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Çocukların Akran İlişkileri Öğretmen Değerlendirme Ölçeğinin Geçerlilik ve Güvenilirlik Çalışması

Yıl 2021, Cilt: 10 Sayı: 3, 1066 - 1084, 26.09.2021

Nevra Atış Akyol , Neslihan Güney Karaman

https://doi.org/10.30703/cije.811946
Cited By: 2

Öz

Sosyal bir varlık olarak dünyaya gelen ve yaşı ile birlikte sosyal çevresini genişletmeye devam eden çocuklar için sosyalleşme sürecinde akranları ile kurdukları ilişkiler son derece önemlidir. Erken çocukluk döneminde akran ilişkilerinin en yoğun yaşandığı ortam olan okul öncesi eğitim kurumlarında kurulan akran ilişkilerinin yapısını anlamak çocukların gelişimlerini desteklemek için kritik bir dönemdir. Bu nedenle bu çalışmanın amacı, okul öncesi dönem 4-6 yaş çocuklarının akran ilişkilerini belirlemek amacıyla “Çocuk Akran İlişkileri Öğretmen Değerlendirme Ölçeği” nin Türkçeye uyarlanarak geçerlik ve güvenirlik çalışmasını yapmaktır. Çalışmanın örneklemini, 2018-2019 eğitim öğretim yılı bahar döneminde Ankara iline bağlı anasınıflarından tabakalı örnekleme yöntemi ile belirlenen 300 çocuk oluşturmaktadır. Ölçek Akran İlişkileri, Saldırganlık, Çocukların Sosyal Becerilerine İlişkin Öğretmen Değerlendirmesi olmak üzere 3 alt boyuttan, 18 maddeden oluşan 5’li likert tipinde bir ölçme aracıdır. Ölçeğin yapı geçerliliğinin sağlanması için Doğrulayıcı Faktör Analizi (DFA) yapılmış ve DFA sonucunda ölçeğin orijinal faktör yapısının korunduğu gözlemlenmiştir. Ölçeğin güvenirliği ise iç tutarlılık katsayısı ile kontrol edilmiştir. Cronbach Alpha katsayıları; Akran İlişkileri alt boyutu için .85; Saldırganlık alt boyutu için .88; Çocukların Sosyal Becerilerine İlişkin Öğretmen Değerlendirmesi alt boyutu için .94; olarak hesaplanmıştır. Elde edilen bu sonuçlara göre Çocuk Akran İlişkileri Öğretmen Değerlendirme Ölçeği geçerli ve güvenilir olarak Türkçeye uyarlanmıştır.

Anahtar Kelimeler

okul öncesi dönem erken çocukluk dönemi akran ilişkileri saldırganlık sosyal beceriler

Destekleyen Kurum

TUBİTAK 2214

Kaynakça

  • Arewasikporn, A., Davis, M.C. & Zautra, A. (2013). Resilience: A framework for understanding the dynamic relationship between social relations and health, Matthew L. &Nicole A. R. icinde, Health and social relationships: The good, the bad, and the complicated. (s.215-231), American Psychological Association. https://doi.org/10.1037/14036-010
  • Asher, S. R., & Dodge, K. A. (1986). Identifying children who are rejected by their peers. Developmental psychology, 22(4), 444. https://doi.org/10.1037/0012-1649.22.4.444
  • Bandura A., & Walters R. H. (1963). Social learning and personality development. New York: Holt, Rinehart and Winston.
  • Baumgartner, H., & Homburg, C. (1996). Applications of structural equation modeling in marketing and consumer research: A review. International Journal of Research in Marketing, 13(2), 139-161. https://doi.org/10.1016/0167-8116(95)00038-0
  • Bentler, P.M. (1980). Multivariate analysis with latent variables: Causal modeling. Annual Review of Psychology, 31, 419-456. https://doi.org/10.1146/annurev.ps.31.020180.002223
  • Berk, L. ve Winsler, A. (1995). Scaffolding Children’s Learning: Vygotsky and Early Childhood Education. Washington: NAEYC.
  • Bjorklund, D. (2005). Children’s Thinking: Cognitive Development and Individual Difference. Belmont: Thomson Wadsworth.
  • Bronfenbrenner, U. (1994). Ecological models of human development. Readings on the development of children, 2(1), 37-43.
  • Bryan, K. S., Puckett, Y. N., & Newman, M. L. (2013). Peer relationships and health: From childhood through adulthood. Health and social relationships: The good, the bad, and the complicated, 167-188. https://doi.org/10.1037/14036-008
  • Büyüköztürk, S., Kılıç-Çakmak E., Akgün, Ö. E., Karadeniz, S. & Demirel, F. (2012). Bilimsel araştırma yöntemleri (12.baskı). Ankara: Pegem Akademi.
  • Can, A. (2018). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. Ankara: Pegem Akademi.
  • Carter, C., & Nutbrown, C. (2016). A Pedagogy of Friendship: young children’s friendships and how schools can support them. International Journal of Early Years Education, 24(4), 395-413. https://doi.org/10.1080/09669760.2016.1189813
  • Coie, J. D., & Dodge, K. A. (1988). Multiple sources of data on social behavior and social status in the school: A cross-age comparison. Child Development, 59, 815–829. https://doi.org/10.2307/1130578
  • Coie, J. D., K. A. Dodge & H. Coppotelli. (1982). Dimensions and Types of Social Status: A Crossage Perspective. Developmental Psychology 18 (4): 557–570. https://doi.org/10.1037/0012-1649.18.4.557
  • 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. https://doi.org/10.1037/spq0000179
  • Corsaro, W. (2003). We’re Friends, Right? Inside Kids’ Culture. Washington, DC: Joesph Henry.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli. istatistik spss ve lisrel uygulamaları, 2. Ankara: Pegem
  • Dockett, S., & B. Perry. (1999). Starting School: What do the Children Say? Early Child Development and Care 159 (1): 107–119. https://doi.org/10.1080/0300443991590109
  • Dodge, K. A., & Coie, J. D. (1987). Social-information-processing factors in reactive and proactive aggression in children’s peer groups. Journal of Personality and Social Psychology, 53, 1146–1158. https://doi.org/10.1037/0022-3514.53.6.1146
  • Dodge, K. A., & Somberg, D. R. (1987). Hostile attributional biases among aggressive boys are exacerbated under conditions of threats to the self. Child Development, 213-224. https://doi.org/10.2307/1130303
  • Elliott, S., N. (2002). Childrens social behaviors as predictors of academic achievement: a longitudinal analysis. School Psychology Quarterly, 7 (1), 1-23. https://doi.org/10.1521/scpq.17.1.1.19902
  • Gini, G., Marino, C., Pozzoli, T., & Holt, M. (2018). Associations between peer victimization, perceived teacher unfairness, and adolescents' adjustment and well-being. Journal of school psychology, 67, 56-68. https://doi.org/10.1016/j.jsp.2017.09.005
  • Guild, D. J., Toth, S. L., Handley, E. D., Rogosch, F. A., & Cicchetti, D. (2017). Attachment security mediates the longitudinal association between child–parent psychotherapy and peer relations for toddlers of depressed mothers. Development and psychopathology, 29(2), 587-600. https://doi.org/10.1017/S0954579417000207
  • Hambleton R.K, Meranda P.F. & Spielberger C.D. (2017). Eğitim deve psikolojide kullanılan testlerin kültürlerarası değerlendirme amacı ile uyarlanması. (Çev. N. Koçve A. Yıldırım). Pegem Akademi (Orijinal çalışmanın yayın tarihi 2005).
  • Hamerslag, R., Oostdam, R., & Tavecchio, L. (2018). Inside school readiness: the role of socioemotional and behavioral factors in relation to school, teachers, peers and academic outcome in kindergarten and first grade. European Early Childhood Education Research Journal, 26(1), 80-96. https://doi.org/10.1080/1350293X.2018.1412035
  • Hay, D. F. (2005). Early peer relations and their impact on children’s development. Encyclopedia on early childhood development, 1(1), 1-6.
  • Hay, D. F., Payne, A., & Chadwick, A. (2004). Peer relations in childhood. Journal of Child Psychology And Psychiatry, 45(1), 84-108. https://doi.org/10.1046/j.0021-9630.2003.00308.x
  • Howes, C. (2009). Friendships and peers. Benson, J. B., Haithh, M. (Ed.), Social and emotional devlopment in infancy and early childhood (156-166). UK: Elsevier.
  • Hymel, S. & S. R. Asher. 1977. “Assessment and training of ısolated children’s social skills.”Paper presented at the biennial meeting of the Society for Research in Child Development, New Orleans, April. ERIC Document Reproduction Service No. ED 136980. http://www.eric.ed.gov/PDFS/ED136930.pdf.
  • Karasar, N. (2007). Bilimsel araştırma yöntemleri (17. baskı). Ankara: Nobel Yayıncılık.
  • Kline, R.B. (2011). Principles and practice of structural equation modeling. New York: The Guilford Press.
  • Ladd GW, Troop-Gordon W. (2003). The role of chronic peer difficulties in the development of children’s psychological adjustment problems. Child Development,;74(5):1344-1367. https://doi.org/10.1111/1467-8624.00611
  • Ladd, G. W., B. J. Kochenderfer, & C. C. Coleman. (1996). “Friendship Quality as a Predictor of Young Children’s Early School Adjustment.” Child Development 67 (3): 1103–1118. https://doi.org/10.1111/j.1467-8624.1996.tb01785.x
  • Lam, S., & Dickerson, S. S. (2013). Social relationships, social threat, and health. In M. L. Newman & N. A. Roberts (Eds.), Health and social relationships: The good, the bad, and the complicated (pp. 19-38). Washington, DC, US: American Psychological Association. https://doi.org/10.1037/14036-002
  • Ledger, E., A. B. Smith, & P. Rich. 2000. Friendships over the transition from early childhood centre to school. International Journal of Early Years Education 8 (1): 57–69. https://doi.org/10.1080/096697600111743
  • Margetts, K. (1997). Factors ımpacting on children’s adjustment to the first year of school. Early Childhood, 3, 53–56. https://doi.org/10.18296/set.0867
  • Margetts, K. (2002). “Transition to school: complexity and diversity. European. Early Childhood Education Research Journal, 10 (2): 103–114. Doi:10.1080/13502930285208981.
  • MEB, 2018. http://ankara.meb.gov.tr/www/egitim-istatistikleri/icerik/24 adresinden 20 Aralık 2018 tarihinde elde edilmiştir.
  • Meece, D., & Mize, J. (2009). Cognitive representations of peer relationships: Linkages with discrete social cognition and social behavior. Early Child Development and Care, 179 (5), 539-557. Doi:10.1080/13619460701269609
  • Meece, D., & Mize, J. (2010). Multiple aspects of preschool children’s social cognition: Relations with peer acceptance and peer interaction style. Early Child Development and Care, 180(5), 585-604. Doi:10.1080/03004430802181452
  • Polat, Ö., & Atış-Akyol, N. (2016). Analyzing the relationship between school readinesses and peer relations of five-year-old children. International Journal on New Trends in Education and Their Implications, 7(4), 29-39.
  • Rubin, K. H., Bowker, J. C., McDonald, K. L. & Menzer, M. (2013). 11 Peer relationships in childhood. The Oxford Handbook of Developmental Psychology, 2: Self and Other, 2, 242. https://doi.org/10.1093/oxfordhb/9780199958474.013.0011
  • Rubin, K. H., R. Coplan., L. J. Nelson., C. S. L. Cheah & D. G. Lagace-Seguin. (1992). “Peer relationships in childhood.” In Developmental Psychology: An Advanced Textbook, edited by M. H. Borastein, and M. E. Lamb, 3rd ed., 451–502. Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Voltmer, K., & von Salisch, M. (2017). Three meta-analyses of children's emotion knowledge and their school success. Learning and Individual Differences, 59, 107-118 Doi:10.1016/j.lindif.2017.08.006
  • Vriniot, K. & E. Matsagouras. (2004). “The transition from kindergarten to school: Social life and learning in the school class from the perspective of the beginners.” Paper presented at the European Conference on Educational Research, University of Crete, September 2004.
  • Woodward LJ, Fergusson DM. (2000). Childhood peer relationship problems and later risks of educational under-achievement and unemployment. Journal of Child Psychology and Psychiatry and Allied Disciplines;41(2):191-201. Doi:10.1111/1469-7610.00600

Validity and Reliability Study of Teacher’s Checklist of Children’s Peer Relationships

Yıl 2021, Cilt: 10 Sayı: 3, 1066 - 1084, 26.09.2021

Nevra Atış Akyol , Neslihan Güney Karaman

https://doi.org/10.30703/cije.811946
Cited By: 2

Öz

For children who are born as a social entity and continue to expand their social environment with their age, the relationships with peers are extremely important for socialization. Understanding the structure of peer relationships established in preschools, where peer relationships are most common in early childhood, is a critical period to support children's development. Therefore, the purpose of this study is to adapt the " Teacher’s Checklist of Children’s Peer Relationships" to Turkish in order to understand the peer relationships of 4-6 years old preschool children, and conducta validity and reliability study. The sample of the study consists of 300 children selected by stratified sampling from kindergartens in Ankara in the spring semester of the 2018-2019 academic year. The scale is a 5-point Likert-type measurement tool consisting of 18 items and 3 sub-dimensions: Peer Relations, Aggression, and Teacher’s Assessments of Children’s Social Skills. Confirmatory Factor Analysis (CFA) was performed to ensure the construct validity of the scale and it was revealed that the original factor structure of the scale was confirmed as a result of CFA. The reliability of the scale was checked with the internal consistency coefficient. Cronbach's Alpha coefficients .85 for Peer Relations sub-dimension; .88 for Aggression sub-dimension; .94 for Teacher’s Assessments of Children’s Social Skills sub-dimension; calculated as. According to these results, the Teacher’s Checklist of Children’s Peer Relationships scale was adapted into Turkish as valid and reliable.

Anahtar Kelimeler

Preschool early childhood peer relations aggression social skills

Kaynakça

  • Arewasikporn, A., Davis, M.C. & Zautra, A. (2013). Resilience: A framework for understanding the dynamic relationship between social relations and health, Matthew L. &Nicole A. R. icinde, Health and social relationships: The good, the bad, and the complicated. (s.215-231), American Psychological Association. https://doi.org/10.1037/14036-010
  • Asher, S. R., & Dodge, K. A. (1986). Identifying children who are rejected by their peers. Developmental psychology, 22(4), 444. https://doi.org/10.1037/0012-1649.22.4.444
  • Bandura A., & Walters R. H. (1963). Social learning and personality development. New York: Holt, Rinehart and Winston.
  • Baumgartner, H., & Homburg, C. (1996). Applications of structural equation modeling in marketing and consumer research: A review. International Journal of Research in Marketing, 13(2), 139-161. https://doi.org/10.1016/0167-8116(95)00038-0
  • Bentler, P.M. (1980). Multivariate analysis with latent variables: Causal modeling. Annual Review of Psychology, 31, 419-456. https://doi.org/10.1146/annurev.ps.31.020180.002223
  • Berk, L. ve Winsler, A. (1995). Scaffolding Children’s Learning: Vygotsky and Early Childhood Education. Washington: NAEYC.
  • Bjorklund, D. (2005). Children’s Thinking: Cognitive Development and Individual Difference. Belmont: Thomson Wadsworth.
  • Bronfenbrenner, U. (1994). Ecological models of human development. Readings on the development of children, 2(1), 37-43.
  • Bryan, K. S., Puckett, Y. N., & Newman, M. L. (2013). Peer relationships and health: From childhood through adulthood. Health and social relationships: The good, the bad, and the complicated, 167-188. https://doi.org/10.1037/14036-008
  • Büyüköztürk, S., Kılıç-Çakmak E., Akgün, Ö. E., Karadeniz, S. & Demirel, F. (2012). Bilimsel araştırma yöntemleri (12.baskı). Ankara: Pegem Akademi.
  • Can, A. (2018). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. Ankara: Pegem Akademi.
  • Carter, C., & Nutbrown, C. (2016). A Pedagogy of Friendship: young children’s friendships and how schools can support them. International Journal of Early Years Education, 24(4), 395-413. https://doi.org/10.1080/09669760.2016.1189813
  • Coie, J. D., & Dodge, K. A. (1988). Multiple sources of data on social behavior and social status in the school: A cross-age comparison. Child Development, 59, 815–829. https://doi.org/10.2307/1130578
  • Coie, J. D., K. A. Dodge & H. Coppotelli. (1982). Dimensions and Types of Social Status: A Crossage Perspective. Developmental Psychology 18 (4): 557–570. https://doi.org/10.1037/0012-1649.18.4.557
  • 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. https://doi.org/10.1037/spq0000179
  • Corsaro, W. (2003). We’re Friends, Right? Inside Kids’ Culture. Washington, DC: Joesph Henry.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli. istatistik spss ve lisrel uygulamaları, 2. Ankara: Pegem
  • Dockett, S., & B. Perry. (1999). Starting School: What do the Children Say? Early Child Development and Care 159 (1): 107–119. https://doi.org/10.1080/0300443991590109
  • Dodge, K. A., & Coie, J. D. (1987). Social-information-processing factors in reactive and proactive aggression in children’s peer groups. Journal of Personality and Social Psychology, 53, 1146–1158. https://doi.org/10.1037/0022-3514.53.6.1146
  • Dodge, K. A., & Somberg, D. R. (1987). Hostile attributional biases among aggressive boys are exacerbated under conditions of threats to the self. Child Development, 213-224. https://doi.org/10.2307/1130303
  • Elliott, S., N. (2002). Childrens social behaviors as predictors of academic achievement: a longitudinal analysis. School Psychology Quarterly, 7 (1), 1-23. https://doi.org/10.1521/scpq.17.1.1.19902
  • Gini, G., Marino, C., Pozzoli, T., & Holt, M. (2018). Associations between peer victimization, perceived teacher unfairness, and adolescents' adjustment and well-being. Journal of school psychology, 67, 56-68. https://doi.org/10.1016/j.jsp.2017.09.005
  • Guild, D. J., Toth, S. L., Handley, E. D., Rogosch, F. A., & Cicchetti, D. (2017). Attachment security mediates the longitudinal association between child–parent psychotherapy and peer relations for toddlers of depressed mothers. Development and psychopathology, 29(2), 587-600. https://doi.org/10.1017/S0954579417000207
  • Hambleton R.K, Meranda P.F. & Spielberger C.D. (2017). Eğitim deve psikolojide kullanılan testlerin kültürlerarası değerlendirme amacı ile uyarlanması. (Çev. N. Koçve A. Yıldırım). Pegem Akademi (Orijinal çalışmanın yayın tarihi 2005).
  • Hamerslag, R., Oostdam, R., & Tavecchio, L. (2018). Inside school readiness: the role of socioemotional and behavioral factors in relation to school, teachers, peers and academic outcome in kindergarten and first grade. European Early Childhood Education Research Journal, 26(1), 80-96. https://doi.org/10.1080/1350293X.2018.1412035
  • Hay, D. F. (2005). Early peer relations and their impact on children’s development. Encyclopedia on early childhood development, 1(1), 1-6.
  • Hay, D. F., Payne, A., & Chadwick, A. (2004). Peer relations in childhood. Journal of Child Psychology And Psychiatry, 45(1), 84-108. https://doi.org/10.1046/j.0021-9630.2003.00308.x
  • Howes, C. (2009). Friendships and peers. Benson, J. B., Haithh, M. (Ed.), Social and emotional devlopment in infancy and early childhood (156-166). UK: Elsevier.
  • Hymel, S. & S. R. Asher. 1977. “Assessment and training of ısolated children’s social skills.”Paper presented at the biennial meeting of the Society for Research in Child Development, New Orleans, April. ERIC Document Reproduction Service No. ED 136980. http://www.eric.ed.gov/PDFS/ED136930.pdf.
  • Karasar, N. (2007). Bilimsel araştırma yöntemleri (17. baskı). Ankara: Nobel Yayıncılık.
  • Kline, R.B. (2011). Principles and practice of structural equation modeling. New York: The Guilford Press.
  • Ladd GW, Troop-Gordon W. (2003). The role of chronic peer difficulties in the development of children’s psychological adjustment problems. Child Development,;74(5):1344-1367. https://doi.org/10.1111/1467-8624.00611
  • Ladd, G. W., B. J. Kochenderfer, & C. C. Coleman. (1996). “Friendship Quality as a Predictor of Young Children’s Early School Adjustment.” Child Development 67 (3): 1103–1118. https://doi.org/10.1111/j.1467-8624.1996.tb01785.x
  • Lam, S., & Dickerson, S. S. (2013). Social relationships, social threat, and health. In M. L. Newman & N. A. Roberts (Eds.), Health and social relationships: The good, the bad, and the complicated (pp. 19-38). Washington, DC, US: American Psychological Association. https://doi.org/10.1037/14036-002
  • Ledger, E., A. B. Smith, & P. Rich. 2000. Friendships over the transition from early childhood centre to school. International Journal of Early Years Education 8 (1): 57–69. https://doi.org/10.1080/096697600111743
  • Margetts, K. (1997). Factors ımpacting on children’s adjustment to the first year of school. Early Childhood, 3, 53–56. https://doi.org/10.18296/set.0867
  • Margetts, K. (2002). “Transition to school: complexity and diversity. European. Early Childhood Education Research Journal, 10 (2): 103–114. Doi:10.1080/13502930285208981.
  • MEB, 2018. http://ankara.meb.gov.tr/www/egitim-istatistikleri/icerik/24 adresinden 20 Aralık 2018 tarihinde elde edilmiştir.
  • Meece, D., & Mize, J. (2009). Cognitive representations of peer relationships: Linkages with discrete social cognition and social behavior. Early Child Development and Care, 179 (5), 539-557. Doi:10.1080/13619460701269609
  • Meece, D., & Mize, J. (2010). Multiple aspects of preschool children’s social cognition: Relations with peer acceptance and peer interaction style. Early Child Development and Care, 180(5), 585-604. Doi:10.1080/03004430802181452
  • Polat, Ö., & Atış-Akyol, N. (2016). Analyzing the relationship between school readinesses and peer relations of five-year-old children. International Journal on New Trends in Education and Their Implications, 7(4), 29-39.
  • Rubin, K. H., Bowker, J. C., McDonald, K. L. & Menzer, M. (2013). 11 Peer relationships in childhood. The Oxford Handbook of Developmental Psychology, 2: Self and Other, 2, 242. https://doi.org/10.1093/oxfordhb/9780199958474.013.0011
  • Rubin, K. H., R. Coplan., L. J. Nelson., C. S. L. Cheah & D. G. Lagace-Seguin. (1992). “Peer relationships in childhood.” In Developmental Psychology: An Advanced Textbook, edited by M. H. Borastein, and M. E. Lamb, 3rd ed., 451–502. Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Voltmer, K., & von Salisch, M. (2017). Three meta-analyses of children's emotion knowledge and their school success. Learning and Individual Differences, 59, 107-118 Doi:10.1016/j.lindif.2017.08.006
  • Vriniot, K. & E. Matsagouras. (2004). “The transition from kindergarten to school: Social life and learning in the school class from the perspective of the beginners.” Paper presented at the European Conference on Educational Research, University of Crete, September 2004.
  • Woodward LJ, Fergusson DM. (2000). Childhood peer relationship problems and later risks of educational under-achievement and unemployment. Journal of Child Psychology and Psychiatry and Allied Disciplines;41(2):191-201. Doi:10.1111/1469-7610.00600
Toplam 46 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Nevra Atış Akyol 0000-0003-4697-847X

Neslihan Güney Karaman 0000-0003-1318-303X

Yayımlanma Tarihi 26 Eylül 2021
Yayımlandığı Sayı Yıl 2021Cilt: 10 Sayı: 3

Kaynak Göster

APA Atış Akyol, N., & Güney Karaman, N. (2021). Çocukların Akran İlişkileri Öğretmen Değerlendirme Ölçeğinin Geçerlilik ve Güvenilirlik Çalışması. Cumhuriyet Uluslararası Eğitim Dergisi, 10(3), 1066-1084. https://doi.org/10.30703/cije.811946

Cited By

The Predictive Role of Preschool Children’s Attachment on Social Competence, Anxiety, Aggression and Self-Control: Peer Relationships as a Mediator
Child Psychiatry & Human Development
https://doi.org/10.1007/s10578-024-01773-4
The Inventory of Resources of Power Used by Pre-school Children: A Validity and Reliability Study
Bartın Üniversitesi Eğitim Fakültesi Dergisi
https://doi.org/10.14686/buefad.1195014
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