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Dergiler / International Journal of Assessment Tools in Education / 2019 / Cilt: 6 - Sayı: 2

Development of Perceived School Counselor Support Scale: Based on the ASCA Mindsets and Behaviors

Cemal KARADAŞ
Mehmet Akif KARAMAN
Javier Cavazos VELA
Sayfa
202–217
Yayın Tarihi
2022-10-18
DOI
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Internal consistency estimates on subscales ranged from good to strong.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:This study presents a culturally and psychometrically sound instrument of perceived school counselor support among Turkish high school students.
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Temel Bulgular & Veri:The study has been framed using American School Counseling Association’s Mindsets and Behaviors for Students Success Model to create a valuable instrument that measures students’ perceptions of their school counselors’ support in a different culture, society, and education system.
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Sonuç & Katkı:Internal consistency estimates on subscales ranged from good to strong.
🔬Tür:Modelleme & Sayısal Simülasyon
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:School counselor support scale · ASCA national model · Developmental school counseling

Özet

This study presents a culturally and psychometrically sound instrument of perceived school counselor support among Turkish high school students. The study has been framed using American School Counseling Association’s Mindsets and Behaviors for Students Success Model to create a valuable instrument that measures students’ perceptions of their school counselors’ support in a different culture, society, and education system. The results of this study supported the theoretical based Perceived School Counselor Support Scale long and short forms providing initial and strong evidence based on internal structure and relations to other variables. Internal consistency estimates on subscales ranged from good to strong.

Abstract

This study presents a culturally and psychometrically sound instrument of perceived school counselor support among Turkish high school students. The study has been framed using American School Counseling Association’s Mindsets and Behaviors for Students Success Model to create a valuable instrument that measures students’ perceptions of their school counselors’ support in a different culture, society, and education system. The results of this study supported the theoretical based Perceived School Counselor Support Scale long and short forms providing initial and strong evidence based on internal structure and relations to other variables. Internal consistency estimates on subscales ranged from good to strong.

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Bu Makaleye Atıf Yap

KARADAŞ, C., KARAMAN, M. A., VELA, J. C. (2022). Development of Perceived School Counselor Support Scale: Based on the ASCA Mindsets and Behaviors. International Journal of Assessment Tools in Education, Cilt: 6 - Sayı: 2, 202–217. https://ajindex.com/articles/540188

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Kaynakça (5)

  1. American Counseling Association (2014).
  2. ACA code of ethics. Alexandria, VA: Author. American Educational Research Association, American Psychological Association, & National Council of Measurement in Education. (2014). Standards for educational and psychological testing. Washington, DC: American Educational Research Association. American School Counselor Association. (2003). The ASCA national model: A framework for school counseling programs. Alexandria, VA: Author. American School Counselor Association. (2005). The ASCA national model: A framework for school counseling programs. Alexandria, VA: Author. American School Counselor Association. (2012). The ASCA National Model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author. American School Counselor Association. (2014a). The ASCA national model: A framework for school counseling programs. Alexandria, VA: Author American School Counselor Association. (2014b). Mindsets and behaviors for student success: K-12 college- and career-readiness standards for every student. Alexandria, VA: Author. Balkin, R. S. (2014). Principles of quantitative research in counseling: A humanistic perspective. Journal of Humanistic Counseling, 53, 240 - 248. https://doi.10.1002/j.2161-1939.2014.00059.x
  3. Balkin, R. S., & Schmit, E. L. (2016). Using the crisis stabilization scale to evaluate progress for adolescents in crisis. Journal of Child and Adolescent Counseling, 2, 33-41. doi: 10.1080/23727810.2015.1134009 Blum, R. W., McNeely, C., & Nonnemaker, J. (2002). Vulnerability, risk, and protection. Journal of Adolescent Health, 31, 28-39. doi:10.1016/S1054-139X(02)00411-1
  4. Cavazos Vela, J., Hinojosa, Y., Karaman, M.A. (2018). Evaluation of the Short Grit Scale with Latinx college students. The Journal of Counseling Research and Practice,3(1), 31-42.
  5. Clark, M. A., & Breman, J. C. (2009). School counselor inclusion: A collaborative model to provide academic and SocialEmotional support in the classroom setting. Journal of Counseling & Development, 87, 6-11. doi:10.1002/j.1556-6678.2009.tb00543.x Dimitrov, D. (2012). Statistical methods for validation of assessment scale data in counseling and related fields. Alexandria, VA: Wiley. Doğan, S. (2000). The historical development of counseling in Turkey. International Journal for the Advancement of Counselling, 22, 57-67. doi:10.1023/A:1005474126819 Ergüner-Tekinalp, B., Leuwerke, W., & Terzi, Ş. (2009). Emergence of national school counseling models: Views from th