Araştırma Makalesi
Turkish Validity and Reliability Study of Social Emotional Assets and Resilience Scale-Teacher Form (SEARS-T)
Öz
This paper aims to adapt the Social Emotional Assets and Resilience Scale-Teacher Form (SEARS-T) into Turkish and to determine its validity and reliability. The sample of the study consisted of 430 students attending kindergarten and primary school grades 1-4. The standardized values, obtained as a result of the first-order confirmatory factor analysis (Χ²= 3.860.88 sd=773; RMSEA=.10; SRMR=.063; CFI=.98; NNFI=.97) and obtained as a result of the second-order confirmatory factor analysis (Χ²=3.895.94 sd=775; RMSEA=.10; SRMR=.063; CFI=.98; NNFI=.97), confirmed that the scale showed a four-factor structure in Turkish culture similar to its original structure. In order to provide evidence for the reliability of the scale, both Cronbach alpha values and item-test correlations were examined for the sub-dimensions and the total of the scale. According to the item test correlation, it was determined that the scale items served the purpose of measuring the feature to be measured. While Cronbach's alpha value was obtained as .982 for the whole scale, it was obtained as .950 for the responsibility sub-dimension, .953 for the social competence sub-dimension, .957 for the self-regulation sub-dimension, and .921 for the empathy sub-dimension. According to the Pearson Product Moments Correlation coefficient, the correlation coefficients between the sub-dimensions of the scale ranged from .70 to .85, and the sub-dimensions of the scale were found to have high and significant relationships with each other. In light of these findings, it has been revealed that SEARS-T-Turkish is a valid and reliable measurement tool for measuring the social and emotional skills of kindergarten and primary school children.
Anahtar Kelimeler
Destekleyen Kurum
Gazi Üniversitesi Bilimsel Araştırma Projesi
Proje Numarası
04/2020-01
Teşekkür
I would like to thank Gazi University and Scientific Research Projects Coordination Unit for project support, and Gazi University Academic Writing Application and Research Center for proofreading.
Kaynakça
- Ashori, M., & Yazdanipour, M. (2019). Study of Persian version of social-emotional assets and resilience scale’s psychometric properties in normal and deaf preschool children. Empowering Exceptional Children Journal, 10(3), 109-124. https://doi.org/10.22034/CECIRANJ.2020.185738.1204
- Arslan, S., & Akın, A. (2014). Social emotional learning scale: The study of validity and reliability. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 25, 23-34.
- Aygün, E., & Taşkın, Ç. (2017). 3. ve 4. Sınıf öğrencilerinin sosyal-duygusal öğrenme becerilerinin çeşitli değişkenler açısından incelenmesi [investigating of 3rd and 4th grade students' social-emotional learning skills with respect to different variables]. Eğitimde Kuram ve Uygulama, 13(3), 430-454. https://doi.org/10.17244/eku.331910
- Bander, B. (2014). Social-emotional strengths outcomes in kindergarten students. (Publication No. 5448) [Doctoral dissertation, University of South Florida]. USF Tampa Graduate Theses and Dissertations. https://digitalcommons.usf.edu/etd/5448
- Casel (2013). Casel guide: effective social and emotional learning program preschool and elementary school edition. Retrieved from https://files.eric.ed.gov/fulltext/ED581699.pdf.
- Casel (2020). Casel’s SEL framework: what are the core competence areas and where are they promoted? Retrieved from https://casel.org/casel-sel-framework-11-2020/.
- Campbell, A. R., Sallese, M. R., Thompson, J. L., Burke, M. D., & Allen, M.L. (2022). Social-emotional and behavioural support for first- and second-grade black learners at risk for emotional and behavioural problems. Journal of Positive Behaviour Interventions, 1-12. https://doi.org/10.1177/10983007221133525
- Cheng, Y., & Ray, D. C. (2016). Child-centred group play therapy: impact on social-emotional assets of kindergarten children. The Journal of Specialists in Group Work, 41(3), 209-237. https://doi.org/10.1080/01933922.2016.1197350
- Creswell, J. W. (2020). Eğitim Araştırmaları [Educational Research] (H. Ekşi, Trans. Ed.). Edam.
- Cuskley, T. A. (2014). Student achievement: relations among instinct motivation, social-emotional skills and hope. (Publication No. 3579635) [Doctoral dissertation, St. Jhon’s University]. ProQuest Dissertations & Theses Global
- Dracinschi, M. C. (2012). The development of social and emotional abilities of primary school children. Social and Behavioral Sciences, 55, 618-627. https://doi.org/10.1016/j.sbspro.2012.09.544
- Field, A. (2005). Discovering Statistics Using SPSS (2nd ed.). Sage.
- Figueiredo, P., Azeredo, A., Barroso, R., & Barbosa, F. (2020). Psychometric properties of teacher report of social-emotional assets and resilience scale in pre-schoolers and elementary school children. Journal of Psychopathology and Behavioural Assessment, 42, 199-807. Retrieved from https://link.springer.com/article/10.1007/s10862-020-09831-6
- Goleman, D. (2005). Emotional Intelligence. Bantam.
- Göl-Güven, M. (2021). SDÖ tanımı, kavramsal çerçevesi ve modeller (SDL definition, conceptual framework and models). Göl-Güven, M. (Ed.), Çocuklukta Sosyal ve Duygusal Öğrenme (Social and Emotional Learning in Childhood) (pp. 27-71). Yeni İnsan.
- Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modelling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
- Weissberg, R.P., Durlak, J. A., & Domitrovich, C. (2015). Social and emotional learning: past, present and future. Durlak, J. A. Domitrovich, C. Weissberg, R. P. Gullotta, T. P. (Ed.), Handbook for Social and Emotional Learning. (s. 3-19). Guilford.
- Kline, R. B. (2015). Principles and Practice of Structural Equation Modelling. Guilford.
- Ogelman, H. G., Saraç, S., Önder, A., Abanoz, T., & Akay, D. (2021). Turkish validity and reliability study for the social-emotional assets and resiliency scale for preschool. International Journal of New Trends in Arts, Sports & Science Education (IJTASE), 10 (4), 231-242. Retrieved from http://www.ijtase.net/index.php/ijtase/article/view/2
- Ravitch, N. K. (2013). Development and Preliminary Validation of the social-emotional assets and resiliency scale for preschool. [Doctoral dissertation, University of Oregon]. University of Oregon Libraries. http://hdl.handle.net/1794/13409
- Ray, D. C., Angus, E. Robinson, H., Kram, K., Tucker, S., Haas, S., & McClintock, D. (2020). Relationship between adverse childhood experiences, social-emotional competencies and problem behaviours among elementary-aged children. Journal of Child and Adolescent Counselling, 6 (1), 70-82. https://doi.org/10.1080/23727810.2020.1719354
- Stromgren, B., & Couto, K. C. (2022). Psychometric properties of a Norwegian version of the social emotional assets and resilience scales-child-short-form. Assessment for Effective Intervention, 47(3), 179-184. https://doi.org/10.1177/15345084211055473
- Tabachnick, B. G., & Fidell, L. S. (2015). Çok Değişkenli İstatistiklerin Kullanımı (Using Multivariate Statistics) (M. Baloğlu, Trans.), Nobel.
- Totan, T. (2011). Problem çözme becerileri eğitim programının ilköğretim 6. sınıf öğrencilerinin sosyal duygusal öğrenme becerileri üzerine etkisi [The effect of problem solving skills training programme on social emotional learning skills of 6th grade primary school students]. (Publication No. 296494) [Doctoral dissertation, Dokuz Eylül University]. Dokuz Eylül University Libraries. http://hdl.handle.net/20.500.12397/6784
- Kabakçı, Ö. F., & Owen, F. K. (2010). Sosyal duygusal öğrenme becerileri ölçeği geliştirme çalışması (A Study of Development of Social Emotional Learning Skills Scale). Eğitim ve Bilim, 35(157), 152-166. Retrieved from http://egitimvebilim.ted.org.tr/index.php/EB/article/view/293
- MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modelling. Psychological Methods, 1, 130–149.
- Milli Eğitim Bakanlığı [Ministry of Education] (2022a). Sosyal Duygusal Becerilerin Geliştirilmesi Projesi [Social Emotional Skills Development Projec]). Retrieved from https://orgm.meb.gov.tr/www/sosyal-duygusal-becerilerin-gelistirilmesi-projesi/icerik/2103.
- Milli Eğitim Bakanlığı [Ministry of Education] (2022b). Öğrenci Temelli Sosyal Duygusal Beceriler Projesi (SODBEP) [Student Based Social Emotional Skills Project]. Retrieved from http://orgm.meb.gov.tr/www/ogrenci-temelli-sosyal-duygusal-beceriler-projesisodbep/icerik/1987.
- Merell, K.W. (2011). SEARS: Social Emotional Assets and Resilience Scales Professional Manual. PAR.
- Milli Eğitim Temel Kanunu. (1973, 24 June). Resmi Gazete (Sayı: 14574) Retrieved from https://www.resmigazete.gov.tr/arsiv/14574.pdf.
- Nunnally, J. C. (1994). Psychometric Theory. McGraw-Hill.
- Wang, C., Couch, L., Rodriguez, G. R., & Lee, C. (2015). The bullying literature project: using children’ literature to promote prosocial behavior and social-emotional outcomes among elementary school students. Contemporary School Psychology, 19(4), 320–329. Retrieved from https://link.springer.com/article/10.1007/s40688-015-0064-8
- Wilson, B.J., & Ray, D. (2018). Child-centered play therapy: aggression, empathy and self-regulation. Journal of Counselling & Development, 96, 399-409. https://doi.org/10.1002/jcad.12222
- Yıldız, F. Ö., & Akman, B. (2021). Validity and reliability study of the social-emotional assets and resiliency scale for preschool (SEARS-Pre). Eğitim Kuram ve Uygulama Araştırmaları Dergisi (EKUAD), 7(1), 74-86. Retrieved from https://dergipark.org.tr/en/pub/ekuad/issue/60222/930460
- Yue, Y. (2018). The effect of an Orff-based curriculum on social and emotional competence of migrant children in a suburban kindergarten in Shanghai. (Publication No. 3531) [Doctoral dissertation, University of Pacific]. University of the Pacific Libraries. https://scholarlycommons.pacific.edu/uop_etds/3531
- Yue, Y. (2019). Reliability and validity of the Chinese version of the teacher form of social emotional assets and resilience scales for children. Paper presented at the International Conference on Advanced Education and Management (ICAEM 2019), Shenzhen, China.
Yıl 2023,
Cilt: 13 Sayı: 70, 287 - 300, 30.09.2023
Öz
Proje Numarası
04/2020-01
Kaynakça
- Ashori, M., & Yazdanipour, M. (2019). Study of Persian version of social-emotional assets and resilience scale’s psychometric properties in normal and deaf preschool children. Empowering Exceptional Children Journal, 10(3), 109-124. https://doi.org/10.22034/CECIRANJ.2020.185738.1204
- Arslan, S., & Akın, A. (2014). Social emotional learning scale: The study of validity and reliability. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 25, 23-34.
- Aygün, E., & Taşkın, Ç. (2017). 3. ve 4. Sınıf öğrencilerinin sosyal-duygusal öğrenme becerilerinin çeşitli değişkenler açısından incelenmesi [investigating of 3rd and 4th grade students' social-emotional learning skills with respect to different variables]. Eğitimde Kuram ve Uygulama, 13(3), 430-454. https://doi.org/10.17244/eku.331910
- Bander, B. (2014). Social-emotional strengths outcomes in kindergarten students. (Publication No. 5448) [Doctoral dissertation, University of South Florida]. USF Tampa Graduate Theses and Dissertations. https://digitalcommons.usf.edu/etd/5448
- Casel (2013). Casel guide: effective social and emotional learning program preschool and elementary school edition. Retrieved from https://files.eric.ed.gov/fulltext/ED581699.pdf.
- Casel (2020). Casel’s SEL framework: what are the core competence areas and where are they promoted? Retrieved from https://casel.org/casel-sel-framework-11-2020/.
- Campbell, A. R., Sallese, M. R., Thompson, J. L., Burke, M. D., & Allen, M.L. (2022). Social-emotional and behavioural support for first- and second-grade black learners at risk for emotional and behavioural problems. Journal of Positive Behaviour Interventions, 1-12. https://doi.org/10.1177/10983007221133525
- Cheng, Y., & Ray, D. C. (2016). Child-centred group play therapy: impact on social-emotional assets of kindergarten children. The Journal of Specialists in Group Work, 41(3), 209-237. https://doi.org/10.1080/01933922.2016.1197350
- Creswell, J. W. (2020). Eğitim Araştırmaları [Educational Research] (H. Ekşi, Trans. Ed.). Edam.
- Cuskley, T. A. (2014). Student achievement: relations among instinct motivation, social-emotional skills and hope. (Publication No. 3579635) [Doctoral dissertation, St. Jhon’s University]. ProQuest Dissertations & Theses Global
- Dracinschi, M. C. (2012). The development of social and emotional abilities of primary school children. Social and Behavioral Sciences, 55, 618-627. https://doi.org/10.1016/j.sbspro.2012.09.544
- Field, A. (2005). Discovering Statistics Using SPSS (2nd ed.). Sage.
- Figueiredo, P., Azeredo, A., Barroso, R., & Barbosa, F. (2020). Psychometric properties of teacher report of social-emotional assets and resilience scale in pre-schoolers and elementary school children. Journal of Psychopathology and Behavioural Assessment, 42, 199-807. Retrieved from https://link.springer.com/article/10.1007/s10862-020-09831-6
- Goleman, D. (2005). Emotional Intelligence. Bantam.
- Göl-Güven, M. (2021). SDÖ tanımı, kavramsal çerçevesi ve modeller (SDL definition, conceptual framework and models). Göl-Güven, M. (Ed.), Çocuklukta Sosyal ve Duygusal Öğrenme (Social and Emotional Learning in Childhood) (pp. 27-71). Yeni İnsan.
- Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modelling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
- Weissberg, R.P., Durlak, J. A., & Domitrovich, C. (2015). Social and emotional learning: past, present and future. Durlak, J. A. Domitrovich, C. Weissberg, R. P. Gullotta, T. P. (Ed.), Handbook for Social and Emotional Learning. (s. 3-19). Guilford.
- Kline, R. B. (2015). Principles and Practice of Structural Equation Modelling. Guilford.
- Ogelman, H. G., Saraç, S., Önder, A., Abanoz, T., & Akay, D. (2021). Turkish validity and reliability study for the social-emotional assets and resiliency scale for preschool. International Journal of New Trends in Arts, Sports & Science Education (IJTASE), 10 (4), 231-242. Retrieved from http://www.ijtase.net/index.php/ijtase/article/view/2
- Ravitch, N. K. (2013). Development and Preliminary Validation of the social-emotional assets and resiliency scale for preschool. [Doctoral dissertation, University of Oregon]. University of Oregon Libraries. http://hdl.handle.net/1794/13409
- Ray, D. C., Angus, E. Robinson, H., Kram, K., Tucker, S., Haas, S., & McClintock, D. (2020). Relationship between adverse childhood experiences, social-emotional competencies and problem behaviours among elementary-aged children. Journal of Child and Adolescent Counselling, 6 (1), 70-82. https://doi.org/10.1080/23727810.2020.1719354
- Stromgren, B., & Couto, K. C. (2022). Psychometric properties of a Norwegian version of the social emotional assets and resilience scales-child-short-form. Assessment for Effective Intervention, 47(3), 179-184. https://doi.org/10.1177/15345084211055473
- Tabachnick, B. G., & Fidell, L. S. (2015). Çok Değişkenli İstatistiklerin Kullanımı (Using Multivariate Statistics) (M. Baloğlu, Trans.), Nobel.
- Totan, T. (2011). Problem çözme becerileri eğitim programının ilköğretim 6. sınıf öğrencilerinin sosyal duygusal öğrenme becerileri üzerine etkisi [The effect of problem solving skills training programme on social emotional learning skills of 6th grade primary school students]. (Publication No. 296494) [Doctoral dissertation, Dokuz Eylül University]. Dokuz Eylül University Libraries. http://hdl.handle.net/20.500.12397/6784
- Kabakçı, Ö. F., & Owen, F. K. (2010). Sosyal duygusal öğrenme becerileri ölçeği geliştirme çalışması (A Study of Development of Social Emotional Learning Skills Scale). Eğitim ve Bilim, 35(157), 152-166. Retrieved from http://egitimvebilim.ted.org.tr/index.php/EB/article/view/293
- MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modelling. Psychological Methods, 1, 130–149.
- Milli Eğitim Bakanlığı [Ministry of Education] (2022a). Sosyal Duygusal Becerilerin Geliştirilmesi Projesi [Social Emotional Skills Development Projec]). Retrieved from https://orgm.meb.gov.tr/www/sosyal-duygusal-becerilerin-gelistirilmesi-projesi/icerik/2103.
- Milli Eğitim Bakanlığı [Ministry of Education] (2022b). Öğrenci Temelli Sosyal Duygusal Beceriler Projesi (SODBEP) [Student Based Social Emotional Skills Project]. Retrieved from http://orgm.meb.gov.tr/www/ogrenci-temelli-sosyal-duygusal-beceriler-projesisodbep/icerik/1987.
- Merell, K.W. (2011). SEARS: Social Emotional Assets and Resilience Scales Professional Manual. PAR.
- Milli Eğitim Temel Kanunu. (1973, 24 June). Resmi Gazete (Sayı: 14574) Retrieved from https://www.resmigazete.gov.tr/arsiv/14574.pdf.
- Nunnally, J. C. (1994). Psychometric Theory. McGraw-Hill.
- Wang, C., Couch, L., Rodriguez, G. R., & Lee, C. (2015). The bullying literature project: using children’ literature to promote prosocial behavior and social-emotional outcomes among elementary school students. Contemporary School Psychology, 19(4), 320–329. Retrieved from https://link.springer.com/article/10.1007/s40688-015-0064-8
- Wilson, B.J., & Ray, D. (2018). Child-centered play therapy: aggression, empathy and self-regulation. Journal of Counselling & Development, 96, 399-409. https://doi.org/10.1002/jcad.12222
- Yıldız, F. Ö., & Akman, B. (2021). Validity and reliability study of the social-emotional assets and resiliency scale for preschool (SEARS-Pre). Eğitim Kuram ve Uygulama Araştırmaları Dergisi (EKUAD), 7(1), 74-86. Retrieved from https://dergipark.org.tr/en/pub/ekuad/issue/60222/930460
- Yue, Y. (2018). The effect of an Orff-based curriculum on social and emotional competence of migrant children in a suburban kindergarten in Shanghai. (Publication No. 3531) [Doctoral dissertation, University of Pacific]. University of the Pacific Libraries. https://scholarlycommons.pacific.edu/uop_etds/3531
- Yue, Y. (2019). Reliability and validity of the Chinese version of the teacher form of social emotional assets and resilience scales for children. Paper presented at the International Conference on Advanced Education and Management (ICAEM 2019), Shenzhen, China.
Toplam 36 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Psikoloji |
| Bölüm | Makaleler |
| Yazarlar | |
| Proje Numarası | 04/2020-01 |
| Yayımlanma Tarihi | 30 Eylül 2023 |
| Yayımlandığı Sayı | Yıl 2023 Cilt: 13 Sayı: 70 |
!! From 30 November 2023, English language proofreading will be required for accepted articles to ensure language quality.