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The Adaptation of School Anxiety Scale-Teacher Report: Validity and Reliability Study

Year 2015, Volume: 4 Issue: 2, 41 - 50, 01.06.2015

Hakan Sarıçam , Kamerşah Çetintaş

https://doi.org/10.30703/cije.321368

Abstract

The aim of this research is to adapt the School Anxiety Scale- Teacher Report (Lyneham,
Street, Abbott, & Rapee, 2008) to Turkish and to examine its psychometric properties.
Participants were total 178 primary school teachers 102 (57.30%) were female, 76 (42.70%)
were male who formed an estimate of 356 primary school students in Turkey. The validity
and reliability of scale was investigated by split half test, Cronbach alpha, and confirmatory
factor analysis. Results confirmatory factor analyses demonstrated that 16 items yielded two
factor as original form and that the two-dimensional model was well fit (χ²/df=1.72,
RMSEA= .044, CFI= .94, GFI= .93, RFI= .95, AGFI= .93, SRMR= .046). Cronbach alpha
internal consistency coefficient was found as .93 for whole scale, .87 for sub-dimension of
general anxiety, .93 for sub-dimension of social anxiety. Spearman-brown formula split-half
reliability coefficient was .88 for whole scale. Corrected item-total correlations ranged from
.49 to .78. As a result, it is possible to say that the School Anxiety Scale-Teacher Report is a
valid and reliable measurement tool to be used for the purpose of measuring school anxiety
levels of primary school students. It would be possible and important analyze the
psychometric characteristics, the factor structure of the scale using in different samples, testretest
reliability and concurrent validity in further studies.

Keywords

School anxiety teacher validity reliabilit

References

  • Allison, V.L., Nativio, D.G., Mitchell, A.M., Ren, D. & Yuhasz, J. (2014). Identifying symptoms of depression and anxiety in students in the school setting. The Journal of School Nursing, 30,165. Originally published online 7 August 2013 DOI: 10.1177/1059840513500076
  • Astor, R. A., Benbenishty, R., Zeira, A., & Vinokur, A. (2002). School climate, observed risky behaviors, and victimization as predictors of high school students' fear and judgments of school violence as a problem. Health Education and Behavior, 29(6), 716- 736.
  • Aytaç, M., & Öngen, B. (2012). Doğrulayıcı faktör analizi ile Yeni Çevresel Paradigma Ölçeğinin yapı geçerliliğinin incelenmesi. İstatistikçiler Dergisi, 5, 14-22.
  • Bados, A. (2005). Trastorno de ansiedad por separación. Rechazo escolar y fobia escolar. Facultad de Psicología. Universidad de Barcelona.
  • Berksun, O. E. (2014). Anksiyete ve anksiyete bozuklukları. Erişim http://www.umitkenanbingol.com/ekitaplar/300406/psi_anksiyete.pdf
  • Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Newbury Park, CA: Sage.
  • Büyüköztürk, Ş. (2012). Veri analizi el kitabı. Ankara: Pegem A Yayıncılık.
  • Büyüköztürk, Ş., Akgün, Ö., Kahveci, Ö., & Demirel, F. (2004). Güdülenme ve Öğrenme Stratejileri Ölçeğinin Türkçe formunun geçerlik ve güvenirlik çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 4(2), 207-239.
  • Byrne, B. M., & Campbell, T. L. (1999). Cross-cultural comparisons and the presumption of equivalent measurement and theoretical structure: A look beneath the surface. Journal of Cross-Cultural Psychology, 30(5), 555-574.
  • Dunn, J. A., Safford, P., Safford, P., Schelkun, R., Scott, R., & Shanks, P. (1967). Children’s attitudes toward school and their relationships with school anxiety, Study I. School Anxiety and Cognitive Functioning: Exploratory Studies. The University of Michigan: Midwest Research Center for Pupil Personnel Service.
  • Dunn, J. A. (1968). The approach-avoidance paradigm as a model for the analysis of school anxiety. Journal of Educational Psychology, 59, 388-394
  • Dunn, J. A. (1969). The ınvestigation of children’s school anxiety: A theory, procedure, and results. Presented in Symposium at Western Psychological Association Meeting. Vancouver, British Colombia.
  • Durmuş, B., Yurtkoru, E. S., & Çinko, M. (2012). Sosyal bilimlerde SPSS'le veri analizi (4.baskı). İstanbul: Beta.
  • Granell de Aldaz, E., Vivas, E., Gelfand, D., & Feldman, L. (1984). Estimating the prevalence of school refusal and school-related fears. A Venezuelan sample. Journal of Nervous and Mental Disease, 172, 722–729.
  • Hu, L. T., & Bnetler, P. M. (1999). Cut off criteria for fit indexes in covariance structural analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
  • Lyneham, H. L., Street, A. K. Abbott, M. J., & Rapee, R. M. (2008). Psychometric properties of the school anxiety scale-Teacher report (SAS-TR). Journal of Anxiety Disorders, 22, 292- 300.
  • Marsh, H. W., Hau, K.T., Artelt, C., Baumert, J., & Peschar, J. L. (2006). OECD’s brief selfreport measure of educational psychology’s most useful affective constructs: Crosscultural, psychometric comparisons across 25 countries. International Journal of Testing, 6(4), 311–360.
  • Martínez-Monteagudo, M. C., Inglés, C. J., Trianes, M. V., & García-Fernández, J. M. (2011). Profiles of school anxiety: Differences in social climate and peer violence. Electronic Journal of Research in Educational Psychology, 9(3), 1023-1042.
  • Martínez-Rodríguez, J. B. (2004). El miedo escolar de los/las alumnos/as y sus diferentes respuestas. Investigación en la Escuela, 54, 27-38.
  • Mayer, D. P. (2008). Overcoming school anxiety: how to help your child deal with separation, tests, homework, bullies, math phobia, and other worries. New York, NY, USA: Amacom. Retrived from http://common.books24x7.com.libezproxy2.syr.edu/toc.aspx?bookid=23793
  • McDonald, A.S. (2001). The prevalence and effects of test anziety in school children. Educational Psychology, 21(1), 89-101.
  • Morris, L. W., Finkelstein, C. S., & Fisher, W. R. (1976). Components of school anxiety: Developmental trends and sex differences. The Journal of Genetic Psychology, 128(1), 49- 57. Retrieved from http://search.proquest.com/docview/1297168331?accountid=14214 Phillips, B.N. (1966). The analysis of causes of anxiety among children in school. Austin, Texas, USA: University of Texas.
  • Ruckstuhl-Valenti, T. (n.d.). Anxiety and phobias “if your own mind is lying to you, you need another opinion”. Retrieved from 24 November 2014 http://www.therapistseattle.net/assets/pdfs/anxieties_phobias.pdf
  • Schelkun, R. F., Dunn, J. A. (1967). Children’s attitudes toward school and their relationships with school anxiety, Study VIII. School Anxiety and the Facilitation of Performance. The University of Michigan: Midwest Research Center for Pupil Personnel Service.
  • Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3(6), 49-74.
  • Şimşek, Ö. F. (2007). Yapısal Eşitlik Modellemesine giriş: Temel ilkeler ve Lisrel uygulamaları. Ankara: Ekinoks Yayınları.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. Boston: Allyn and Bacon.
  • Tezbaşaran, A. (1996). Likert tipi ölçek geliştirme kılavuzu. Ankara: Psikologlar Derneği Yayınları.
  • Theory of Knowledge, A Theory of Knowledge Notebook Online erişim https://edgeofmyknowledge.wordpress.com/2012/12/12/20-primary-andsecondary-emotions/
  • Thomas, S. P. (2010). A novel approach to decreasing bullying. Issues in Mental Health Nursing, 31(9), 551.
  • Yılmaz, V., & Çelik H. E. (2009). Lisrel ile yapısal eşitlik modellemesi-1: Temel kavramlar, uygulamalar, programlama. Ankara: Pegem Akademi Yayınları.

Okul Kaygısı Ölçeği-Öğretmen Formunu Türkçeye Uyarlama: Geçerlik ve Güvenirlik Çalışması

Year 2015, Volume: 4 Issue: 2, 41 - 50, 01.06.2015

Hakan Sarıçam , Kamerşah Çetintaş

https://doi.org/10.30703/cije.321368

Abstract

Bu çalışmanın amacı Lyneham, Street, Abbott, & Rapee (2008) tarafından geliştirilen Okul Kaygısı Ölçeği-Öğretmen Formunu (School Anxiety Scale-Teacher Report) Türk kültürüne uyarlamak ve ölçeğin psikometrik özellikleri incelemektir. Araştırmaya 178 ilkokul öğretmeni katılmış olup; toplam 356 ilkokul öğrencisi değerlendirilmiştir. Ölçeğin psikometrik özellikleri, iki yarı test, iç tutarlık, doğrulayıcı faktör analizi yöntemleriyle incelenmiştir. Ölçeğin yapı geçerliği için uygulanan doğrulayıcı faktör analizinde orijinal formla tutarlı olarak 16 maddenin iki boyutta uyum verdiği görülmüştür (χ²/sd=1,72, RMSEA= .044, CFI= .94, GFI= .93, RFI= .95, AGFI= .93, SRMR= .046). Ölçeğin faktör yükleri .55 ile .79 arasında sıralanmakta olup; Cronbach Alfa iç tutarlılık güvenirlik katsayısı ölçeğin bütünü için .93 olarak bulunmuştur. İki yarı test güvenirliği için Sperman-Brown iki yarı güvenirlik puanı ölçeğin bütünü için .88 olarak hesaplanmış; ayrıca ölçeğin düzeltilmiş madde-toplam korelasyonlarının .49 ile .78 arasında sıralandığı görülmüştür. Bu sonuçlara dayanarak Okul Kaygısı Ölçeği-Öğretmen Formunun psikoloji, psikolojik danışma ve rehberlik ile eğitim alanında kullanılabilecek geçerli ve güvenilir bir ölçme aracı olduğu söylenebilir. Sonraki çalışmalarda ölçeğin farklı örneklem gruplarında uygulanması, test-tekrar test güvenirlik ve ölçüt bağıntılı geçerlik çalışmasının yapılması son derece önemlidir.

Keywords

Okul kaygısı öğretmen geçerlik güvenirlik

References

  • Allison, V.L., Nativio, D.G., Mitchell, A.M., Ren, D. & Yuhasz, J. (2014). Identifying symptoms of depression and anxiety in students in the school setting. The Journal of School Nursing, 30,165. Originally published online 7 August 2013 DOI: 10.1177/1059840513500076
  • Astor, R. A., Benbenishty, R., Zeira, A., & Vinokur, A. (2002). School climate, observed risky behaviors, and victimization as predictors of high school students' fear and judgments of school violence as a problem. Health Education and Behavior, 29(6), 716- 736.
  • Aytaç, M., & Öngen, B. (2012). Doğrulayıcı faktör analizi ile Yeni Çevresel Paradigma Ölçeğinin yapı geçerliliğinin incelenmesi. İstatistikçiler Dergisi, 5, 14-22.
  • Bados, A. (2005). Trastorno de ansiedad por separación. Rechazo escolar y fobia escolar. Facultad de Psicología. Universidad de Barcelona.
  • Berksun, O. E. (2014). Anksiyete ve anksiyete bozuklukları. Erişim http://www.umitkenanbingol.com/ekitaplar/300406/psi_anksiyete.pdf
  • Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Newbury Park, CA: Sage.
  • Büyüköztürk, Ş. (2012). Veri analizi el kitabı. Ankara: Pegem A Yayıncılık.
  • Büyüköztürk, Ş., Akgün, Ö., Kahveci, Ö., & Demirel, F. (2004). Güdülenme ve Öğrenme Stratejileri Ölçeğinin Türkçe formunun geçerlik ve güvenirlik çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 4(2), 207-239.
  • Byrne, B. M., & Campbell, T. L. (1999). Cross-cultural comparisons and the presumption of equivalent measurement and theoretical structure: A look beneath the surface. Journal of Cross-Cultural Psychology, 30(5), 555-574.
  • Dunn, J. A., Safford, P., Safford, P., Schelkun, R., Scott, R., & Shanks, P. (1967). Children’s attitudes toward school and their relationships with school anxiety, Study I. School Anxiety and Cognitive Functioning: Exploratory Studies. The University of Michigan: Midwest Research Center for Pupil Personnel Service.
  • Dunn, J. A. (1968). The approach-avoidance paradigm as a model for the analysis of school anxiety. Journal of Educational Psychology, 59, 388-394
  • Dunn, J. A. (1969). The ınvestigation of children’s school anxiety: A theory, procedure, and results. Presented in Symposium at Western Psychological Association Meeting. Vancouver, British Colombia.
  • Durmuş, B., Yurtkoru, E. S., & Çinko, M. (2012). Sosyal bilimlerde SPSS'le veri analizi (4.baskı). İstanbul: Beta.
  • Granell de Aldaz, E., Vivas, E., Gelfand, D., & Feldman, L. (1984). Estimating the prevalence of school refusal and school-related fears. A Venezuelan sample. Journal of Nervous and Mental Disease, 172, 722–729.
  • Hu, L. T., & Bnetler, P. M. (1999). Cut off criteria for fit indexes in covariance structural analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
  • Lyneham, H. L., Street, A. K. Abbott, M. J., & Rapee, R. M. (2008). Psychometric properties of the school anxiety scale-Teacher report (SAS-TR). Journal of Anxiety Disorders, 22, 292- 300.
  • Marsh, H. W., Hau, K.T., Artelt, C., Baumert, J., & Peschar, J. L. (2006). OECD’s brief selfreport measure of educational psychology’s most useful affective constructs: Crosscultural, psychometric comparisons across 25 countries. International Journal of Testing, 6(4), 311–360.
  • Martínez-Monteagudo, M. C., Inglés, C. J., Trianes, M. V., & García-Fernández, J. M. (2011). Profiles of school anxiety: Differences in social climate and peer violence. Electronic Journal of Research in Educational Psychology, 9(3), 1023-1042.
  • Martínez-Rodríguez, J. B. (2004). El miedo escolar de los/las alumnos/as y sus diferentes respuestas. Investigación en la Escuela, 54, 27-38.
  • Mayer, D. P. (2008). Overcoming school anxiety: how to help your child deal with separation, tests, homework, bullies, math phobia, and other worries. New York, NY, USA: Amacom. Retrived from http://common.books24x7.com.libezproxy2.syr.edu/toc.aspx?bookid=23793
  • McDonald, A.S. (2001). The prevalence and effects of test anziety in school children. Educational Psychology, 21(1), 89-101.
  • Morris, L. W., Finkelstein, C. S., & Fisher, W. R. (1976). Components of school anxiety: Developmental trends and sex differences. The Journal of Genetic Psychology, 128(1), 49- 57. Retrieved from http://search.proquest.com/docview/1297168331?accountid=14214 Phillips, B.N. (1966). The analysis of causes of anxiety among children in school. Austin, Texas, USA: University of Texas.
  • Ruckstuhl-Valenti, T. (n.d.). Anxiety and phobias “if your own mind is lying to you, you need another opinion”. Retrieved from 24 November 2014 http://www.therapistseattle.net/assets/pdfs/anxieties_phobias.pdf
  • Schelkun, R. F., Dunn, J. A. (1967). Children’s attitudes toward school and their relationships with school anxiety, Study VIII. School Anxiety and the Facilitation of Performance. The University of Michigan: Midwest Research Center for Pupil Personnel Service.
  • Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3(6), 49-74.
  • Şimşek, Ö. F. (2007). Yapısal Eşitlik Modellemesine giriş: Temel ilkeler ve Lisrel uygulamaları. Ankara: Ekinoks Yayınları.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. Boston: Allyn and Bacon.
  • Tezbaşaran, A. (1996). Likert tipi ölçek geliştirme kılavuzu. Ankara: Psikologlar Derneği Yayınları.
  • Theory of Knowledge, A Theory of Knowledge Notebook Online erişim https://edgeofmyknowledge.wordpress.com/2012/12/12/20-primary-andsecondary-emotions/
  • Thomas, S. P. (2010). A novel approach to decreasing bullying. Issues in Mental Health Nursing, 31(9), 551.
  • Yılmaz, V., & Çelik H. E. (2009). Lisrel ile yapısal eşitlik modellemesi-1: Temel kavramlar, uygulamalar, programlama. Ankara: Pegem Akademi Yayınları.
There are 31 citations in total.

Details

Other ID JA43KK82ER
Journal Section Articles
Authors

Hakan Sarıçam

Kamerşah Çetintaş

Publication Date June 1, 2015
Published in Issue Year 2015 Volume: 4 Issue: 2

Cite

APA Sarıçam, H., & Çetintaş, K. (2015). Okul Kaygısı Ölçeği-Öğretmen Formunu Türkçeye Uyarlama: Geçerlik ve Güvenirlik Çalışması. Cumhuriyet Uluslararası Eğitim Dergisi, 4(2), 41-50. https://doi.org/10.30703/cije.321368

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