scholarly journals Vineland Sosyal-Duygusal Erken Çocukluk Ölçeği’nin (VSDEÇÖ) Türkçe Uyarlaması: Geçerlik ve Güvenirlik Çalışması / Turkish Adaptation of the Early Childhood Scale: The Validity and Reliability Study

2019 ◽  
Vol 8 (1) ◽  
pp. 299
Author(s):  
Şehnaz Ceylan ◽  
Özlem Gözün Kahraman ◽  
Nida Kılınç ◽  
Pelin Ülker
Keyword(s):  
Factor Analysis ◽  
Early Childhood ◽  
Interpersonal Relations ◽  
Coping Skills ◽  
Personal Information ◽  
Interpersonal Relationship ◽  
Age Group ◽  
Validity And Reliability ◽  
Social Emotional ◽  
Turkish Culture

<p>Vineland Social-Emotional Early Childhood Scales -SEEC The Vineland Social-Emotional Early Childhood Scales -SEEC was developed in 1998 by Sara S. Sparrow, David A. Balla and Domenic V. Cicchetti. Vineland SEEC aims to evaluate the social-emotional development of children from birth to 5 years and 11 months. The aim of this study is to adapt the Vineland Social-Emotional Early Childhood Scale to the Turkish culture in the 0-4 age group. The research was carried out with the data obtained from the parents who were between 0-4 years of age in 2017-2018. The study group of the study population of 102 (0.0-0.11 months), 126 (1.0-1.11) months 172 (2.0-2.11), 129 (3.0-3.11), 155 (4.0 4.11) age group, totally 684 children and those who undertake care. SPSS 22 package program and Lisrel package programs were used in the study. Data collected through Vineland Social-Emotional Early Childhood Scale and Personal Information Form were analyzed through SPSS and Lisrel package programs. Language validity, scope validity, construct validity, AFA (exploratory factor analysis) and DFA (confirmatory factor analysis) were used for validity. The internal consistency coefficients of the Vineland Social-Emotional Early Childhood Scale (Cronbach's alpha value) are .78 in the Interpersonal Relationship Sub-scale and .88 in the Play and Leisure subscale in children from birth to one year. In the Interpersonal Relationship subscale, an .77 age for children is. In the Interpersonal Relationship subscale, it was .64 in the Interpersonal Relationship subscale and .64 in the Scale of Coping, and .83 in the Scale of Coping Skills. There were 62 sub-scales in the Interpersonal Relations subscale and .64, and the Coping Skills Scale in. The four-year-olds had .70 in the Interpersonal Relations subscale, .74 in the Play and Leisure subscales, and .80 in the Coping Skills Scale. With these studies, the validity and reliability of the scale for the usage of the scale in Turkish culture has been obtained and the scale has been introduced to be used for different studies that can be done with children.</p>

scholarly journals Factor Structure of a Social-Emotional Screening Instrument for Preschool Children

2019 ◽  
Author(s):  
Luis Anunciação ◽  
Chieh-Yu Chen ◽  
Danilo Assis Pereira ◽  
J. Landeira-Fernandez
Keyword(s):  
Factor Analysis ◽  
Screening Tools ◽  
Multidimensional Model ◽  
Validity And Reliability ◽  
Social Emotional ◽  
Social And Emotional ◽  
Reliability Indicators ◽  
Emotional Dimension ◽  
Confirmatory Factor ◽  
The City

Screening tools in health and education provide quick indicators that anticipate diagnostic evaluation and treatment. Faced with the socio-emotional competences of children, the Ages &amp; Stages Questionnaires: Social-Emotional (ASQ:SE) was used in thepopulation of children enrolled in public pre-schools in the city of Rio de Janeiro during 2011. The objective of this work was to investigate aspects of its validity and reliability. Data from 23,334 children (50.6% boys) being an average age of 5 years old (SD: 3 months) and enrolled in 625 pre-schools were analyzed. After an intensive data analysis, the Exploratory and Confirmatory Factor Analysis, the results were favorable to the multidimensional model with a social and emotional dimension: χ2 (463) = 46363.495, p &lt;0.001; RMSEA = 0.067; CFI = 0.918; TLI = 0.913. Reliability indicators were adequate. The results confirmedvalidity aspects of the ASQ:SE, thereby verifying its use for children aged 5 years old.

scholarly journals The specificity of the relationship of interpersonal relationship and self-relationship of the elderly

2019 ◽  
pp. 57-61
Author(s):  
Dmitriy V. Ganin
Keyword(s):  
Elderly People ◽  
Interpersonal Relationships ◽  
Interpersonal Relations ◽  
Interpersonal Relationship ◽  
Age Groups ◽  
The Elderly ◽  
Age Group ◽  
Relationship Of ◽  
Inclusion Control ◽  
The Relationship

This article discusses the results of an empirical, comprehensive study of interpersonal relationships and self-relation of older people. Special attention is paid tointerpersonal needs. The author notes, in the age group of elderly people, the presence of all kinds of interpersonal needs, inclusion, control, affect. This is not observed in the middle and senile age groups. The age interrelation between interpersonal relations and self-attitude of elderly people is found out. The study found correlations characteristic of the age group of the elderly and other age groups, namely: the similarity of the correlations of the elderly and middle-aged and elderly and senile. The most important need characteristic of older persons as the need for "inclusion"was also identified.

scholarly journals İlişkide Karar Verme Ölçeğinin Türk Kültürüne Uyarlanması / The Turkish Adaptation of Relationship Deciding Scale

2017 ◽  
Vol 6 (3) ◽  
pp. 650
Author(s):  
Cansu Tosun ◽  
Hikmet Yazıcı ◽  
Fatma Altun
Keyword(s):  
Factor Analysis ◽  
Reliability Analysis ◽  
Internal Consistency ◽  
Self Control ◽  
Validity And Reliability ◽  
Control Scale ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor ◽  
Turkish Culture ◽  
Test Retest Reliability

<p><strong>Abstract </strong></p><p>The purpose of this study was to assess the validity and reliability of Relationship Deciding Scale (Vennum &amp; Fincham, 2011) for Turkish culture.</p><p>The sample of the study consisted of 880 students (EFA=439, CFA=441) studying at Karadeniz Technical University. Criterion-related validity, exploratory and confirmatory factor analyses were conducted for the validity of RDS while internal consistency, split half and test-retest techniques were performed to examine the reliability of RDS.<strong></strong></p><p>Exploratory factor analysis (EFA) revealed that the scale had two-factor structures. However, two items were removed from the scale because they didn't have appropriate factor loadings. The scale consisting of 10 items explained 58.97% of the total variance. The results of confirmatory factor analysis (CFA) indicated that the model was compatible with the data. In the reliability analysis for EFA and CFA samples, Cronbach alpha coefficients were found as .87 and .86 respectively. Internal consistency coefficients of subscales were found as .83 and .80 for “Relationship Confidence”, .82 and .84 for “Directing Relationship”. According to test-retest reliability analysis results, the whole scale’s coefficient was <em>r</em>= .67.<strong> </strong>In addition, as a result of criterion validity analysis, correlations (<em>r</em>= .33) between Self-Control Scale (Duyan, Gülden &amp; Gelbal, 2012) and Relationship Deciding Scale (RDS) were found to be statistically significant.<strong> </strong>In conclusion, these findings suggest that RDS, which has two-factor structures with 10 items, can be suggested as a valid and reliable instrument in Turkish culture.<strong></strong></p><p><strong>Öz</strong></p><p>Bu araştırmanın amacı, Vennum ve Fincham (2011) tarafından geliştirilen İlişkide Karar Verme Ölçeği’nin (Relationship Deciding Scale) Türk kültürüne uyarlanması ile ilgili geçerlik ve güvenirlik işlemlerini yapmaktır.</p><p>Araştırma grubu Karadeniz Teknik Üniversitesi’nde öğrenim gören 880 öğrenciden (AFA=439, DFA=441) oluşmaktadır. İlişkide Karar Verme Ölçeği’nin (İKVÖ) geçerlik işlemlerinde, ölçüt bağıntılı geçerlik, açımlayıcı ve doğrulayıcı faktör analizi, güvenirlik işlemlerinde ise iç tutarlılık, testi yarıya bölme ve testin tekrarı tekniklerinden yararlanılmıştır.</p><p>Yapılan açımlayıcı faktör analizi (AFA) sonucunda ölçeğin iki faktörlü yapı gösterdiği ortaya çıkmıştır. Uygun faktör yüklerine sahip olmadıkları için iki madde modelden çıkarılmıştır. 10 maddeden oluşan ölçek toplam varyansın %58.97’sini açıklamıştır. Doğrulayıcı faktör analizli sonuçları (DFA) verinin modele iyi uyum sağladığını göstermiştir. AFA ve DFA örneklemleri için yapılan güvenirlik analizlerinde, Cronbach alfa iç tutarlılık kat sayıları sırasıyla .87 ve .86 olarak bulunurken alt ölçekler için bulunan iç tutarlılık kat sayıları ise “İlişkide Kendine Güven” için .83 ve .80, “İlişkiyi Yönetme” için .82 ve .84’tür. Ölçeğin test tekrar test güvenirliğinin <em>r</em>= .67 olduğu tespit edilmiştir. Ayrıca ölçüt geçerliği kapsamında yapılan analizler sonucunda Öz Denetim Ölçeği (Duyan, Gülden ve Gelbal, 2012) ile İKVÖ arasında .33 değerinde beklenen yönde bir ilişki saptanmıştır. Bu çalışma sonucunda İKVÖ’nün Türk kültüründe geçerli ve güvenilir bir ölçme aracı olduğu değerlendirilmektedir.</p>

scholarly journals Preliminary Analysis of Employee Needs Inventory Assessment (ENAI): Reliability and Validity

2020 ◽  
Vol 6 (1) ◽  
pp. 88-101
Author(s):  
Mohd Razali Othman ◽  
Nor Mazlina Ghazali ◽  
Suraida Abdullah ◽  
Mohd Izzat Syafiq Mohd Razali
Keyword(s):  
Factor Analysis ◽  
Needs Assessment ◽  
Work Environment ◽  
Exploratory Factor Analysis ◽  
Interpersonal Relationship ◽  
Reliability And Validity ◽  
Validity And Reliability ◽  
Validity Assessment ◽  
Spiritual Work ◽  
Employee Needs

The aim of this study is to develop and assess the validity and reliability of Employee Needs Assessment Inventory (ENAI). Employee Needs Assessment Inventory (ENAI) aims to screen employees’ problem and measured eight scale namely health, financial, family, spiritual, work, career, interpersonal relationship and work environment. The instrument is developed based on Ecological Theory by Bronfenbrenner (1979). The questionnaire is distributed to 1113 employees in selected public university in Malaysia. The reliability of the instrument is measured using internal consistence reliability (Cronbach Alpha). The construct validity is measured by Exploratory Factor Analysis (EFA). The result indicated a coefficient alpha is 0.96 for the 76 ENAI items. The coefficient alphas for the eight subscales were as follows: 0.89 for health, 0.79 for financial, 0.86 for family, 0.83 for spiritual, 0.88 for work, 0.85 for career, 0.90 for interpersonal relationship and 0.89 for work environment. The study founds the instrument is valid and reliable. Keywords: Reliability; Validity; Assessment; Employee; Exploratory factor analysis

scholarly journals Multidimensional 21st century skills scale: Validity and reliability study

2019 ◽  
Vol 14 (1) ◽  
pp. 11-28 ◽  
Author(s):  
Mustafa Cevik ◽  
Cihad Senturk
Keyword(s):  
Factor Analysis ◽  
Undergraduate Students ◽  
21St Century ◽  
21St Century Skills ◽  
Associate Degree ◽  
Early Adulthood ◽  
Age Group ◽  
Validity And Reliability ◽  
Expert Opinions ◽  
Scale Scores

This study aims to develop a multidimensional 21st century skills scale for adolescent and early adulthood students in the 15–25 age group. The research was conducted with 660 high school, associate degree and undergraduate students. From the item pool created during the first stage of the study, 146 items were selected in line with expert opinions. Within the scope of the validity studies, exploratory factor analysis was carried out. As a result of the analysis, a 41-item scale with five sub factors were developed. In the second stage of the study, Lisrel 8.80 program was used with confirmatory factor analysis, and the five sub-factor structure was confirmed. In the third stage of the study, the test–retest method was applied, and the mean scale scores and standard deviation values of the scale in the first and second applications were found to be 3.89, 18.21 and 3.58 and 22.19, respectively. Keywords: 21st century skills, multidimensional 21st century skills scale, 15–25 age group, scale development.

scholarly journals Developing instruments for measuring the level of early childhood development

2020 ◽  
Vol 6 (1) ◽  
pp. 1-9
Author(s):  
I Wayan Gunartha ◽  
Tajularipin Sulaiman ◽  
Siti Partini Suardiman ◽  
Badrun Kartowagiran
Keyword(s):  
Early Childhood ◽  
Motor Development ◽  
Early Childhood Development ◽  
Reliability Estimation ◽  
Childhood Development ◽  
Validity And Reliability ◽  
Social Emotional ◽  
Confirmatory Factor ◽  
Group B ◽  
Religious Morality

The aims of the study were to: (1) develop a set of instruments to measure the level of early childhood development (kindergarten group B), and (2) assess the quality of the developed instruments. This study is developmental research. The samples of the study were the students of kindergarten group B. The developed instrument was a set of questionnaires. Instrument testing was carried out in three stages with the number of subjects increased on each stage. The validity analysis of the questionnaire used confirmatory factor analysis (CFA). The reliability estimation of the questionnaire used composite reliability. The results of the study are in the form of instruments for measuring the level of early childhood development, which consists of an instrument to measure religious morality, social-emotional, language, cognitive, and physical-motor development. Based on field study, all instruments have a good fit model, construct validity, and reliability that meet the academic requirements of early childhood education.

PERCEPTION OF THE ARGUMENTATIVENESS TRAIT IN INTERPERSONAL RELATIONSHIP SITUATIONS

1989 ◽  
Vol 17 (1) ◽  
pp. 111-120 ◽  
Author(s):  
Beth M. Waggenspack ◽  
Wayne E. Hensley
Keyword(s):  
College Students ◽  
Factor Analysis ◽  
Social Interaction ◽  
Interpersonal Relationships ◽  
Interpersonal Relationship ◽  
Two Dimensions ◽  
Social Emotional ◽  
Males And Females ◽  
Interpersonal Situations

The desired association with argumentative or nonargumentative individuals in interpersonal relationships was assessed utilizing the Infante and Rancer (1982) scale of argumentativeness. Seven potential areas of social interaction were presented to college students (N = 420) to judge their likelihood of desired interaction with an argumentative or nonargumentative person. Factor analysis revealed two primary dimensions: “social-emotional,“ involving heavy reliance on social interaction, and “negotiator/ombudsman,” requiring interaction where one might serve as agent for another. Results indicated that these two dimensions account for almost half (48%) the variance of the decisional structure used in opting to associate with argumentative or nonargumentative others. There was a preference for association with a nonargumentative person in situations, which are low in conflict and nonaggressive. Also, males and females respond in a similar fashion in reporting their preferences to associate with argumentative or nonargumentative persons in various interpersonal situations.

scholarly journals Study of Adaptation of the Preschool Anxiety’s Scale in Children to Turkish

2020 ◽  
Vol 13 (9) ◽  
pp. 82
Author(s):  
Şahin Hakan
Keyword(s):  
Factor Analysis ◽  
Preschool Children ◽  
Separation Anxiety ◽  
Age Group ◽  
Validity And Reliability ◽  
Obsessive Compulsive ◽  
Data Set ◽  
General Anxiety ◽  
Compulsive Disorder ◽  
Confirmatory Factor

The purpose of this research is to study the validity and reliability of the Preschool Anxiety&rsquo;s Scale in a wide Turkish sample according to the age group of 3, 4 and 5 years. 302 of the 918 children participated in the research aged 3 years, 303 are in the age group of 4 and 313 are in the age group of 5. The scale is based on parent&rsquo;s assessment for preschool children aged 3-5 years, the descriptive method was used in the study. During the development process of the scale, 6 experts were consulted for the form that provided the language equality. The Construct validity was also determined based on AFA and DFA. The Corrected item-total correlations and Cronba&rsquo;s Alpha reliability coefficient were calculated in order to determine the reliability of the scale. The KMO and the Barlett test have showed that the factor analysis is suitable for the data set. Within the context of confirmatory factor analysis 28 items and 5 dimensions including in the Anxiety Scale for Preschool Children have been verified with the data obtained in the scope of the research. In accordance with the data obtained from the parents of children aged 3, 4 and 5 years it was determined that the general anxiety, social anxiety, fear of social injury, separation anxiety, the sub-dimensions of the obsessive compulsive disorder and the score obtained from the scale were reliable. The Reliability levels of the overall scale and the sub-factors were found to be sufficient. The scale was found to be reliable and valid by the results acquired in the research. At the end of the study it was found that the scale has the characteristics of being used independently in each group.

scholarly journals Reliability and Validity of Fear of Happiness Scale: A Case Study of University Students

2019 ◽  
Vol 5 (2) ◽  
pp. 91-95
Author(s):  
Ayşe Eliüşük Bülbül
Keyword(s):  
Factor Analysis ◽  
University Students ◽  
Internal Consistency ◽  
Reliability And Validity ◽  
Dimensional Structure ◽  
Validity And Reliability ◽  
One Dimensional ◽  
Turkish Culture ◽  
The One ◽  
Counseling And Guidance

The aim of this study is to determine whether the Happiness Fear Scale (FHS) developed by Joshanloo and Weijers (2014) is suitable for Turkish culture. For this purpose, validity and reliability of the scale were examined. The study consisted of 180 university students, 87 male and 23 female. The linguistic equivalence of the scale was made by translators and experts in psychological counseling and guidance. Exploratory Factor Analysis, Similar Scale Validity, Cronbach Alpha Internal Consistency and Confirmatory Factor Analysis were used in the analysis of the factor analysis of the scale. The scale presents a one-dimensional structure and accounts for 65% of the total variance. The item total correlation scores ranged from .60 to .72. The one-dimensional structure of the scale was well matched by the model (RMSEA = .06, AGFI = 0.92, NFI = .98, GFI = 0.9, CFI = 0.99, IFI = 0.99, RFI = .95, and SRMR = .03). The internal consistency coefficient was found .86. From here it is possible to say that this scale is a reliable and valid measuring instrument suitable for Turkish culture.

scholarly journals Adaptation of Teacher Retention Scale into Turkish Culture: A sudy of validity and reliability

2019 ◽  
Vol 16 (4) ◽  
pp. 1180-1196
Author(s):  
Ayça Kaya ◽  
Türkan Argon
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Teacher Retention ◽  
Factor Structure ◽  
Goodness Of Fit ◽  
English Language ◽  
English Summary ◽  
Validity And Reliability ◽  
Confirmatory Factor ◽  
Turkish Culture

This study involves the adaptation of Teacher Retention Scale designed by Joyce Marie Brydson Alexander (2010) into Turkish via teachers. To ensure the language validity of the scale during the adaptation into Turkish culture, translation, back-translation and expert opinion methods have primarily been used. A linguistic equivalency form has then been used to ensure the linguistic equivalency of the scale. To test the linguistic equivalency of the scale, English Language Teachers have been used at certain intervals (English-Turkish; Turkish-English) and it has been found that there are positive and meaningful correlations between English and Turkish form scores. It has been demonstrated that the scale owns a unidimensional structure with 6 sections as a result of exploratory and confirmatory factor analysis conducted in order to determine the factor structure of the scale. The total item correlation coefficients of Teacher Retention Scale varies from ,584 to ,769. It has been concluded that these coefficients are as expected. Besides, factor load values have been found around ,671 and ,835. For instance, Cronbach’s Alpha internal consistency coefficient has been measured  (α=.889). The variation between Upper and Lower groups measured as 27% has been found meaningful. The factor structure obtained via Exploratory Factor Analysis has been verified by the outcomes of Confirmatory Factor Analysis in terms of item statistics except for item no 2 and item no 5. Confirmatory Factor Analysis suggests that the factor load values vary from ,37 to ,91. These values have been interpreted as medium and high factor loads. In addition, the values regarding multiple correlation (R2) vary from 14 to ,83. Thus, it has been found that R2 value is at high and mediocre levels. It has also been demonstrated that X2/df, RMSEA and NNFI values were not at desired levels prior to modification and that the values of goodness of fit (items 4-6) have been pulled up to desired levels following the modification. It has also been found that retention views levels correspond to “I agree” level. In conclusion, Teacher Retention Scale is a unidimensional scale of 6 items as well as a valid and reliable testing instrument. ​Extended English summary is in the end of Full Text PDF (TURKISH) file.   Özet Bu araştırma ile Joyce Marie Brydson Alexander (2010) tarafından geliştirilen Öğretmenin Okulda Kalma Tutumu Ölçeği’nin öğretmenler üzerinde Türkçe’ye uyarlanması çalışması yapılmıştır. Dil geçerliği aşamasında ölçeğin Türk kültürüne uyarlanmasında öncelikle çeviri, geri-çeviri ve uzman görüşü yöntemlerine başvurulmuştur. Daha sonra ölçeğin dil eşdeğerliği için dilsel eşdeğer form uygulaması yapılmıştır. Ölçeğin dilsel eşdeğerliğinin test edilmesinde İngilizce öğretmenlerine belirli aralıklarla (İngilizce-Türkçe; Türkçe-İngilizce) uygulama yapılmış; İngilizce ve Türkçe formların puanları arasında pozitif ve anlamlı korelasyonlar olduğu saptanmıştır. Ölçeğin faktör yapısının belirlenmesi amacıyla uygulanan açımlayıcı ve doğrulayıcı faktör analizleri sonucunda ölçeğin 6 maddeden oluşan tek boyutlu bir yapı gösterdiği ortaya konulmuştur. Öğretmenin Okulda Kalma Tutumu Ölçeği için yapılan madde toplam korelasyon katsayılarının ,584-,769 arasında değiştiği ve bu katsayıların istenen düzeyde olduğu görülmüştür. Ayrıca faktör yük değerlerinin ,671 ile ,835 arasında olduğu ortaya çıkmıştır. Ölçeğin Cronbach Alpha iç tutarlılık katsayısı (α=.889) hesaplanmıştır. Alt-Üst %27’lik gruplar arasındaki fark anlamlı bulunmuştur. AFA sonucunda elde edilen faktör yapısı madde 2 ve madde 5 haricinde madde istatistikleri açısından DFA bulguları ile doğrulanmıştır. DFA sonucunda maddelerin faktör yük değerlerinin ,37 ile ,91 arasında değiştiği tespit edilmiştir. Söz konusu değerler orta ve yüksek faktör yükü olarak değerlendirilmiştir. Öte yandan çoklu korelasyon karesine ilişkin değerler (R2), 14 ile ,83 arasında değişmektedir. Bu nedenle R2 değerinin yüksek ve orta düzeyde olduğu görülmüştür. Ayrıca modifikasyon öncesi X2/df, RMSEA ve NNFI değerlerinin istenilen ölçütte olmadığı; ancak yapılan modifikasyonlardan sonra (Madde 4-6) uyum iyiliği değerlerinin istenilen seviyeye çıktığı görülmüştür. Ayrıca öğretmenlerin okulda kalma tutumları görüşlerinin “katılıyorum” düzeyine karşılık geldiği görülmüştür. Sonuç olarak, Öğretmenin Okulda Kalma Tutumu Ölçeği’nin toplam 6 maddeden oluşan tek boyutlu geçerli ve güvenilir bir ölçme aracı olduğu sonucuna ulaşılmıştır.

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