Turkish Validation of Social Emotional Well-Being and Resilience Scale (PERIK) Preschool children social-emotional well-being

Main Article Content

Neslihan Durmuşoğlu Saltalı Filiz Erbay Erkan Işık Hatice Merve İmir

Abstract

The purpose of the study was to examine the validity and reliability of Social Emotional Well Being and Resilience Scale (PERIK) to measure social-emotional well-being and resilience in Turkish preschool children. Two independent samples of four to six year children were used. Sample 1 served as the calibration sample to explore the most appropriate structure of the PERIK-T (227 children). Sample 2 served as the validation sample (227 children). A confirmatory factor analysis (CFA) was conducted to test the stability of the original factor structure of the six-factor PERIK. Concluding that 36 item PERIK did not fit the data obtained from Turkish sample, an exploratory factor analysis (EFA) was conducted to further explore the factor structure of the PERIK that better represented the sample data. The results of EFA suggested a six-factor 30 item solution. This 30 item model was subsequently cross-validated with the second sample (n =227). The results of the second CFA showed a good fit to the data. Scale scores showed a relatively high internal consistency and item-total correlations ranging from .47 to .76. To provide evidence for criterion-related validity of the PERIK, reported differences or relations in terms of gender and age are referenced.

Downloads

Download data is not yet available.

Article Details

How to Cite
SALTALI, Neslihan Durmuşoğlu et al. Turkish Validation of Social Emotional Well-Being and Resilience Scale (PERIK). International Electronic Journal of Elementary Education, [S.l.], v. 10, n. 5, p. 525-533, july 2018. ISSN 1307-9298. Available at: <https://iejee.com/index.php/IEJEE/article/view/467>. Date accessed: 15 nov. 2018.
Section
Articles

References

Australian Institute of Health and Welfare [AIHW] (2012). Social and emotional well being: development of a children's headline indicator. Cat. no. PHE 158. Canberra: AIHW. [Available online at: http://www.aihw.gov.au/publication-detail/?id=10737421524] Re-trieved July 7, 2015.
Avcıoğlu, H. (2007). Sosyal becerileri değerlendirme ölçeği’nin geçerlik ve güvenirlik çalışması: 4-6 Yaş. Journal of Abant Izzet Baysal University Faculty of Education, 7(2), 87-101.
Aydın, D. (2012). Sosyal öğrenme kuramı. Eğitim psikolojisi (4th ed.) (Ed. M. Engin Deniz). Ankara: Maya Academy Publication.
Ben-Arieh, A. (2005). Where are the children? children’s role in measuring and monitoring their well-being. Social Indicators Research, 74(3), 573–596.
Ben-Arieh, A. (2008). The child indicators movement: past, present, and future. Child Indica-tors Research, 1(1), 3–16.
Berg, B. (2011). The effects of parenting styles on a preschool aged child’s social emotional development. Unpublished Master Thesis, The Graduate School University of Wisconsin-Stout.
Berk, L. E. (2013). Bebekler ve çocuklar: Doğum öncesinden orta çocukluğa. (Çev. Ed. Nesrin Işıkoğlu Erdoğan). Ankara: Nobel Publication.
Bozionelos, N. (2004). The big five of personality and work İnvolvement. Journal of Mana-gerial Psychology, 19(1), 69–81.
Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bol-len & J. S. Long (Eds.), Testing structural equation models (pp. 136–162). Newbury Park, CA: Sage.
Ceylan, Ş. & Ömeroğlu, E. (2012). Yaratıcı drama eğitimi alan ve almayan 60-72 aylar arasındaki çocukların sosyal-duygusal davranışlarının bazı değişkenlere göre incelenmesi. Journal of Kastamonu Education, 20(1), 63-80.
Chalmers, K., Frydenberg, E. & Deans, J. (2011). An exploration into the coping strategies of preschoolers: Implications for professional practice. Children Australia, 36, 120–127. DOI 10.1375/jcas.36.3.120
Compas, B. E. (2009). Coping, regulations and development during childhood and adolescents. New Directions for Child and Adolescent Development, 124, 87–99.
Çorapçı, F., Aksan, N., Arslan, D. Y. & Yağmurlu, B. (2010). Okul öncesi dönemde duygusal davranışsal ve sosyal uyum taraması: sosyal yetkinlik ve davranış değerlendirme-30 ölçeği. Journal of Child and Adolescent Mental Health, 17(2), 63-74.
Deniz, K. Z. (2007). The adaptation of psychological scales. Journal of Ankara University Faculty of Education, 40(1), 1-16.
Donnon, T., & Hammond, W. (2007). A psychometric assessment of the self‐reported youth resiliency: Assessing developmental strengths questionnaire. Psychological Reports, 100, 963‐978.
Durmuşoğlu Saltalı, N., Deniz, M. E., Çeliköz, N. & Arı, R. (2009). Altı yaş çocukları için duygusal becerilerin değerlendirilmesi testinin (ACES) Türkçeye uyarlanması: Geçerlik ve güvenirlik çalışması. Journal of Ankara University Faculty of Education, 42(1), 403-420.
Dursun, P. (2012). The role of meaning in life, optimism, hope, and coping styles in subjective well-being. Unpublished Doctorate Dissertation. Middle East Technical University, Anka-ra, Turkey.
Early Childhood Education and Training Program [ECETP]. The five threads of resilience. [Available online at: https://www.ecetp.pdp.albany.edu/downloadfiles/vcresources/Reslience1.pdf] Retrieved August 28, 2015.
Elibol Gültekin, S. (2008). 5 yaş çocuklarının sosyal becerilerinin bazı değişkenler açısından değerlendirilmesi. Unpublished master thesis, Ankara University Educational Sciences In-stitute, Ankara.
Erkuş, A. (2003). Psikometri üzerine yazılar. Ankara: Turkish Psychological Association Publications.
Fındık-Tanrıbuyurdu, E. & Güler-Yıldız, T. (2014). Okul öncesi öz düzenleme ölçeği (OÖDÖ): Türkiye uyarlama çalışması. Education and Sciences, 39(176), 317-328.
Gartland, D., Bond, L., Olsson, C., Buzwell, S. & Sawyer, S. (2006). Centre for Adolescent Health, Royal Children’s Hospital, Melbourne, Australia. Available online at:www.ahda.org/downloads/ISSBD2006Gartland.pdf Retrieved August 31, 2015
Görgülü, F. (2009). Drama destekli kubaşık öğrenme etkinliklerinin okul öncesi 5- 6 yaş çocuklarının iletişim becerilerine etkisi. Unpublished master thesis. Adnan Menderes University Social Sciences Institute, Aydın.
Gülay, H. (2009). Okul öncesi dönemde akran ilişkileri. Journal of Balıkesir University Social Sciences Institute, 12, 82-93.
Gülay, H. & Akman, B. (2009). Okul öncesi dönemde sosyal beceriler. Ankara: Pegem Aca-demic Publishing.
Güven, Y., Önder, A., Sevinç, M., Aydın, O.(2004). Altı yaş çocukları için marmara sosyal duygusal uyum ölçeği (MASDU)’nin geçerlik ve güvenirlik çalışması. I. Uluslararası Okul Öncesi Eğitimi Kongresi Basılmamış Bildiri Özetleri (45). İstanbul: Ya-Pa Publishing.
Honig, A. S. (2010). Little kids big worries: Stress-busting tips for early childhood class-rooms. Baltimore, MD: Paul H. Brookes.
Howell K. H., Graham-Bermann, S. A., Czyz, E. & Lilly, M. (2010). Assessing resilience in preschool children exposed to intimate partner violence. Violence and Victims, 25(2), 150-164. DOI: 10.1891/0886-6708.25.2.150
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indices in covariance structure analysis: Conventional versus new alternatives. Structural Equation Modeling, 6, 1–55.
Hurtes, K.P., & Allen, L.R. (2001). Measuring resiliency in youth: The resiliency attitudes and skills profile. Therapeutic Recreation Journal, 35 (4), 333‐347.
Jew, C.J., Green, K.E. & Kroger, J. (1999). Development and validation of a measure of resil-ience. Measurement and Evaluation in Counseling and Development, 32, 75‐89.
Karakuş, A. (2008). Okul öncesi sosyal davranış ölçeği öğretmen formu’nun güvenirlik ve geçerlik çalışması. Unpublished master thesis, Marmara University Educational Sciences Institute, İstanbul.
Kawa, R. & Pisula, E. (2013). Exploratory behaviour and adaptation to novelty in preschool children with autism – a preliminary report. Polish Psychological Bulletin, 44(1), 21-30.
Kılıçer, K. & Odabaşı, H. F. (2010). Bireysel yenilikçilik ölçeği (BYÖ): Türkçeye uyarlama, geçerlik ve güvenirlik çalışması. Hacettepe University Journal of Education, 38, 150-164.
Kuyucu, Y. (2012). Duyguları anlama becerileri farklı düzeydeki çocukların (60-72 ay) akranlarına karşı gösterdikleri duygusal ve davranışsal tepkilerinin incelenmesi. Un-published master thesis, Selcuk University Social Sciences Institute, Konya.
Küçüker S, Kapçı E. G. & Uslu R. İ. (2011). Evaluation of the Turkish version of the ages and stages questionnaires: Social-emotional in identifying children with social-emotional problems. Infants and Young Children, 24, 207-220.
Laevers, F. (2003). Making care and education more effective through well being and in-volvement. In Involvement of children and teacher style, ed. F. Laevers and L. Heylen, 13–24. Leuven: Leuven University Press.
Landy, S. (2002). Pathways to competence: Encouraging healthy social and emotional devel-opment in young children. Baltimore: Brookes Publishing.
Mayr, T. & Ulich, M. (1999). Children's well‐being in day care centres: an exploratory empir-ical study. International Journal of Early Years Education, 7(3), 229-239, DOI: 10.1080/0966976990070303
Mayr, T. & Ulich, M. (2009). Social‐emotional well‐being and resilience of children in early childhood settings – PERIK: An empirically based observation scale for practitioners. Early Years: An International Research Journal, 29(1), 45-57. DOI: 10.1080/09575140802636290
Mutimer, A, Reece, J.E. & Matthews, J. (2007). Child Resilience: Relationships between stress, adaptation and family functioning. Electronic Journal of Applied Psychology, 3(1), 16-25.
NICE (2015). The National Institute for Health and Care Excellence. Available online at: http://www.nice.org.uk/advice/lgb12/chapter/Introduction. Retrieved 03.07.2015.
Oktay, A. (2010). Oyuna kuramsal yaklaşım. Çocukta Oyun Gelişimi, Beden Eğitimi ve Oyun Öğretimi (Ed. Ü. Tüfekçioğlu) in: (37-54). Eskişehir: Anadolu University Publication No:1860.
Ozonoff, S., Macari, S. & Young, G. S. (2008). Atypical object exploration at 12 months of age is associated with autism in a prospective sample. Autism, 12, 457-472.
Ömeroğlu, E., Büyüköztürk, Ş., Çakan, M., Aydoğan, Y., Kılıç Çakmak, E., Gültekin Akduman, G., Özyürek, A., Günindi, Y., Kutlu, Ö., Çoban, A., Yurt, Ö., Koğar, H. & Karayol, S. (2014). Okul Öncesi Sosyal Beceri Değerlendirme Ölçeği anne-baba formuna ait norm değerlerinin belirlenmesi ve yorumlanması. Journal of Karabuk University Social Sciences Institute, 4(2), 102-115.
Ören, K. & Biçkes, M. (2011). Kişilik özelliklerinin girişimcilik potansiyeli üzerindeki etkileri: Nevşehir’deki yüksek öğrenim öğrencileri üzerinde yapılan bir araştırma. Journal of Suleyman Demirel University Economics and Administrative Sciences, 16(3), 67-86.
Özdevecioğlu, M., Kaya, Y. & Dedeoğlu, T. (2013). Kişilik özelliklerinin izleyici etkisi (by-stander effect) üzerindeki etkisinde kontrol odağinin rolü. Journal of Erciyes University Economics and Administrative Sciences, 42, 25-40.
Özen, Y. (2010). Kişisel sorumluluk bağlamında öznel ve psikolojik iyi oluş (sosyal psikolojik bir değerlendirme). Elektonic Journal of Dicle University Social Sciences Institute, 2(4), 46-58.
Prince‐Embury, S. (2008). The resiliency scales for children and adolescents: Psychological symptoms, and clinical status in adolescents. Canadian Journal of School Psychology, 23, 41‐56.
Raver, C. (2002). Emotions matter: Making the case for the role of young children‟s emotional development for early school readiness. Social Policy Report of the Society for Research in Child Development, 16(3), 1-20.
Ravitch, N. K. (2013). Development and preliminary validation of the social-emotional assets and resiliency scale for preschool. Unpublished Doctorate Thesis, University of Oregon Graduate School.
Roothman, B., Kirsten, D. K., & Wissing, M. P. (2003). Gender differences in aspects of psy-chological well-being. South African Journal of Psychology, 33, 212–218.
Savaşır, I. (1994). Ölçek uyarlamasındaki bazı sorunlar ve çözüm yolları. Turkish Journal of Psychology, 33(9), 27-32.
Seven, S. (2010). Sosyal davranış öğretmen değerlendirmesi ölçeğinin Türk kültürüne uyar-lanması. Journal of Selcuk University Social Sciences Institute, 23, 193-200.
Shi, J., Lin, H., Wang, W. & Wang, M. (2009). Linking the big five personality constructs to organizational justice. Social Behavior and Personality, 37(2), 209-222.
Sun, J. & Stewart, D. (2007). Age and gender effects on resilience in children and adolescents. International Journal of Mental Health Promotion, 9(4), 16-25. DOI: 10.1080/14623730.2007.9721845
Schwarz, T. (2014). Exploring the meaning of happiness and unhappiness for adolescents between the ages of 13–15 years. Unpublished Doctoral Thesis, University of Surrey.
Şen, M. (2004). 3-6 yaş grubu çocukların sosyal davranışlarının bazı değişkenler açısından incelenmesi. Unpublished doctoral thesis, Hacettepe University Health Sciences Institute, Ankara.
Telef, B. B. (2013). Psikolojik iyi oluş ölçeği: Türkçeye uyarlama, geçerlik ve güvenirlik çalışması. Hacettepe University Journal of Education, 28(3), 374-384 .
Telef, B. B., Uzman, E. & Ergün, E. (2013). Öğretmen adaylarında psikolojik iyi oluş ve değerler arasındaki ilişkinin incelenmesi. Turkish Studies - International Periodical For The Languages, Literature and History of Turkish or Turkic, 8(12), 1297-1307.
The Australian Scholarships Group. (2013). Building resilience in your child: The life skill with major school benefits. Available online at: http://www.asg.com.au/assets/files/buildingresilienceinyourchild_au_4october2013.pdf Retrieved August 25, 2015.
The Children’s Charity. (2007). Literature review: Resilience in children and young people. Retrieved August 25, 2015 from http://www.mentalhealth.org.nz/assets/ResourceFinder/resilience-in-children-in-young-people.pdf
Ungar, M. & Liebenberg, L. (2009). Cross‐cultural consultation leading to the development of a valid measure of youth resilience: the international resilience project. Studia Psycholog-ica, 51 (2‐3), 259‐269.
Uyan-Semerci, P. & Erdoğan, E. (2016). Child Well-Being Indicators Through the Eyes of Children in Turkey: A Happy Child Would be One Who….. Child Indicators Research, 1-29. DOI: 10.1007/s12187-016-9377-z
Uyanık Balat, G. & Balaban Dağal, A. (2006). Okul öncesi dönemde değerler eğitimi etkin-likleri. Ankara: Kök Publication.
Williams, E. (2003). A comparative review of early forms of object- directed play and parent–infant play in typical infants and young children with autism. Autism, 7, 361–377.
Yaşar, M. (2015). Okul öncesi dönemde sosyal duygusal gelişim. Her Yönüyle Okul Öncesi Eğitim-1. (Ed. F. Turan ve A. İ. Yükselen) içinde (276-288). Ankara: Hedef Publication.