Research Article
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Adaptation Of The Three-Dimensional Contribution Scale In Turkish: Validity and Safety Study

Year 2020, Volume: 28 Issue: 1, 539 - 548, 31.01.2020
https://doi.org/10.24106/kefdergi.3763

Abstract

The purpose of the current study was to adapt the Three-Dimensional Contribution Scale (3D CON) to Turk-ish. The participants ranged in age from 14 to 19 (x̄= 15.81, ss=1.265). Construct validity of the scale was en-sured through confirmatory factor analysis; 5D Adolescent Well-being Scale was employed for fit validity. Reliability analysis was performed through internal consistency Cronbach Alpha and test-retest method. The analyses pro-duced acceptable fit indices and thus the 3-component structure of the scale was confirmed. In addition, correla-tion analysis results also confirmed that the scale had fit validity. The results showed that the 3D Contribution Scale was a reliable and a valid scale.

References

  • Benson, P. L. ve C. Scales, P. (2009). The definition and preliminary measurement of thriving in adolescence. The Journal of Positive Psychology, 4, 85–104. https://doi.org/10.1080/17439760802399240
  • Bowers, E. P., Li, Y., Kiely, M. K., Brittian, A., Lerner, J. V. ve Lerner, R. M. (2010). The five Cs model of positive youth development: A longitudinal analysis of confirmatory factor structure and measurement invariance. Journal of youth and adolescence, 39(7), 720-735.
  • Brandtstadter, J. (2006). Action perspectives on human development. In W. Damon (Series Ed.) & R. M. Lerner (Ed.), Hand-book of child psychology: Vol. 1. Theoretical models of human development (6th ed., pp. 516–568). Hoboken, NJ: Wiley.
  • Capps, M. A. (2003). Characteristics of a sense of belonging and its relationship to academic achievement of students in selec-ted middle schools in region IV and VI educational service centers. Unpublished doctoral dissertation, A&M Univer-sity, Texas.
  • Catalano, R. F., Berglund, M. L., Ryan, J. A., Lonczak, H. S. ve Hawkins, J. D. (2004). Positive youth development in the Uni-ted States: Research findings on evaluations of positive youth development programs. The annals of the American academy of political and social science, 591(1), 98-124. http://dx.doi.org/10.1177/0002716203260102.
  • Crocetti, E., Erentaitė, R. ve Žukauskienė, R. (2014). Identity styles, positive youth development, and civic engagement in ado-lescence. Journal of Youth and Adolescence, 43, 1818–1828. https://doi.org/ 10.1007/s10964-014-0100-4.
  • Diener, E. (1994). Assessing subjective well-being: Progress and opportunities. Social indicators research, 31(2), 103-157. http://dx.doi.org/10.1007/BF01207052.
  • Demirci, İ. ve Ekşi, F. (2015). Ergenler için beş boyutlu iyi oluş modeli: EPOCH Ölçeği’nin Türkçe formunun geçerliği ve güve-nirliği. Gençlik Araştırmaları Dergisi, 3(3), 9-30.
  • DeVellis, R. F. (2012). Scale development: Theory and applications (3rd ed.). Thousand Oaks, CA: Sage Publications.
  • Eccles, J. ve Gootman, J. (Eds.). (2002). Community programs to promote youth development. Washington, DC: National Aca-demy Press.
  • Elder, G., Jr. ve Shanahan, M. J. (2006). The life course and human development. In W. Damon (Series Ed.) ve R. M. Lerner (Vol. Ed.), Handbook of child psychology: Vol. 1. Theoretical models of human development (6th ed.; pp. 665–715). Hoboken, NJ: Wiley.
  • Freund, A. M. ve Baltes, P. B. (2002). Life-management strategies of selection, optimization and compensation: Measurement by self-report and construct validity. Journal of Personality and Social Psychology, 82, 642–662.
  • Gestsdóttir, S. ve Lerner, R. M. (2007). Intentional self-regulation and positive youth development in early adolescence: Fin-dings from the 4-h study of positive youth development. Developmental psychology, 43(2), 508.
  • Gottlieb, G., Wahlsten, D. ve Lickliter, R. (2006). The significance of biology for human development: A developmental psyc-hobiological systems view. In W. Damon (Series Ed.) ve R. M. Lerner (Vol. Ed.), Handbook of child psychology: Vol. 1. Theoretical models of human development (6th ed., pp. 210–257). Hoboken, NJ: Wiley.
  • Jelicic, H., Bobek, D. L., Phelps, E., Lerner, R. M. ve Lerner, J. V. (2007). Using positive youth development to predict contri-bution and risk behaviors in early adolescence: Findings from the first two waves of the 4-H Study of Positive Youth Development. International Journal of Behavioral Development, 31(3), 263-273. http://dx.doi.org/10.1177/0165025407076439.
  • Karagöz, Y. (2016). SPSS 23 ve AMOS 23 uygulamalı istatistiksel analizler. Ankara: Nobel Akademik Yayıncılık Eğitim Da-nışmanlık Tic. Ltd. Şti.
  • Kern, M. L., Benson, L., Steinberg, E. A. ve Steinberg, L. (2016). The EPOCH Measure of Adolescent Well-Being. Psychologi-cal Assessment, 28(5), 586. http://dx.doi.org/10.1037/pas0000201.
  • Kline, P. (2000). Handbook of Psychological Testing (2. baskı). London: Routledge.
  • Kaniušonytė, G. ve Žukauskienė, R. (2018). Relationships with parents, identity styles, and positive youth development during the transition from adolescence to emerging adulthood. Emerging adulthood, 6(1), 42-52.
  • Kaniušonytė, G. (2017). Optimalus paauglių psichosocialinis funkcionavimas ir suvoktas tėvų elgesys: raidos trajektorijos ir pokyčio mechanizmai (Doctoral dissertation, Vilnius: Mykolo Romerio universitetas, 2017).
  • Lerner, R.M., Dowling, E. M. ve Anderson, P.M. (2003). Positive youth development: Thriving as the basis of personhood and civil society. Applied Developmental Science, 7, 172–180. https://doi.org/10. 1207/s1532480xads0703_8.
  • Lerner, R. M., Lerner, J. V., Almerigi, J. B., Theokas, C., Phelps, E., Gestsdottir, S., ... von Eye, A. (2005). Positive Youth Deve-lopment, Participation in community youth development programs, and community contributions of fifth-grade ado-lescents findings from the first wave Of the 4-H study of Positive Youth Development. The Journal of Early Adoles-cence, 25(1), 17-71. http://dx.doi.org/10.1177/0272431604272461.
  • Lerner, R. M., Bowers, E. P., Geldhof, G. J., Gestsdóttir, S. ve DeSouza, L. (2012). Promoting positive youth development in the face of contextual changes and challenges: The roles of individual strengths and ecological assets. New directions for youth development, 2012(135), 119-128. http://dx.doi.org/10.1002/yd.20034.
  • Meydan, C. H. ve Şeşen, H. (2015). Yapısal eşitlik modellemesi AMOS uygulamaları. Ankara: Detay Anatolia Akademik Yayın-cılık Ltd. Şti.
  • Nunnally, J. C. ve Bernstein, I. H. (1994). Psychometric theory (3rd ed.). New York, NY: McGraw Hill.
  • Roth, J. L. ve Brooks-Gunn, J. (2003). What exactly is a youth development program? Answers from research and practice. Applied developmental science, 7(2), 94-111. http://dx.doi.org/10.1207/S1532480XADS0702_6.
  • Sakallı-Uğurlu, N. (2008). Erkeklere yönelik çelişik tutumlar ölçeği’nin Türkçeye uyarlanması. [Turkish adaptation of Ambivalence toward men inventory]. Türk Psikoloji Yazıları (Turkish Psychological Articles), 11, 1- 14.
  • Sherrod, L., Torney-Purta, J. ve Flanagan, C. (Eds.). (2010). Handbook of research on civic engagement in youth. Hoboken, NJ: Wiley. http://dx.doi.org/10.1002/9780470767603.fmatter.
  • Stukas, A. A., Daly, M. ve Clary, E. G. (2006). Lessons from research on volunteering for mobilizing adults to volunteer for positive youth development. In Mobilizing adults for positive youth development (pp. 65-82). Springer. http://dx.doi.org/10.1007/0-387-29340-X_4.
  • Tezbaşaran, A. A. (1997). Likert Tipi Ölçek Geliştirme Kılavuzu. Ankara: Türk Psikologlar Derneği.
  • Truskauskaitė-Kunevičienė, I. ve Kaniušonytė, G. (2018). The three-dimensional contribution scale (3DCON): Development and psychometric evaluation. Current Psychology, 1-10.
  • Truskauskaite-Kuneviciene, I. (2015). The role of life satisfaction and volunteering frequency in predicting youth contribution to self, family and community. International Journal of Psychological Studies, 7(1), 51.
  • Truskauskaitė-Kunevičienė, I. (2016). Direct and Mediated Long-Term Effects of the Positive Youth Development Intervention Program Try Volunteering on Empathy and Prosocial Behavior. Social Inquiry into Well-Being, 2(2), 47-54.
  • Truskauskaitė-Kunevičienė, I. (2017). Paauglių klestėjimo skatinimas mokyklos aplinkoje: ilgalaikiai pozityvios jaunimo raidos intervencijos efektai ir poveikio mechanizmai (Doctoral dissertation, Vilnius: Mykolo Romerio universitetas, 2017).
  • Youniss, J. ve Levine, P. (2009). Engaging young people in civic life. Nashville: Vanderbilt University Press. https://doi.org/10.5860/ choice.47-3941.
  • Wandersman, A. ve Florin, P. (2000). Citizen participation and community organizations. In J. Rappaport, ve E. Seidman (Eds.), Handbook of community psychology. New York: Plenum. http://dx.doi.org/10.1007/978-1-4615-4193-6_11.

Üç Boyutlu Katkı Ölçeğinin Türkçe ’ye Uyarlanması: Geçerlik ve Güvenirlik Çalışması

Year 2020, Volume: 28 Issue: 1, 539 - 548, 31.01.2020
https://doi.org/10.24106/kefdergi.3763

Abstract

Bu çalışmanın amacı, üç boyutlu katkı ölçeğini Türk-çe’ye uyarlama, geçerlik ve güvenirlik analizlerini yapmak-tır. Çalışma grubu ortaöğretim öğrencilerinden 14-19 yaş arası katılımcılardan oluşmaktadır (x̄= 15.81, ss=1.265). Ölçeğin yapı geçerliliği doğrulayıcı faktör analizi ile ince-lenmiştir. Üç boyutlu katkı ölçeğinin uyum geçerliliğini test edilmesinde ergenler için beş boyutlu iyi oluş modeli ölçeği kullanılmıştır. Ölçeğin güvenirlik analizi, iç tutarlılık Cron-bach alfa katsayısı ve test tekrar yöntemleri ile yapılmıştır. Doğrulayıcı faktör analizi sonunda kabul edilebilir sınırlar-da uyum iyiliği değerlerine ulaşılmış ve üç boyutlu katkı ölçeğinin üç bileşenli yapısı doğrulanmıştır. Bunlarla birlik-te korelasyon analizlerinden elde edilen sonuçlar da ölçe-ğin uyum geçerliğini sağladığını ortaya koymaktadır. Araş-tırma bulguları üç boyutlu katkı ölçeğinin geçerli ve güveni-lir bir ölçme aracı olduğunu göstermektedir.

References

  • Benson, P. L. ve C. Scales, P. (2009). The definition and preliminary measurement of thriving in adolescence. The Journal of Positive Psychology, 4, 85–104. https://doi.org/10.1080/17439760802399240
  • Bowers, E. P., Li, Y., Kiely, M. K., Brittian, A., Lerner, J. V. ve Lerner, R. M. (2010). The five Cs model of positive youth development: A longitudinal analysis of confirmatory factor structure and measurement invariance. Journal of youth and adolescence, 39(7), 720-735.
  • Brandtstadter, J. (2006). Action perspectives on human development. In W. Damon (Series Ed.) & R. M. Lerner (Ed.), Hand-book of child psychology: Vol. 1. Theoretical models of human development (6th ed., pp. 516–568). Hoboken, NJ: Wiley.
  • Capps, M. A. (2003). Characteristics of a sense of belonging and its relationship to academic achievement of students in selec-ted middle schools in region IV and VI educational service centers. Unpublished doctoral dissertation, A&M Univer-sity, Texas.
  • Catalano, R. F., Berglund, M. L., Ryan, J. A., Lonczak, H. S. ve Hawkins, J. D. (2004). Positive youth development in the Uni-ted States: Research findings on evaluations of positive youth development programs. The annals of the American academy of political and social science, 591(1), 98-124. http://dx.doi.org/10.1177/0002716203260102.
  • Crocetti, E., Erentaitė, R. ve Žukauskienė, R. (2014). Identity styles, positive youth development, and civic engagement in ado-lescence. Journal of Youth and Adolescence, 43, 1818–1828. https://doi.org/ 10.1007/s10964-014-0100-4.
  • Diener, E. (1994). Assessing subjective well-being: Progress and opportunities. Social indicators research, 31(2), 103-157. http://dx.doi.org/10.1007/BF01207052.
  • Demirci, İ. ve Ekşi, F. (2015). Ergenler için beş boyutlu iyi oluş modeli: EPOCH Ölçeği’nin Türkçe formunun geçerliği ve güve-nirliği. Gençlik Araştırmaları Dergisi, 3(3), 9-30.
  • DeVellis, R. F. (2012). Scale development: Theory and applications (3rd ed.). Thousand Oaks, CA: Sage Publications.
  • Eccles, J. ve Gootman, J. (Eds.). (2002). Community programs to promote youth development. Washington, DC: National Aca-demy Press.
  • Elder, G., Jr. ve Shanahan, M. J. (2006). The life course and human development. In W. Damon (Series Ed.) ve R. M. Lerner (Vol. Ed.), Handbook of child psychology: Vol. 1. Theoretical models of human development (6th ed.; pp. 665–715). Hoboken, NJ: Wiley.
  • Freund, A. M. ve Baltes, P. B. (2002). Life-management strategies of selection, optimization and compensation: Measurement by self-report and construct validity. Journal of Personality and Social Psychology, 82, 642–662.
  • Gestsdóttir, S. ve Lerner, R. M. (2007). Intentional self-regulation and positive youth development in early adolescence: Fin-dings from the 4-h study of positive youth development. Developmental psychology, 43(2), 508.
  • Gottlieb, G., Wahlsten, D. ve Lickliter, R. (2006). The significance of biology for human development: A developmental psyc-hobiological systems view. In W. Damon (Series Ed.) ve R. M. Lerner (Vol. Ed.), Handbook of child psychology: Vol. 1. Theoretical models of human development (6th ed., pp. 210–257). Hoboken, NJ: Wiley.
  • Jelicic, H., Bobek, D. L., Phelps, E., Lerner, R. M. ve Lerner, J. V. (2007). Using positive youth development to predict contri-bution and risk behaviors in early adolescence: Findings from the first two waves of the 4-H Study of Positive Youth Development. International Journal of Behavioral Development, 31(3), 263-273. http://dx.doi.org/10.1177/0165025407076439.
  • Karagöz, Y. (2016). SPSS 23 ve AMOS 23 uygulamalı istatistiksel analizler. Ankara: Nobel Akademik Yayıncılık Eğitim Da-nışmanlık Tic. Ltd. Şti.
  • Kern, M. L., Benson, L., Steinberg, E. A. ve Steinberg, L. (2016). The EPOCH Measure of Adolescent Well-Being. Psychologi-cal Assessment, 28(5), 586. http://dx.doi.org/10.1037/pas0000201.
  • Kline, P. (2000). Handbook of Psychological Testing (2. baskı). London: Routledge.
  • Kaniušonytė, G. ve Žukauskienė, R. (2018). Relationships with parents, identity styles, and positive youth development during the transition from adolescence to emerging adulthood. Emerging adulthood, 6(1), 42-52.
  • Kaniušonytė, G. (2017). Optimalus paauglių psichosocialinis funkcionavimas ir suvoktas tėvų elgesys: raidos trajektorijos ir pokyčio mechanizmai (Doctoral dissertation, Vilnius: Mykolo Romerio universitetas, 2017).
  • Lerner, R.M., Dowling, E. M. ve Anderson, P.M. (2003). Positive youth development: Thriving as the basis of personhood and civil society. Applied Developmental Science, 7, 172–180. https://doi.org/10. 1207/s1532480xads0703_8.
  • Lerner, R. M., Lerner, J. V., Almerigi, J. B., Theokas, C., Phelps, E., Gestsdottir, S., ... von Eye, A. (2005). Positive Youth Deve-lopment, Participation in community youth development programs, and community contributions of fifth-grade ado-lescents findings from the first wave Of the 4-H study of Positive Youth Development. The Journal of Early Adoles-cence, 25(1), 17-71. http://dx.doi.org/10.1177/0272431604272461.
  • Lerner, R. M., Bowers, E. P., Geldhof, G. J., Gestsdóttir, S. ve DeSouza, L. (2012). Promoting positive youth development in the face of contextual changes and challenges: The roles of individual strengths and ecological assets. New directions for youth development, 2012(135), 119-128. http://dx.doi.org/10.1002/yd.20034.
  • Meydan, C. H. ve Şeşen, H. (2015). Yapısal eşitlik modellemesi AMOS uygulamaları. Ankara: Detay Anatolia Akademik Yayın-cılık Ltd. Şti.
  • Nunnally, J. C. ve Bernstein, I. H. (1994). Psychometric theory (3rd ed.). New York, NY: McGraw Hill.
  • Roth, J. L. ve Brooks-Gunn, J. (2003). What exactly is a youth development program? Answers from research and practice. Applied developmental science, 7(2), 94-111. http://dx.doi.org/10.1207/S1532480XADS0702_6.
  • Sakallı-Uğurlu, N. (2008). Erkeklere yönelik çelişik tutumlar ölçeği’nin Türkçeye uyarlanması. [Turkish adaptation of Ambivalence toward men inventory]. Türk Psikoloji Yazıları (Turkish Psychological Articles), 11, 1- 14.
  • Sherrod, L., Torney-Purta, J. ve Flanagan, C. (Eds.). (2010). Handbook of research on civic engagement in youth. Hoboken, NJ: Wiley. http://dx.doi.org/10.1002/9780470767603.fmatter.
  • Stukas, A. A., Daly, M. ve Clary, E. G. (2006). Lessons from research on volunteering for mobilizing adults to volunteer for positive youth development. In Mobilizing adults for positive youth development (pp. 65-82). Springer. http://dx.doi.org/10.1007/0-387-29340-X_4.
  • Tezbaşaran, A. A. (1997). Likert Tipi Ölçek Geliştirme Kılavuzu. Ankara: Türk Psikologlar Derneği.
  • Truskauskaitė-Kunevičienė, I. ve Kaniušonytė, G. (2018). The three-dimensional contribution scale (3DCON): Development and psychometric evaluation. Current Psychology, 1-10.
  • Truskauskaite-Kuneviciene, I. (2015). The role of life satisfaction and volunteering frequency in predicting youth contribution to self, family and community. International Journal of Psychological Studies, 7(1), 51.
  • Truskauskaitė-Kunevičienė, I. (2016). Direct and Mediated Long-Term Effects of the Positive Youth Development Intervention Program Try Volunteering on Empathy and Prosocial Behavior. Social Inquiry into Well-Being, 2(2), 47-54.
  • Truskauskaitė-Kunevičienė, I. (2017). Paauglių klestėjimo skatinimas mokyklos aplinkoje: ilgalaikiai pozityvios jaunimo raidos intervencijos efektai ir poveikio mechanizmai (Doctoral dissertation, Vilnius: Mykolo Romerio universitetas, 2017).
  • Youniss, J. ve Levine, P. (2009). Engaging young people in civic life. Nashville: Vanderbilt University Press. https://doi.org/10.5860/ choice.47-3941.
  • Wandersman, A. ve Florin, P. (2000). Citizen participation and community organizations. In J. Rappaport, ve E. Seidman (Eds.), Handbook of community psychology. New York: Plenum. http://dx.doi.org/10.1007/978-1-4615-4193-6_11.
There are 36 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Research Article
Authors

Abdullah Aldemir

Seher Balcı Çelik

Publication Date January 31, 2020
Acceptance Date May 30, 2019
Published in Issue Year 2020 Volume: 28 Issue: 1

Cite

APA Aldemir, A., & Balcı Çelik, S. (2020). Üç Boyutlu Katkı Ölçeğinin Türkçe ’ye Uyarlanması: Geçerlik ve Güvenirlik Çalışması. Kastamonu Education Journal, 28(1), 539-548. https://doi.org/10.24106/kefdergi.3763

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