SavedAdd your journal

Journals / Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi / 2021 / Cilt: 21 - Sayı: 1

TURKISH ADAPTATION OF THE CHARACTER STRENGTHS INVENTORY EARLY CHILDHOOD FORM: A VALIDITY AND RELIABILITY STUDY

KARAKTER GÜÇLERİ ENVANTERİ ERKEN ÇOCUKLUK FORMU’NUN TÜRKÇEYE UYARLANMASI: GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI

Serap ÖZDEMİR BİŞKİN
Aylin SOP
Pages
177–193
Publication Date
2021-03-15
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Confirmatory factor analysis (CFA) was run to investigate the compliance of the data collected from the adapted inventory with the construct of the original form and as a result of this CFA, it was found that the construct of the original scale was retained.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of the current study is to adapt the Character Strengths Inventory for Early Childhood developed by Shoshani (2018) to Turkish by conducting its validity and reliability studies.
📊
Key Findings & Data:To this end, a total of 311 research data were collected from the parents of 4-6 year olds attending pre-school institutions.
💡
Conclusion & Impact:Confirmatory factor analysis (CFA) was run to investigate the compliance of the data collected from the adapted inventory with the construct of the original form and as a result of this CFA, it was found that the construct of the original scale was retained.
🔬Design:Research Article
📍Scope:2018 Verileri
⚙️Variables:Karakter güçleri · erken çocukluk dönemi · ölçek uyarlama

Abstract

The purpose of the current study is to adapt the Character Strengths Inventory for Early Childhood developed by Shoshani (2018) to Turkish by conducting its validity and reliability studies. To this end, a total of 311 research data were collected from the parents of 4-6 year olds attending pre-school institutions. The original form of the inventory consists of 96 items, 24 sub-factors and 4 main dimensions. Confirmatory factor analysis (CFA) was run to investigate the compliance of the data collected from the adapted inventory with the construct of the original form and as a result of this CFA, it was found that the construct of the original scale was retained. For the reliability analyses of the scale, internal consistency coefficients and item total correlations were calculated. The calculated Cronbach alpha coefficients are as follows: 0.91 for the Interpersonal Strengths dimension; 0.86 for the Intellectual Strengths dimension; 0.88 for the Temperance dimension and 0.89 for the Transcendence dimension. As a result of the analyses, it was concluded that the Character Strengths Inventory for Early Childhood can be used as a valid and reliable measurement tool in the Turkish culture.

Özet

Bu araştırmanın amacı Shoshani (2018) tarafından geliştirilen Karakter Güçleri Envanteri Erken Çocukluk Formu’nun Türkçeye uyarlanarak geçerlik ve güvenirlik çalışmasının yapılmasıdır. Bu amaç doğrultusunda, okul öncesi eğitim kurumlarına devam eden 4-6 yaş çocukların ebeveynlerinden 311 araştırma verisi elde edilmiştir. Envanterin orijinal formu 96 madde, 24 alt faktör ve 4 temel boyuttan oluşmaktadır. Uyarlanan envanterden elde edilen veriler ile orijinal formun yapısına uygunluğunu incelemek için doğrulayıcı faktör analizi (DFA) yapılmış, DFA sonucunda ölçeğin orijinal formunun korunduğu görülmüştür. Envanterin güvenirlik analizleri için iç tutarlık katsayıları ve düzeltilmiş madde toplam korelasyonları hesaplanmıştır. Elde edilen Cronbach alfa katsayıları kişilerarası güçler boyutu için 0.91; entelektüel güçler boyutu için 0.86; ölçülülük boyutu için 0.88 ve aşkınlık boyutu için 0.89 olarak hesaplanmıştır. Yapılan analizler neticesinde Karakter Güçleri Envanteri Erken Çocukluk Formu’nun Türk kültüründe geçerli ve güvenilir bir ölçme aracı olduğu belirlenmiştir.

🔖

Cite This Article

BİŞKİN, S. Ö., SOP, A. (2021). TURKISH ADAPTATION OF THE CHARACTER STRENGTHS INVENTORY EARLY CHILDHOOD FORM: A VALIDITY AND RELIABILITY STUDY. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 21 - Sayı: 1, 177–193. https://ajindex.com/articles/112638

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (11)

  1. Battistich, V., Schaps, E., Watson, M., Solomon, D., & Lewis, C. (2000). Effects of the child development project on students' drug use and other problem behaviors. Journal of Primary Prevention, 21(1), 75-99. https://doi.org/10.1023/A:1007057414994
  2. Baker, L., Green, S., & Falecki, D. (2017). Positive early childhood education: Expanding the reach of positive psychology into early childhood. European Journal of Applied Positive Psychology, 1(8), 1-12.
  3. Beaty, J. J. (1999). Prosocial guidance for the preschool child. Prentice-Hall. Becker, J. A., & Smenner, P. C. (1986). The spontaneous use of thank you by preschoolers as a function of sex, socioeconomic status, and listener status. Language in Society, 15, 537–545.
  4. Brdar, I., & Kashdan, T. B. (2010). Character strengths and well- being in Croatia: An empirical investigation of structure and correlates. Journal of Research in Personality, 44, 151-154. https://doi.org/10.1016/j.jrp.2009.12.001
  5. Brownell, C. A., Zerwas, S., & Ramani, G. B. (2007). So big: The development of body self-awareness in toddlers. Child Development, 78, 1426–1440. https://doi.org/10.1111/j.1467-8624.2007.01075.x
  6. Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı. Pegem A Yayıncılık. Corral-Verdugo, V., Tapia-Fonllem, C., & Ortiz-Valdez, A. (2014). On the relationship between character strengths and sustainable behavior. Environment and Behavior, 47(8), 877-901. https://doi.org/10.1177/0013916514530718
  7. Costin, S. E., & Jones, D. C. (1992). Friendship as a facilitator of emotional responsiveness and prosocial interventions among young children. Developmental Psychology, 28(5), 941–947. https://doi.org/10.1037/0012-1649.28.5.941
  8. Dunn, J. (1988). The beginnings of social understanding. Harvard University Press.
  9. Eckerman, C. O., Davis, C. C., & Didow, S. M. (1989). Toddlers' emerging ways of achieving social coordinations with a peer. Child development, 60(2), 440-453. http://dx.doi.org/10.2307/1130988
  10. Eisenberg, N., & Fabes, R. (1992). Emotion, regulation, and the development of social competence. In M. S. Clark (Ed.), Emotion and social behavior (pp. 119–150).
  11. Sage. Epstein, M. H. (2004). Behavioral and emotional rating scale (2nd ed.). PRO-ED. Gillham, J., Adams-Deutsch, Z., Werner, J., Reivich, K., Coulter-Heindl, V., Linkins, M., & Seligman, M. E. P. (2011). Character strengths predict subjective well-being during adolescence. The Journal of Positive Psychology, 6(1), 31–44. https://doi.org/10.1080/17439760.2010.536773