği değerlerine ulaşılmış ve üç boyutlu katkı ölçeğinin üç bileşenli yapısı doğrulanmıştır. Bunlarla birlik-te korelasyon analizlerinden elde edilen sonuçlar da ölçe-ğin uyum geçerliğini sağladığını ortaya koymaktadır. Araş-tırma bulguları üç boyutlu katkı ölçeğinin geçerli ve güveni-lir bir ölçme aracı olduğunu göstermektedir.

Keywords

Katkı Ölçeği, Ergen, Aile, Kimlik, Topluluk

References

• Benson, P. L. ve C. Scales, P. (2009). The definition and preliminary measurement of thriving in adolescence. The Journal of Positive Psychology, 4, 85–104. https://doi.org/10.1080/17439760802399240
• Bowers, E. P., Li, Y., Kiely, M. K., Brittian, A., Lerner, J. V. ve Lerner, R. M. (2010). The five Cs model of positive youth development: A longitudinal analysis of confirmatory factor structure and measurement invariance. Journal of youth and adolescence, 39(7), 720-735.
• Brandtstadter, J. (2006). Action perspectives on human development. In W. Damon (Series Ed.) & R. M. Lerner (Ed.), Hand-book of child psychology: Vol. 1. Theoretical models of human development (6th ed., pp. 516–568). Hoboken, NJ: Wiley.
• Capps, M. A. (2003). Characteristics of a sense of belonging and its relationship to academic achievement of students in selec-ted middle schools in region IV and VI educational service centers. Unpublished doctoral dissertation, A&M Univer-sity, Texas.
• Catalano, R. F., Berglund, M. L., Ryan, J. A., Lonczak, H. S. ve Hawkins, J. D. (2004). Positive youth development in the Uni-ted States: Research findings on evaluations of positive youth development programs. The annals of the American academy of political and social science, 591(1), 98-124. http://dx.doi.org/10.1177/0002716203260102.
• Crocetti, E., Erentaitė, R. ve Žukauskienė, R. (2014). Identity styles, positive youth development, and civic engagement in ado-lescence. Journal of Youth and Adolescence, 43, 1818–1828. https://doi.org/ 10.1007/s10964-014-0100-4.
• Diener, E. (1994). Assessing subjective well-being: Progress and opportunities. Social indicators research, 31(2), 103-157. http://dx.doi.org/10.1007/BF01207052.
• Demirci, İ. ve Ekşi, F. (2015). Ergenler için beş boyutlu iyi oluş modeli: EPOCH Ölçeği’nin Türkçe formunun geçerliği ve güve-nirliği. Gençlik Araştırmaları Dergisi, 3(3), 9-30.
• DeVellis, R. F. (2012). Scale development: Theory and applications (3rd ed.). Thousand Oaks, CA: Sage Publications.
• Eccles, J. ve Gootman, J. (Eds.). (2002). Community programs to promote youth development. Washington, DC: National Aca-demy Press.
• Elder, G., Jr. ve Shanahan, M. J. (2006). The life course and human development. In W. Damon (Series Ed.) ve R. M. Lerner (Vol. Ed.), Handbook of child psychology: Vol. 1. Theoretical models of human development (6th ed.; pp. 665–715). Hoboken, NJ: Wiley.
• Freund, A. M. ve Baltes, P. B. (2002). Life-management strategies of selection, optimization and compensation: Measurement by self-report and construct validity. Journal of Personality and Social Psychology, 82, 642–662.
• Gestsdóttir, S. ve Lerner, R. M. (2007). Intentional self-regulation and positive youth development in early adolescence: Fin-dings from the 4-h study of positive youth development. Developmental psychology, 43(2), 508.
• Gottlieb, G., Wahlsten, D. ve Lickliter, R. (2006). The significance of biology for human development: A developmental psyc-hobiological systems view. In W. Damon (Series Ed.) ve R. M. Lerner (Vol. Ed.), Handbook of child psychology: Vol. 1. Theoretical models of human development (6th ed., pp. 210–257). Hoboken, NJ: Wiley.
• Jelicic, H., Bobek, D. L., Phelps, E., Lerner, R. M. ve Lerner, J. V. (2007). Using positive youth development to predict contri-bution and risk behaviors in early adolescence: Findings from the first two waves of the 4-H Study of Positive Youth Development. International Journal of Behavioral Development, 31(3), 263-273. http://dx.doi.org/10.1177/0165025407076439.
• Karagöz, Y. (2016). SPSS 23 ve AMOS 23 uygulamalı istatistiksel analizler. Ankara: Nobel Akademik Yayıncılık Eğitim Da-nışmanlık Tic. Ltd. Şti.
• Kern, M. L., Benson, L., Steinberg, E. A. ve Steinberg, L. (2016). The EPOCH Measure of Adolescent Well-Being. Psychologi-cal Assessment, 28(5), 586. http://dx.doi.org/10.1037/pas0000201.
• Kline, P. (2000). Handbook of Psychological Testing (2. baskı). London: Routledge.
• Kaniušonytė, G. ve Žukauskienė, R. (2018). Relationships with parents, identity styles, and positive youth development during the transition from adolescence to emerging adulthood. Emerging adulthood, 6(1), 42-52.
• Kaniušonytė, G. (2017). Optimalus paauglių psichosocialinis funkcionavimas ir suvoktas tėvų elgesys: raidos trajektorijos ir pokyčio mechanizmai (Doctoral dissertation, Vilnius: Mykolo Romerio universitetas, 2017).
• Lerner, R.M., Dowling, E. M. ve Anderson, P.M. (2003). Positive youth development: Thriving as the basis of personhood and civil society. Applied Developmental Science, 7, 172–180. https://doi.org/10. 1207/s1532480xads0703_8.
• Lerner, R. M., Lerner, J. V., Almerigi, J. B., Theokas, C., Phelps, E., Gestsdottir, S., ... von Eye, A. (2005). Positive Youth Deve-lopment, Participation in community youth development programs, and community contributions of fifth-grade ado-lescents findings from the first wave Of the 4-H study of Positive Youth Development. The Journal of Early Adoles-cence, 25(1), 17-71. http://dx.doi.org/10.1177/0272431604272461.
• Lerner, R. M., Bowers, E. P., Geldhof, G. J., Gestsdóttir, S. ve DeSouza, L. (2012). Promoting positive youth development in the face of contextual changes and challenges: The roles of individual strengths and ecological assets. New directions for youth development, 2012(135), 119-128. http://dx.doi.org/10.1002/yd.20034.
• Meydan, C. H. ve Şeşen, H. (2015). Yapısal eşitlik modellemesi AMOS uygulamaları. Ankara: Detay Anatolia Akademik Yayın-cılık Ltd. Şti.
• Nunnally, J. C. ve Bernstein, I. H. (1994). Psychometric theory (3rd ed.). New York, NY: McGraw Hill.
• Roth, J. L. ve Brooks-Gunn, J. (2003). What exactly is a youth development program? Answers from research and practice. Applied developmental science, 7(2), 94-111. http://dx.doi.org/10.1207/S1532480XADS0702_6.
• Sakallı-Uğurlu, N. (2008). Erkeklere yönelik çelişik tutumlar ölçeği’nin Türkçeye uyarlanması. [Turkish adaptation of Ambivalence toward men inventory]. Türk Psikoloji Yazıları (Turkish Psychological Articles), 11, 1- 14.
• Sherrod, L., Torney-Purta, J. ve Flanagan, C. (Eds.). (2010). Handbook of research on civic engagement in youth. Hoboken, NJ: Wiley. http://dx.doi.org/10.1002/9780470767603.fmatter.
• Stukas, A. A., Daly, M. ve Clary, E. G. (2006). Lessons from research on volunteering for mobilizing adults to volunteer for positive youth development. In Mobilizing adults for positive youth development (pp. 65-82). Springer. http://dx.doi.org/10.1007/0-387-29340-X_4.
• Tezbaşaran, A. A. (1997). Likert Tipi Ölçek Geliştirme Kılavuzu. Ankara: Türk Psikologlar Derneği.
• Truskauskaitė-Kunevičienė, I. ve Kaniušonytė, G. (2018). The three-dimensional contribution scale (3DCON): Development and psychometric evaluation. Current Psychology, 1-10.
• Truskauskaite-Kuneviciene, I. (2015). The role of life satisfaction and volunteering frequency in predicting youth contribution to self, family and community. International Journal of Psychological Studies, 7(1), 51.
• Truskauskaitė-Kunevičienė, I. (2016). Direct and Mediated Long-Term Effects of the Positive Youth Development Intervention Program Try Volunteering on Empathy and Prosocial Behavior. Social Inquiry into Well-Being, 2(2), 47-54.
• Truskauskaitė-Kunevičienė, I. (2017). Paauglių klestėjimo skatinimas mokyklos aplinkoje: ilgalaikiai pozityvios jaunimo raidos intervencijos efektai ir poveikio mechanizmai (Doctoral dissertation, Vilnius: Mykolo Romerio universitetas, 2017).
• Youniss, J. ve Levine, P. (2009). Engaging young people in civic life. Nashville: Vanderbilt University Press. https://doi.org/10.5860/ choice.47-3941.
• Wandersman, A. ve Florin, P. (2000). Citizen participation and community organizations. In J. Rappaport, ve E. Seidman (Eds.), Handbook of community psychology. New York: Plenum. http://dx.doi.org/10.1007/978-1-4615-4193-6_11.