SavedAdd your journal

Journals / Sakarya University Journal of Education / 2018 / Cilt: 8 - Sayı: 3

The Adaptation of the School Cohesion Scale into Turkish Culture

Okula Uyum Ölçeği’nin Türk Kültürüne Uyarlanması

Mehmet DURNALI
Bijen FİLİZ
Elif AYDIN
Pages
115–127
Publication Date
2018-12-15
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)

All in all, the scale is a valid and reliable tool that can be used in Turkish culture.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The aim of this study is to adapt Student Perceptions of School Cohesion scale (Springer et al., 2009) into Turkish through testing the language validity and conducting Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA).
📊
Key Findings & Data:While the sample for EFA consisted of 311 students, the sample for CFA 220 consisted of students.
💡
Conclusion & Impact:All in all, the scale is a valid and reliable tool that can be used in Turkish culture.
🔬Design:Research Article
📍Scope:2009 Verileri
⚙️Variables:Okula uyum · destekleyici okul ilişkileri · öğrenci-okul bağlılığı

Abstract

The aim of this study is to adapt Student Perceptions of School Cohesion scale (Springer et al., 2009) into Turkish through testing the language validity and conducting Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). While the sample for EFA consisted of 311 students, the sample for CFA 220 consisted of students. Since the CFA was administered first and it was determined that some items were not meaningful at .05 level it was decided to administer the EFA. The 8th and 9th items were taken out of the scale considering the total item correlation before EFA. A single sub-dimensional structure was obtained as a result of the EFA administered with the remaining items. In order to test the structure obtained from the EFA, CFA was administered with different data sets and the factor structure was determined to be acceptable. The only sub-dimensional structure of the scale was given the name "student cohesion". The internal consistency coefficient of the reliability study was calculated as .80. The Pearson Moments Multiplication Correlation Coefficient calculated for the test-retest reliability study was found to be significant. All in all, the scale is a valid and reliable tool that can be used in Turkish culture.

Özet

Bu çalışmada öğrencilerin okula uyumları ve destekleyici okul ilişkileri hakkındaki algılarını değerlendirebilmek amacıyla Springer, McQueen, Quintanilla, Arrivillaga & Ross (2009) tarafından geliştirilen ölçeğin uyarlaması yapılmıştır. Ölçek, açımlayıcı faktör analizi (AFA) için 311 ve doğrulayıcı faktör analizi (DFA) için farklı 220 öğrenciye uygulanarak faktör yapısı sınanmıştır. DFA sonucunda bazı maddelerin .05 düzeyinde anlamlı olmadığı tespit edilmiş ve AFA yapılmasına karar verilmiştir. AFA öncesi toplam madde korelasyonuna bakılarak 8 ve 9. maddeler ölçekten çıkarılmıştır. Kalan maddelerle yapılan AFA sonucunda tek alt boyutlu bir yapı elde edilmiştir. Farklı veri grubuyla DFA yapılarak bu faktör yapısının kabul edilebilir düzeyde olduğu belirlenmiştir. Ölçeğin tek alt boyutlu yapısına “öğrenci bağlılığı” ismi verilmiştir. Güvenirlik çalışması kapsamında iç tutarlık katsayısı.80 olarak hesaplanmıştır. Test–tekrar test güvenirlik çalışması için hesaplanan Pearson Momentler Çarpımı Korelasyon katsayısının anlamlı olduğu belirlenmiştir. Ölçek, Türk Kültüründe kullanılabilecek geçerli ve güvenilir bir araçtır.

🔖

Cite This Article

DURNALI, M., FİLİZ, B., AYDIN, E. (2018). The Adaptation of the School Cohesion Scale into Turkish Culture. Sakarya University Journal of Education, Cilt: 8 - Sayı: 3, 115–127. https://ajindex.com/articles/240179

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (15)

  1. Anderson, J. C, & Gerbing, D. W. (1984). The effect of sampling error on convergence, improper solutions, and goodness-of-fit indices for maximum likelihood confirmatory factor analysis. Psychometrika, 49, 155-173.
  2. Baş, T. (2006).
  3. Anket. Seçkin Yayıncılık, Ankara.
  4. Battistich, V., & Hom, A. (1997). The relationship between students' sense of their school as a community and their involvement in problem behaviors. American journal of public health, 87(12), 1997-2001.
  5. Baykul, Y. (2000). Eğitimde ve Psikolojide Ölçme: Klasik Test Teorisi ve Uygulaması. Ankara:
  6. ÖSYM Yayınları.
  7. Bernard, B. (1991). Fostering resiliency in kids: Protective factors in the family, school, and community Portland, Oregon: Western Center for Drug- Free Schools and Communities. Bond, L., Butler, H., Thomas, L., Carlin, J., Glover, S., Bowes, G., & Patton, G. (2007). Social and school connectedness in early secondary school as predictors of late teenage substance use, mental health, and academic outcomes. Journal of Adolescent Health, 40(4), 357-e9. Brown, T. A. (2006). Confirmatory Factor Analysis for Applied Research. New York: Guilford Press.
  8. Brownlow, C. (2004). SPSS Explained. London: Routledge. Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı: istatistik, araştırma deseni, SPSS uygulamaları ve yorum. (12. bs.). Ankara:
  9. Pegem A. Coker, J. K., & Borders, L. D. (2001). An analysis of environmental and social factors affecting adolescent problem drinking. Journal of Counseling & Development, 79(2), 200-208.
  10. Cole, D. A. (1987). Utility of confirmatory factor analysis in test validation research. Journal of Consulting and Clinical Psy¬chology, 55, 1019-1031.
  11. Erkuş, A. (2003). Psikometri Üzerine Yazılar. Ankara: Türk Psikologlar Derneği Yayınları.
  12. Gabriel, R. M., Hopson, T., Haskins, M., & Powell, K. E. (1996). Building relationships and resilience in the prevention of youth violence. American journal of preventive medicine, 12(5 Suppl), 48-55.
  13. Hambleton, R.K. & Bollwark, J. (1991). Adapting Tests for Use in Different Cultures: Technical İssues and Methods. Bulletin of the International Testing Commission, 18, 3-32.
  14. Hambleton, R.K., & Kanjee, A. (1993). Enhancing the Validity of Cross-Cultural Studies: Improvements in Instrument Translation Methods. Annual Meetings of the American Educational Research Association, April 12-16,
  15. Atlanta. Hawkins, J. D., & Weis, J. G. (1985). The social development model: An integrated approach to delinquency prevention. The Journal of Prim