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Ergen Öğrencilerin Okulda Temel Psikolojik Gereksinimleri Ölçeğinin Psikometrik Özellikleri: Geçerlik ve Güvenirlik Çalışması

Year 2015, Volume: 16 Issue: 2, 441 - 458, 31.12.2015
https://doi.org/10.12984/eed.83915

Abstract

Ergenlerin farklı yaşam alanlarında temel psikolojik gereksinimlerinin karşılanmasının farklılıklar göstermesi alana özgü psikolojik gereksinimleri değerlendiren ölçme araçlarını gerekli kılmaktadır. Bu çalışmanın amacı okulda temel psikolojik gereksinimlerin karşılanmasını değerlendirmek için geliştirilen “Ergen Öğrencilerin Okulda Temel Psikolojik Gereksinimleri Ölçeği (EÖOTPGÖ)” nin uyarlanması ve psikometrik özelliklerinin değerlendirilmesidir. Çalışmaya katılan öğrencilerin 181’ini (% 55) kadın, 149’unu (% 45) erkek öğrenciler oluşturmuştur. Katılımcıların yaş ortalaması 14.77 (SS = .86) ve yaş aralığı 13-17’dir. Ölçeğin yapı geçerliği içindoğrulayıcı faktör analizi gerçekleştirilmiştir. Geçerlik için ayrıca ölçüt bağıntılı geçerliğe bakılmıştır. Ölçeğin güvenirliği için iç tutarlık ve test-tekrar test korelasyon katsayları hesaplanmıştır. Sonuçlar EÖOTPGÖ’nin ergen öğrencilerin okulda temel psikolojik gereksinimlerinin karşılanma düzeyini değerlendirmede psikometrik açıdan yeterli bir ölçme aracı olduğunu göstermiştir. Ölçeğin gelecekteki araştırma ve eğitim uygulamaları için potansiyel katkıları tartışılmıştır.

References

  • Barnes, T. N., Smith, S. W., ve Miller, M. D. (2014). School-based cognitive-behavioral interventions in the treatment of aggression in the United States: A meta-analysis. Aggression and Violent Behavior 19, 311–321.
  • Black, A.E. ve Deci, E.L. (2000). The Effects of Instructors’ Autonomy Support and Students’ Autonomus Motivation Learning Organic Chemistry: A Self-Determination Theory Perspective. Science Education, 6(84), 740-756.
  • Bond , L. , Butler , H. , Thomas , L. , Carlin , J. , Glover , S. , Bowes , G. , ve Patton , G. (2007 ). Social and school connectedness in early secondary school as predictors of late teenage substance use, mental health, and academic outcomes . Journal of Adolescent Health, 40( 4 ), 357, e359 – 318.
  • Büyüköztürk, Ş. (2002). Faktör Analizi: Temel Kavramlar ve Ölçek Geliştirmede Kullanımı. Kuram ve Uygulamada Eğitim Yönetimi,32, 470-483.
  • Büyüköztürk, Ş. (2007). Sosyal Bilimler İçin Veri Analizi El Kitabı: İstatistik, Araştırma Deseni, SPSS Uygulamaları ve Yorum. Ankara: Pegem Akademi Yayınları.
  • Catalano , R. F. , Haggerty , K. P. , Oesterle , S. , Fleming , C. B. , ve Hawkins , J. D. (2004 ). The importance of bonding to school for healthy development: Findings from the Social Development Research Group . Journal of School Health, 74( 7 ), 252 – 261.
  • Cole, D.A.(1987). Utility of Confirmatory Factor Analysis in Test Validation Research. Journal of Consulting and Clinical Psychology,4(55), 584-594.
  • Çankaya, Z. C. (2009). Özerklik Desteği, Temel Psikolojik İhtiyaçların Doyumu ve Öznel İyi Olma: Öz Belirleme Kuramı, Türk Psikolojik Danışma ve Rehberlik Dergisi, 4(31), 23-31.
  • Deci, E.L. ve Ryan, R.M. (1985). The General Causality Orientations Scale: Self Determination in Personality, Journal of Research in Personality, 2(19), 109-134.
  • Deci, E.L. ve Ryan, R.M. (2000). Self- Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being, American Psychologist,55(1), 68-78.
  • Deci, E.L. ve Ryan, R.M. (2011). Self-Determination Theory.
  • Diener, E., Emmons, R. A., Larsen, R.J. ve Griffin, S. (1985). The Satisfaction With Life Scale. Journal of Personality Assessment,1(49), 71-75.
  • Durmaz, A. (2008). Liselerde Okul Yaşam Kalitesi (Kırklareli İli Örneği) (Yüksek Lisans Tezi). Trakya Üniversitesi Sosyal bilimler Enstitüsü, Edirne.
  • Epstein, J. L. (1981). The Quality of School Life. Lexington Books/D.C. Health, Lexington, MA.
  • Erçoşkun, M.H. ve Nalçalı, A. (2005). Öğretimde Psikolojik İhtiyaçların Yeri ve Önemi. Kazım Karabekir Eğitim Fakültesi Dergisi, 11, 353-370.
  • Erkuş, A. (2012) Psikolojide Ölçme ve Ölçek Geliştirme. Ankara: Pegem Akademi Yayınları.
  • Eryılmaz, A. (2011). İhtiyaç Doyumu ve Yaşam Amaçları Belirleme: Lise Öğrenimi Gören Ergenler İçin Bir Öznel İyi Oluş Modeli. Kuram ve Uygulamada Eğitim Bilimleri, 11(4), 1747-1764.
  • Flum, H. ve Lavi-Yudelevitch, M. (2002). Adolescents’ Relatedness and Identity Formation: A Narrative Study. Journal of Social and Personal Relationships, 19(4), 527-548.
  • Fortier, M.S., Vallerand, R.J. ve Guay, F. (1995). Academic Motivation and School Performance: Toward a Structural Model. Contemporary Educational Psychology, 3(20), 257-274.
  • Furrer, C. ve Skinner, E. (2003). Sense of Relatedness As a Factor in Children’s Academic Engagement and Performance. Journal of Educational Pscyhology,1(95), !48-162.
  • Gülcan, M.G. ve Taner, N. (2011). Öğretmen Görüşlerine Göre İlköğretimde ev Ziyaretinin Okul Başarısına Etkisi (Kahramanmaraş İl Örneği). Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 22, 129-144.
  • Hamurcu, H. ve Sargın, N.(2011). Lise Öğrencilerinin Boyun Eğme Davranışları ile Psikolojik İhtiyaçları Arasındaki İlişkinin İncelenmesi, Sosyal Bilimler Enstitüsü Dergisi, 2(31), 171-187.
  • Hoşgörür, V. ve Polat, M. (2015). Ortaokul Öğrencilerinin Okula Devamsızlık Nedenleri (Söke İlçesi Örneği). MSKU Eğitim Fakültesi Dergisi, 1 (2), 25-42.
  • Hu, L. ve Bentler, P.M. (1999). Cutoff Criteria for Fit İndexes in Covariance Structure Analysis: Conventional Criteria Versus New Alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 1(6), 1-55.
  • Kabakçı, Ö.F. ve Korkut, F. (2008). 6-8. Sınıftaki Öğrencilerin Sosyal Duygusal Öğrenme Becerilerinin Bazı Değişkenlere Göre İncelenmesi. Eğitim ve Bilim, 148 (33), 77-86.
  • Kahn, J.H. (2006). Factor Analysis in Counseling Psychology Research, Training, and Practice Principles, Advances, and Applications. The Counseling Psychologist,5(34), 684-718.
  • Keating, D. P. (1990). Adolescent thinking. In S. S. Feldman ve G. R. Elliot (Eds.), At the threshold: The developing adolescent. Cambridge, MA: Harvard University Press.
  • Köker, S. (1991). Normal ve Sorunlu Ergenlerin Yaşam Doyumu Düzeylerinin Karşılaştırılması.(Yüksek lisanas tezi). Ankara Üniversitesi/ Sosyal Bilimler Enstitüsü, Ankara.
  • Martin, A.J. ve Dowson, M. (2009). Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice. Review of Educational Researche, 1(79), 327-365.
  • Milyavskaya, M. ve Koestner , R. (2011). Psychological Needs, Motivation, and Well-Being: A Test of Self- Determination Theory Across Multiple Domains. Personality and Individual Differences, 3(50), 387-391.
  • Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, J., Simons-Morton, B., ve Scheidt, P. (2001). Bullying behaviors among US youth: Prevalence and association with psychosocial adjustment. Journal of the American Medical Association, 285, 2095–2100.
  • Nelson, W. M., ve Schultz, J. R. (2009). Managing anger and aggression in students with externalizing behavior problems: Focus on exemplary programs. In M. J. Mayer, R. Van Acker, J. E. Lochman, ve F. M. Gresham (Eds.), Cognitive-behavioral interventions for emotional and behavioral disorders (pp. 295–327). New York, NY: Guilford Press.
  • Niemiec, C.P. ve Ryan, R.M. (2009). Autonomy, Competence, and Relatedness in tha Classroom Applying Self- determination Theory to Educational Practice. Theory and Research Education,2(7),133-144.
  • Oberle, E., Schonert-Reichl, K.A. ve Zumbo, B.D. (2009). Life Saticsfaction in Early Adolescence: Personal, Neighbordhood, School, Family, and Peer Influences. Journal of Youth and Adolescence,7(40), 889-901.
  • Patrick, H., Knee, C.R., Canevello, A. ve Lonsbary, C. (2007). The Role of Need Fulfillment in Relationship Functioning and Well-Being: A Self-Determination Theory Perspective. Journal of Personality and Social Psychology, 92(3), 434-457.
  • Raufelder, D., Kittler, F., Braun, S.R., La¨tsch, A., Wilkinson, R.P., Hoferichter, F. (2014).The interplay of perceived stress, self-determination and school engagement in adolescence. School Psychology International, 35(4) 405–420.
  • Rosenfeld, L.B., Richman, J.M. ve Bowen, G.L. (2000). Social Support Networks and School Outcomes: The Centrality of the Teacher. Child and Adolescent Social Work Journal, 3(17), 205-226.
  • Roth, G., Kanat-Maymon, Y. ve Bibi, U. (2011). Prevention of School Bullying: The Important Role of Autonomy-Supportive Teaching and Internalization of Pro-Social Values. British Journal of Educational Psychology, 4(81), 654-666.
  • Ryan , R.M. ve Lynch, J.H. (1989). Emotional Autonomy Versus Detachment: Revisiting the Vicissitudes of Adolescene and Young Adulthood. Child Development,2(60), 340-356.
  • Ryan, R.M. ve Powelson, C.L. (1991). Autonomy and Relatedness as Fundamental to Motivation and Education. The Journal of Experimental Education, 1(60), 49-66.
  • Sarı, İ. Ve Ark. (2011). Temel Psikolojik İhtiyaçların Tatmininin Genel Öz Yeterlik ve
  • Sürekli Kaygı Üzerine Etkisi (Sakarya Üniversitesi Spor Yöneticiliği Bölümü Örneği),Spormetre Beden Eğitimi Ve Spor Bilimleri Dergisi, 9(4), 149-156.
  • Sarı, M. (2013). Lise Öğrencilerinde Okula Aidiyet Duygusu. Anadolu Üniversitesi Sosyal Bilimler dergisi, 13(1), 147-160.
  • Smetana, J.G. ve Asquith, P. (1994). Adolescents’ and Parents’ Conceptions of Parental Authority and Personal Autonomy. Child Development,4(65), 1147-1162.
  • Steinberg, L. ve Silverberg, S.B. (1986). The Vicissitudes of Autonomy in Early Adolescence. Child Development, 4(57),841-851.
  • Steinberg, L., Lamborn, S.D., Dornbusch, S.M. ve Darling, N. (1992). Impact of Parenting Practices on Adolescent Achievement: Authoritative Parenting, School Involvement,and Encouragement to Succeed. Child Development,5(63), 1266-1281.
  • Sutherland, K. S., ve Wehby, J. H. (2001). Exploring the relationship between increased opportunities to respond to academic requests and the academic and behavioral outcomes of students with EBD: A review. Remedial and Special Education, 22, 113–121.
  • Tian, L., Han, M. ve Huebner, E. S. (2014). Preliminary development of the Adolescent Students’ Basic Psychological Needs at School Scale. Journal of Adolescence 37, 257–267.
  • Tian, L., Liu, B., Huang, S., Huebner, E. S. (2013). Perceived social support and school well-being among Chinese early and middle adolescents: The mediational role of self-esteem. Soc Indic Res. 113(3):991-1008.
  • Tinsley, H. E. ve Tinsley, D. J. (1987). Uses of factor analysis in counseling psychology research. Journal of Counseling Psychology, 34(4), 414-424.
  • Wentzel, K.R., Barry, C.M. ve Caldwell, K.A. (2004). Friendships in Middle School: Influences on Motivation and School Adjustment. Journal of Educational Psychology, 2(96), 195-203.
  • Wiest, D. J., Wong, E. H. ve Kreil, D. A. (1998). Predictors of global self-worth and academic performance among regular education, learning disabled, and continuation high school students. Adolescence, 33, 601– 618.

Psychometric Properties of Adolescent Students’ Basic Psychological Needs at School Scale: The Study of Reliability and Validity

Year 2015, Volume: 16 Issue: 2, 441 - 458, 31.12.2015
https://doi.org/10.12984/eed.83915

Abstract

Adolescents’ satisfaction of basic psychological needs differ across various life domains necessitate the development of domain-specific measures of psychological needs satisfaction scale. This study aimed to adopt “Adolescent Students’ Basic Psychological Needs at School Scale (ASBPNSS)” and to assess its psychometric properties. Of the students participated in the study 181(55 %) were female and 149 (45 %) of the male. The average age of the participants 14.77 (SD = .86) and the age range is 13-17. Confirmatory factor analysis was conducted to investigate the construct validity of the ASBPNSS. We also examined criterion-related validity. For the reliability studies internal consistency reliability, test–retest correlations were examined. The results showed that the ASBPNSS has good psychometric properties to asses satisfaction of basic psychological needs at school. The potential contributions of the scale for future research and applications were discussed.

References

  • Barnes, T. N., Smith, S. W., ve Miller, M. D. (2014). School-based cognitive-behavioral interventions in the treatment of aggression in the United States: A meta-analysis. Aggression and Violent Behavior 19, 311–321.
  • Black, A.E. ve Deci, E.L. (2000). The Effects of Instructors’ Autonomy Support and Students’ Autonomus Motivation Learning Organic Chemistry: A Self-Determination Theory Perspective. Science Education, 6(84), 740-756.
  • Bond , L. , Butler , H. , Thomas , L. , Carlin , J. , Glover , S. , Bowes , G. , ve Patton , G. (2007 ). Social and school connectedness in early secondary school as predictors of late teenage substance use, mental health, and academic outcomes . Journal of Adolescent Health, 40( 4 ), 357, e359 – 318.
  • Büyüköztürk, Ş. (2002). Faktör Analizi: Temel Kavramlar ve Ölçek Geliştirmede Kullanımı. Kuram ve Uygulamada Eğitim Yönetimi,32, 470-483.
  • Büyüköztürk, Ş. (2007). Sosyal Bilimler İçin Veri Analizi El Kitabı: İstatistik, Araştırma Deseni, SPSS Uygulamaları ve Yorum. Ankara: Pegem Akademi Yayınları.
  • Catalano , R. F. , Haggerty , K. P. , Oesterle , S. , Fleming , C. B. , ve Hawkins , J. D. (2004 ). The importance of bonding to school for healthy development: Findings from the Social Development Research Group . Journal of School Health, 74( 7 ), 252 – 261.
  • Cole, D.A.(1987). Utility of Confirmatory Factor Analysis in Test Validation Research. Journal of Consulting and Clinical Psychology,4(55), 584-594.
  • Çankaya, Z. C. (2009). Özerklik Desteği, Temel Psikolojik İhtiyaçların Doyumu ve Öznel İyi Olma: Öz Belirleme Kuramı, Türk Psikolojik Danışma ve Rehberlik Dergisi, 4(31), 23-31.
  • Deci, E.L. ve Ryan, R.M. (1985). The General Causality Orientations Scale: Self Determination in Personality, Journal of Research in Personality, 2(19), 109-134.
  • Deci, E.L. ve Ryan, R.M. (2000). Self- Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being, American Psychologist,55(1), 68-78.
  • Deci, E.L. ve Ryan, R.M. (2011). Self-Determination Theory.
  • Diener, E., Emmons, R. A., Larsen, R.J. ve Griffin, S. (1985). The Satisfaction With Life Scale. Journal of Personality Assessment,1(49), 71-75.
  • Durmaz, A. (2008). Liselerde Okul Yaşam Kalitesi (Kırklareli İli Örneği) (Yüksek Lisans Tezi). Trakya Üniversitesi Sosyal bilimler Enstitüsü, Edirne.
  • Epstein, J. L. (1981). The Quality of School Life. Lexington Books/D.C. Health, Lexington, MA.
  • Erçoşkun, M.H. ve Nalçalı, A. (2005). Öğretimde Psikolojik İhtiyaçların Yeri ve Önemi. Kazım Karabekir Eğitim Fakültesi Dergisi, 11, 353-370.
  • Erkuş, A. (2012) Psikolojide Ölçme ve Ölçek Geliştirme. Ankara: Pegem Akademi Yayınları.
  • Eryılmaz, A. (2011). İhtiyaç Doyumu ve Yaşam Amaçları Belirleme: Lise Öğrenimi Gören Ergenler İçin Bir Öznel İyi Oluş Modeli. Kuram ve Uygulamada Eğitim Bilimleri, 11(4), 1747-1764.
  • Flum, H. ve Lavi-Yudelevitch, M. (2002). Adolescents’ Relatedness and Identity Formation: A Narrative Study. Journal of Social and Personal Relationships, 19(4), 527-548.
  • Fortier, M.S., Vallerand, R.J. ve Guay, F. (1995). Academic Motivation and School Performance: Toward a Structural Model. Contemporary Educational Psychology, 3(20), 257-274.
  • Furrer, C. ve Skinner, E. (2003). Sense of Relatedness As a Factor in Children’s Academic Engagement and Performance. Journal of Educational Pscyhology,1(95), !48-162.
  • Gülcan, M.G. ve Taner, N. (2011). Öğretmen Görüşlerine Göre İlköğretimde ev Ziyaretinin Okul Başarısına Etkisi (Kahramanmaraş İl Örneği). Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 22, 129-144.
  • Hamurcu, H. ve Sargın, N.(2011). Lise Öğrencilerinin Boyun Eğme Davranışları ile Psikolojik İhtiyaçları Arasındaki İlişkinin İncelenmesi, Sosyal Bilimler Enstitüsü Dergisi, 2(31), 171-187.
  • Hoşgörür, V. ve Polat, M. (2015). Ortaokul Öğrencilerinin Okula Devamsızlık Nedenleri (Söke İlçesi Örneği). MSKU Eğitim Fakültesi Dergisi, 1 (2), 25-42.
  • Hu, L. ve Bentler, P.M. (1999). Cutoff Criteria for Fit İndexes in Covariance Structure Analysis: Conventional Criteria Versus New Alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 1(6), 1-55.
  • Kabakçı, Ö.F. ve Korkut, F. (2008). 6-8. Sınıftaki Öğrencilerin Sosyal Duygusal Öğrenme Becerilerinin Bazı Değişkenlere Göre İncelenmesi. Eğitim ve Bilim, 148 (33), 77-86.
  • Kahn, J.H. (2006). Factor Analysis in Counseling Psychology Research, Training, and Practice Principles, Advances, and Applications. The Counseling Psychologist,5(34), 684-718.
  • Keating, D. P. (1990). Adolescent thinking. In S. S. Feldman ve G. R. Elliot (Eds.), At the threshold: The developing adolescent. Cambridge, MA: Harvard University Press.
  • Köker, S. (1991). Normal ve Sorunlu Ergenlerin Yaşam Doyumu Düzeylerinin Karşılaştırılması.(Yüksek lisanas tezi). Ankara Üniversitesi/ Sosyal Bilimler Enstitüsü, Ankara.
  • Martin, A.J. ve Dowson, M. (2009). Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice. Review of Educational Researche, 1(79), 327-365.
  • Milyavskaya, M. ve Koestner , R. (2011). Psychological Needs, Motivation, and Well-Being: A Test of Self- Determination Theory Across Multiple Domains. Personality and Individual Differences, 3(50), 387-391.
  • Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, J., Simons-Morton, B., ve Scheidt, P. (2001). Bullying behaviors among US youth: Prevalence and association with psychosocial adjustment. Journal of the American Medical Association, 285, 2095–2100.
  • Nelson, W. M., ve Schultz, J. R. (2009). Managing anger and aggression in students with externalizing behavior problems: Focus on exemplary programs. In M. J. Mayer, R. Van Acker, J. E. Lochman, ve F. M. Gresham (Eds.), Cognitive-behavioral interventions for emotional and behavioral disorders (pp. 295–327). New York, NY: Guilford Press.
  • Niemiec, C.P. ve Ryan, R.M. (2009). Autonomy, Competence, and Relatedness in tha Classroom Applying Self- determination Theory to Educational Practice. Theory and Research Education,2(7),133-144.
  • Oberle, E., Schonert-Reichl, K.A. ve Zumbo, B.D. (2009). Life Saticsfaction in Early Adolescence: Personal, Neighbordhood, School, Family, and Peer Influences. Journal of Youth and Adolescence,7(40), 889-901.
  • Patrick, H., Knee, C.R., Canevello, A. ve Lonsbary, C. (2007). The Role of Need Fulfillment in Relationship Functioning and Well-Being: A Self-Determination Theory Perspective. Journal of Personality and Social Psychology, 92(3), 434-457.
  • Raufelder, D., Kittler, F., Braun, S.R., La¨tsch, A., Wilkinson, R.P., Hoferichter, F. (2014).The interplay of perceived stress, self-determination and school engagement in adolescence. School Psychology International, 35(4) 405–420.
  • Rosenfeld, L.B., Richman, J.M. ve Bowen, G.L. (2000). Social Support Networks and School Outcomes: The Centrality of the Teacher. Child and Adolescent Social Work Journal, 3(17), 205-226.
  • Roth, G., Kanat-Maymon, Y. ve Bibi, U. (2011). Prevention of School Bullying: The Important Role of Autonomy-Supportive Teaching and Internalization of Pro-Social Values. British Journal of Educational Psychology, 4(81), 654-666.
  • Ryan , R.M. ve Lynch, J.H. (1989). Emotional Autonomy Versus Detachment: Revisiting the Vicissitudes of Adolescene and Young Adulthood. Child Development,2(60), 340-356.
  • Ryan, R.M. ve Powelson, C.L. (1991). Autonomy and Relatedness as Fundamental to Motivation and Education. The Journal of Experimental Education, 1(60), 49-66.
  • Sarı, İ. Ve Ark. (2011). Temel Psikolojik İhtiyaçların Tatmininin Genel Öz Yeterlik ve
  • Sürekli Kaygı Üzerine Etkisi (Sakarya Üniversitesi Spor Yöneticiliği Bölümü Örneği),Spormetre Beden Eğitimi Ve Spor Bilimleri Dergisi, 9(4), 149-156.
  • Sarı, M. (2013). Lise Öğrencilerinde Okula Aidiyet Duygusu. Anadolu Üniversitesi Sosyal Bilimler dergisi, 13(1), 147-160.
  • Smetana, J.G. ve Asquith, P. (1994). Adolescents’ and Parents’ Conceptions of Parental Authority and Personal Autonomy. Child Development,4(65), 1147-1162.
  • Steinberg, L. ve Silverberg, S.B. (1986). The Vicissitudes of Autonomy in Early Adolescence. Child Development, 4(57),841-851.
  • Steinberg, L., Lamborn, S.D., Dornbusch, S.M. ve Darling, N. (1992). Impact of Parenting Practices on Adolescent Achievement: Authoritative Parenting, School Involvement,and Encouragement to Succeed. Child Development,5(63), 1266-1281.
  • Sutherland, K. S., ve Wehby, J. H. (2001). Exploring the relationship between increased opportunities to respond to academic requests and the academic and behavioral outcomes of students with EBD: A review. Remedial and Special Education, 22, 113–121.
  • Tian, L., Han, M. ve Huebner, E. S. (2014). Preliminary development of the Adolescent Students’ Basic Psychological Needs at School Scale. Journal of Adolescence 37, 257–267.
  • Tian, L., Liu, B., Huang, S., Huebner, E. S. (2013). Perceived social support and school well-being among Chinese early and middle adolescents: The mediational role of self-esteem. Soc Indic Res. 113(3):991-1008.
  • Tinsley, H. E. ve Tinsley, D. J. (1987). Uses of factor analysis in counseling psychology research. Journal of Counseling Psychology, 34(4), 414-424.
  • Wentzel, K.R., Barry, C.M. ve Caldwell, K.A. (2004). Friendships in Middle School: Influences on Motivation and School Adjustment. Journal of Educational Psychology, 2(96), 195-203.
  • Wiest, D. J., Wong, E. H. ve Kreil, D. A. (1998). Predictors of global self-worth and academic performance among regular education, learning disabled, and continuation high school students. Adolescence, 33, 601– 618.
There are 52 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Articles
Authors

Yalçın Özdemir

İrem Tunçer This is me

Gizem Yavuz This is me

Melek Özdemir This is me

Publication Date December 31, 2015
Published in Issue Year 2015 Volume: 16 Issue: 2

Cite

APA Özdemir, Y., Tunçer, İ., Yavuz, G., Özdemir, M. (2015). Ergen Öğrencilerin Okulda Temel Psikolojik Gereksinimleri Ölçeğinin Psikometrik Özellikleri: Geçerlik ve Güvenirlik Çalışması. Ege Eğitim Dergisi, 16(2), 441-458. https://doi.org/10.12984/eed.83915