SavedAdd your journal

Journals / Kuram ve Uygulamada Eğitim Bilimleri / 2015 / Cilt: 15 - Sayı: 3

Examination of the Psychometric Properties of the Children's Loneliness Scale for Students with and without Special Needs in Inclusive Classrooms

İlknur Çifci TEKİNARSLAN
Sevgi KÜÇÜKER
Pages
709–721
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)

Results showed that the CLS has high internal reliability and provides stability in measurements.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Early detection of loneliness in children, especially children with special needs who are at greater risk for loneliness, is crucial for planning appropriate interventions.
📊
Key Findings & Data:This study investigates the psychometric properties of CLS on a group of 4th and 5th graders with and without special needs in inclusive classrooms.
💡
Conclusion & Impact:Results showed that the CLS has high internal reliability and provides stability in measurements.
🔬Design:Review & Systematic Survey
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

Early detection of loneliness in children, especially children with special needs who are at greater risk for loneliness, is crucial for planning appropriate interventions. A review of studies regarding the assessment of loneliness in children reveals the Children's Loneliness Scale (CLS) is commonly used in other cultures whereas information about the use of CLS in Turkish culture, especially on children with special needs, is very limited. This study investigates the psychometric properties of CLS on a group of 4th and 5th graders with and without special needs in inclusive classrooms. The study group consists of 554 typically developing students and 151 students with special needs, a total of 705 students whose ages range from 9 to 13. Exploratory factor analysis (EFA) was conducted to examine the construct validity of the CLS and revealed that the scale has a unidimensional structure. The validity of this unidimensional construct was confirmed using confirmatory factor analysis (CFA). Discriminant validity of the CLS was examined using the criterion group method and a significant difference was found between the loneliness scores of students with special needs and those without special needs. Internal consistency and test-retest reliability analyses were conducted in order to determine the reliability of the CLS. Results showed that the CLS has high internal reliability and provides stability in measurements. In general, the findings of this study indicated that the CLS is a valid and reliable instrument for assessing the loneliness levels of students with and without special needs attending 4th and 5th grade inclusive classrooms

🔖

Cite This Article

TEKİNARSLAN, İ. Ç., KÜÇÜKER, S. (2015). Examination of the Psychometric Properties of the Children's Loneliness Scale for Students with and without Special Needs in Inclusive Classrooms. Kuram ve Uygulamada Eğitim Bilimleri, Cilt: 15 - Sayı: 3, 709–721. https://ajindex.com/articles/346070

References (9)

  1. Asher, S. R., Parkhurst, J. T., Hymel, S., & Williams, G. A. (1990). Peer rejection and loneliness in childhood. In S. R. Asher & J. D. Cole (Eds.), Peer rejection in childhood (pp. 253-273).
  2. New York, NY: Cambridge University Press.Asher, S. R., & Wheeler, V. A. (1985). Children's loneliness: A comparison of rejected and neglected peer status. Journal of Consulting and Clinical Psychology, 53, 500-505.Asher, S. R., Hymel, S., & Renshaw, P. D. (1984). Loneliness in children. Child Development, 55, 1456-1464.Bagner, D. M., Storch, E. A., & Roberti, J. W. (2004). A factor analytic study of the loneliness and social dissatisfaction scale in a sample of African-American and Hispanic-American children. Child Psychiatry and Human Development, 34, 237-250.
  3. Bakkaloğlu, H. (2010). A comparison of the loneliness levels of mainstreamed primary students according to their sociometric status. Procedia-Social and Behavioral Sciences, 2(2), 330-336.Baydık, B., & Bakkaloğlu, H. (2009). Predictors of sociometric status for low socioeconomic status elementary mainstreamed students with and without special needs Educational Sciences in Theory and Practice, 9, 401-447.Bullock, J. R. (1993). Children's loneliness and their relationships with family and peers. Family Relations, 42(1), 46-49.Burgess, K. B., Ladd, G. W., Kochenderfer, B. J., Lambert, S. F., & Birch, S. H. (1999). Loneliness during early childhood: The role of interpersonal behaviors and relationships. In K. J. Rotenberg & S. Hymel (Eds.), Loneliness in childhood and adolescence (pp. 109-134).
  4. New York, NY: Cambridge University Press.Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı (Data analysis guidebook for social sciences) (13th ed.). Ankara:
  5. Pegem Akademi.Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel araştırma yöntemleri (Scientific research methods) (2nd ed.). Ankara:
  6. Pegem Academy Publications.Cassidy, J., & Asher, S. R. (1992). Loneliness and peer relationships in young children. Child Development,63, 350-365.Cassidy, J., & Berlin, L. J. (1999). Understanding the origins of childhood Loneliness: Contributions of attachment theory. In K. J. Rotenberg & S. Hymel (Eds.), Loneliness in childhood and adolescence (pp. 34-55).
  7. New York, NY: Cambridge University Press.
  8. Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2010). Multivariate statistics for social sciences: SPSS and LISREL practices. Ankara:
  9. Pegem Academy Publications.Coplan, R. J., Clos