OKULDA KENDİNİ TOPARLAMA GÜCÜ: BİR ÖLÇEK UYARLAMA ÇALIŞMASI

Year 2023, , 256 - 272, 30.06.2023

Ali Çetinkaya , Özlem Haskan Avcı

https://doi.org/10.17066/tpdrd.1245904ao

Abstract

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.

Keywords

resilience, school resilience, school counseling, school resilience scale, psychological counseling and guidance

Supporting Institution

TÜBİTAK 2211-A GENEL YURT İÇİ DOKTORA BURS PROGRAMI

Project Number

1649B031805383

Thanks

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.

School Resilience: A Scale Adaptation Study

Abstract

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.

Keywords

resilience, school resilience, school counseling, school resilience scale, psychological counseling and guidance

Project Number

1649B031805383

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