Research Article
Year 2018,
Volume: 17 Issue: 4, 1960 - 1971, 01.12.2018
Abstract
Bu
çalışma kapsamında Ladd ve Profilet (1996) tarafından geliştirilen Çocuk
Davranış Ölçeği’nin (Child Behaviour Scale) Türkiye’ye uyarlama çalışmaları
yapılmıştır. Toplam 59 madde olan ölçek, akranlarla saldırgan davranışlar,
hiperaktivite, akranlarla asosyal ilişki, kaygı-korku duyma, akranlarla
prososyal ilişki ve akranlar tarafından dışlanma olmak üzere altı alt boyuttan
oluşmaktadır. Uyarlama çalışması kapsamına 64 öğretmen ve 336 öğrenci
alınmıştır. Ölçeğin Türkçe Formu kullanılarak elde edilen veriler arasındaki
ilişkilerin kuramsal yapı tarafından ne derece açıklandığını incelemek amacıyla
doğrulayıcı faktör analizi yapılmıştır. Doğrulayıcı faktör analizi polikorik
korelasyonlar üzerinde WLSMV tahmin yöntemi kullanılarak gerçekleştirilmiştir.
Önerilen modele ilişkin uyum katsayıları modelin orijinal yapıyla uyum
gösterdiğine işaret etmektedir. Ayrıca ayrışma ve benzeşme geçerlik katsayıları
ve yapı güvenirliği ve Cronbach Alpha kat sayıları Çocuk Davranış Ölçeği’nin
Türkiye’de ilkokul çağındaki çocukların davranışlarını ve akran ilişkilerini
değerlendirmede geçerli ve güvenilir bir ölçek olduğunu ortaya koymaktadır.
References
- Achenbach, T. M. (1991). Child behavior checklist /4-18. Burlington: University of Vermont. Achenbach, T. M., & Rescorla, L. (2001). ASEBA school-age forms & profiles, Burlington: University of Vermont. Aunola, K., Stattin, H., & Nurmi, J. E. (2000). Parenting styles and adolescents' achievement strategies. Journal of Adolescence, 23(2), 205-222. Beyazkürk, D., Anliak, Ş., & Dinçer, Ç. (2007). Çocuklukta akran ilişkileri ve arkadaşlık. Eurasian Journal of Educational Research (EJER), 26, 13-26. Boulton, M. J., Don, J., & Boulton, L. (2011). Predicting children’s liking of school from their peer relationships. Social Psychology of Education, 14(4), 489-501. Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (2012). Effects of school-wide positive behavioral interventions and supports on child behavior problems. Pediatrics, 130(5), e1136-e1145. Buhs, E. R. (2005). Peer rejection, negative peer treatment, and school adjustment: Self-concept and classroom engagement as mediating processes. Journal of School Psychology, 43, 407-424. Buhs, E. S., & Ladd, G. W. (2001). Peer rejection as antecedent of young children's school adjustment: An examination of mediating processes. Developmental Psychology, 37(4), 550-560. Cairns, R. B. (2013). The making of developmental psychology. In Baltes, P. B & Schaie, K. W. (Eds) Life-span developmental psychology: Personality and socialization. Elsevier Publication. Coplan, R. J., Liu, J., Cao, J., Chen, X., & Li, D. (2017). Shyness and school adjustment in chinese children: The roles of teachers and peers. School Psychology Quarterly. 32 (1), 131 – 142. Danby, S., Thompson, C., Theobald M. & Thorpe, K. (2012). Children's strategies for making friends when starting school, Australasian Journal of Early Childhood, 37(2), 63-71. Diehl, D. S., Lemerise, E. A., Caverly, S. L., Ramsay, S., & Roberts, J. (1998). Peer relations and school adjustment in ungraded primary children. Journal of Educational Psychology, 90(3), 506-515. Frick, P. J., Barry, C. T. ve Kamphaus, R. W. (2010). Clinical assessment of child and adolescent personality and behavior. Springer: New York. Fornell, C., & Larcker, D. F. (1981). Evaluating Structural Equation Models with Unobservable Variables and Measurement Error. Journal of Marketing Research, 18(1), 39-50. doi:Doi 10.2307/3151312 Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate data analysis (7 ed.): Pearson new international edition. Hambleton, R.K. & Patsula, L. (1999). Increasing the validity of adapted tests: Myths to be avoided and guidelines for improving test adaptation practices. Journal of Applied Testing Technology, 1(1), 1-30. Hamre, B. K., & Pianta, R. C. 2001. Early teacher-child relationships and the trajectory of children’s school outcomes through eight grade, Child Development, 72(2), 625-638. Henricsson, L., & Rydell, A. M. (2006). Children with behaviour problems: The influence of social competence and social relations on problem stability, school achievement and peer acceptance across the first six years of school. Infant and Child Development, 15(4), 347-366. Holmes, C. J., Kim-Spoon, J., & Deater-Deckard, K. (2016). Linking executive function and peer problems from early childhood through middle adolescence. Journal of Abnormal Child Psychology, 44(1), 31-42. Hymel, S., Rubin, K. H., Rowden, L., & LeMare, L. (1990). Children's peer relationships: longitudinal prediction of internalizing and externaliziing problems from middle to late childhood. Child Development, 61(6), 2004-2021. Kawabata, Y., Tseng, W. L. & Gau, S. S. F. (2012). Symptoms of attention-deficit/hyperactivity disorder and social and school adjustment: The moderating roles of age and parenting. Journal of Abnormal Child Psychology, 40(2), 177-188. Kupersmidt, J. B. & Coie, J. D. (1990). Preadolescent peer status, aggression, and school adjustment as predictors of externalizing problems in adolescence. Child Development, 61(5), 1350-1362. Ladd, G. W. (2010). The Child behavior scale: applications and research findings. Arizona: Parkview Publications. Ladd, G. W. ve Profilet, S. M. (1996). The Child Behavior Scale: A teacher-report measure of young children's aggressive, withdrawn, and prosocial behaviors. Developmental Psychology, 32(6), 1008-1024. Lubke, G. H., & Muthén, B. O. (2004). Applying multigroup confirmatory factor models for continuous outcomes to Likert scale data complicates meaningful group comparisons. Structural Equation Modeling, 11(4), 514-534. McDougall, P., & Vaillancourt, T. (2015). Long-term adult outcomes of peer victimization in childhood and adolescence: pathways to adjustment and maladjustment. American Psychologist, 70(4), 300. Metsäpelto, R. L., Pakarinen, E., Kiuru, N., Poikkeus, A. M., Lerkkanen, M. K., & Nurmi, J. E. (2015). Developmental dynamics between children’s externalizing problems, task-avoidant behavior, and academic performance in early school years: A 4-year follow-up. Journal of Educational Psychology, 107(1), 246. Muthen, L. K., & Muthen, B. O. (2012). Mplus User's Guide. Los Angeles. Ogelman, H. G. ve Erten, H. (2013). 5-6 yaş çocuklarının akran ilişkileri ve sosyal konumlarının okula uyum düzeyleri üzerindeki yordayıcı etkisi (Boylamsal çalışma). Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 30, 153-163. Petriwskyj, A., Thorpe, K., & Tayler, C. (2005). Trends in construction of transition to school in three western regions, 1990–2004, International Journal of Early Years Education, 13(1), 55-69. Powers, C. J., & Bierman, K. L. (2013). The multifaceted impact of peer relations on aggressive–disruptive behavior in early elementary school. Developmental psychology, 49(6), 1174. Sadeh, A., Gruber, R., & Raviv, A. (2002). Sleep, neurobehavioral functioning, and behavior problems in school‐age children. Child development, 73(2), 405-417. Schwartz, D., Lansford, J. E., Dodge, K. A., Pettit, G. S., & Bates, J. E. (2015). Peer victimization during middle childhood as a lead indicator of internalizing problems and diagnostic outcomes in late adolescence. Journal of Clinical Child & Adolescent Psychology, 44(3), 393-404. Simons-Morton, B. G., & Crump, A. D. (2003). Association of parental involvement and social competence with school adjustment and engagement among sixth graders. Journal of School Health, 73(3), 121-126. Stormshak, E. A., & Bierman, K. L. (1998). The implications of different developmental patterns of disruptive behavior problems for school adjustment. Development and Psychopathology, 10(03), 451-467. Wood, J. (2006). Effect of anxiety reduction on children’s school performance and social adjustment. Developmental Psychology, 42(2), 345. Yang, F., Chen, X., & Wang, L. (2014). Relations between aggression and adjustment in Chinese children: Moderating effects of academic achievement. Journal of Clinical Child & Adolescent Psychology, 43(4), 656-669. Yu, C. Y., & Muthen, B. (2002). Evaluation of model fit indices for latent variable models with categorical and continuous outcomes. Annual meeting of the American Educational Research Association, New Orleans, LA.
- Zhou, Z., Peverly, S. T., Xin, T., Huang, A. S. & Wang, W. (2003). School adjustment of first generation Chinese American adolescents. Psychology in the Schools, 40(1), 71-84.
Year 2018,
Volume: 17 Issue: 4, 1960 - 1971, 01.12.2018
Abstract
References
- Achenbach, T. M. (1991). Child behavior checklist /4-18. Burlington: University of Vermont. Achenbach, T. M., & Rescorla, L. (2001). ASEBA school-age forms & profiles, Burlington: University of Vermont. Aunola, K., Stattin, H., & Nurmi, J. E. (2000). Parenting styles and adolescents' achievement strategies. Journal of Adolescence, 23(2), 205-222. Beyazkürk, D., Anliak, Ş., & Dinçer, Ç. (2007). Çocuklukta akran ilişkileri ve arkadaşlık. Eurasian Journal of Educational Research (EJER), 26, 13-26. Boulton, M. J., Don, J., & Boulton, L. (2011). Predicting children’s liking of school from their peer relationships. Social Psychology of Education, 14(4), 489-501. Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (2012). Effects of school-wide positive behavioral interventions and supports on child behavior problems. Pediatrics, 130(5), e1136-e1145. Buhs, E. R. (2005). Peer rejection, negative peer treatment, and school adjustment: Self-concept and classroom engagement as mediating processes. Journal of School Psychology, 43, 407-424. Buhs, E. S., & Ladd, G. W. (2001). Peer rejection as antecedent of young children's school adjustment: An examination of mediating processes. Developmental Psychology, 37(4), 550-560. Cairns, R. B. (2013). The making of developmental psychology. In Baltes, P. B & Schaie, K. W. (Eds) Life-span developmental psychology: Personality and socialization. Elsevier Publication. Coplan, R. J., Liu, J., Cao, J., Chen, X., & Li, D. (2017). Shyness and school adjustment in chinese children: The roles of teachers and peers. School Psychology Quarterly. 32 (1), 131 – 142. Danby, S., Thompson, C., Theobald M. & Thorpe, K. (2012). Children's strategies for making friends when starting school, Australasian Journal of Early Childhood, 37(2), 63-71. Diehl, D. S., Lemerise, E. A., Caverly, S. L., Ramsay, S., & Roberts, J. (1998). Peer relations and school adjustment in ungraded primary children. Journal of Educational Psychology, 90(3), 506-515. Frick, P. J., Barry, C. T. ve Kamphaus, R. W. (2010). Clinical assessment of child and adolescent personality and behavior. Springer: New York. Fornell, C., & Larcker, D. F. (1981). Evaluating Structural Equation Models with Unobservable Variables and Measurement Error. Journal of Marketing Research, 18(1), 39-50. doi:Doi 10.2307/3151312 Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate data analysis (7 ed.): Pearson new international edition. Hambleton, R.K. & Patsula, L. (1999). Increasing the validity of adapted tests: Myths to be avoided and guidelines for improving test adaptation practices. Journal of Applied Testing Technology, 1(1), 1-30. Hamre, B. K., & Pianta, R. C. 2001. Early teacher-child relationships and the trajectory of children’s school outcomes through eight grade, Child Development, 72(2), 625-638. Henricsson, L., & Rydell, A. M. (2006). Children with behaviour problems: The influence of social competence and social relations on problem stability, school achievement and peer acceptance across the first six years of school. Infant and Child Development, 15(4), 347-366. Holmes, C. J., Kim-Spoon, J., & Deater-Deckard, K. (2016). Linking executive function and peer problems from early childhood through middle adolescence. Journal of Abnormal Child Psychology, 44(1), 31-42. Hymel, S., Rubin, K. H., Rowden, L., & LeMare, L. (1990). Children's peer relationships: longitudinal prediction of internalizing and externaliziing problems from middle to late childhood. Child Development, 61(6), 2004-2021. Kawabata, Y., Tseng, W. L. & Gau, S. S. F. (2012). Symptoms of attention-deficit/hyperactivity disorder and social and school adjustment: The moderating roles of age and parenting. Journal of Abnormal Child Psychology, 40(2), 177-188. Kupersmidt, J. B. & Coie, J. D. (1990). Preadolescent peer status, aggression, and school adjustment as predictors of externalizing problems in adolescence. Child Development, 61(5), 1350-1362. Ladd, G. W. (2010). The Child behavior scale: applications and research findings. Arizona: Parkview Publications. Ladd, G. W. ve Profilet, S. M. (1996). The Child Behavior Scale: A teacher-report measure of young children's aggressive, withdrawn, and prosocial behaviors. Developmental Psychology, 32(6), 1008-1024. Lubke, G. H., & Muthén, B. O. (2004). Applying multigroup confirmatory factor models for continuous outcomes to Likert scale data complicates meaningful group comparisons. Structural Equation Modeling, 11(4), 514-534. McDougall, P., & Vaillancourt, T. (2015). Long-term adult outcomes of peer victimization in childhood and adolescence: pathways to adjustment and maladjustment. American Psychologist, 70(4), 300. Metsäpelto, R. L., Pakarinen, E., Kiuru, N., Poikkeus, A. M., Lerkkanen, M. K., & Nurmi, J. E. (2015). Developmental dynamics between children’s externalizing problems, task-avoidant behavior, and academic performance in early school years: A 4-year follow-up. Journal of Educational Psychology, 107(1), 246. Muthen, L. K., & Muthen, B. O. (2012). Mplus User's Guide. Los Angeles. Ogelman, H. G. ve Erten, H. (2013). 5-6 yaş çocuklarının akran ilişkileri ve sosyal konumlarının okula uyum düzeyleri üzerindeki yordayıcı etkisi (Boylamsal çalışma). Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 30, 153-163. Petriwskyj, A., Thorpe, K., & Tayler, C. (2005). Trends in construction of transition to school in three western regions, 1990–2004, International Journal of Early Years Education, 13(1), 55-69. Powers, C. J., & Bierman, K. L. (2013). The multifaceted impact of peer relations on aggressive–disruptive behavior in early elementary school. Developmental psychology, 49(6), 1174. Sadeh, A., Gruber, R., & Raviv, A. (2002). Sleep, neurobehavioral functioning, and behavior problems in school‐age children. Child development, 73(2), 405-417. Schwartz, D., Lansford, J. E., Dodge, K. A., Pettit, G. S., & Bates, J. E. (2015). Peer victimization during middle childhood as a lead indicator of internalizing problems and diagnostic outcomes in late adolescence. Journal of Clinical Child & Adolescent Psychology, 44(3), 393-404. Simons-Morton, B. G., & Crump, A. D. (2003). Association of parental involvement and social competence with school adjustment and engagement among sixth graders. Journal of School Health, 73(3), 121-126. Stormshak, E. A., & Bierman, K. L. (1998). The implications of different developmental patterns of disruptive behavior problems for school adjustment. Development and Psychopathology, 10(03), 451-467. Wood, J. (2006). Effect of anxiety reduction on children’s school performance and social adjustment. Developmental Psychology, 42(2), 345. Yang, F., Chen, X., & Wang, L. (2014). Relations between aggression and adjustment in Chinese children: Moderating effects of academic achievement. Journal of Clinical Child & Adolescent Psychology, 43(4), 656-669. Yu, C. Y., & Muthen, B. (2002). Evaluation of model fit indices for latent variable models with categorical and continuous outcomes. Annual meeting of the American Educational Research Association, New Orleans, LA.
- Zhou, Z., Peverly, S. T., Xin, T., Huang, A. S. & Wang, W. (2003). School adjustment of first generation Chinese American adolescents. Psychology in the Schools, 40(1), 71-84.
There are 2 citations in total.
Details
| Primary Language | Turkish |
|---|---|
| Journal Section | Araştırma Articlesi |
| Authors | |
| Publication Date | December 1, 2018 |
| Published in Issue | Year 2018 Volume: 17 Issue: 4 |