Kendini Sabotaj ölçeği: geçerlik ve güvenirlik çalışması

Bu araştırmanın amacı, Kendini Sabotaj Ölçeği’nin (KSÖ; Jones & Rhodewalt, 1982) Türkçe formunun geçerlik ve güvenirliğini incelemektir. Araştırma 585 üniversite öğrencisi üzerinde yürütülmüştür. Dilsel eşdeğerlik çalışmasında, KSÖ’nün Türkçe ve orijinal formlarında bulunan maddeler arasındaki korelasyon katsayıları .69 ile .98 arasında bulunmuştur. Açımlayıcı faktör analizinde 25 maddenin toplam varyansın %32’sini açıkladığı ve maddelerin tek boyutta toplandığı görülmüştür. Ölçeğin faktör yükleri .34 ile .69, madde toplam korelasyon katsayıları ise .30 ile .63 arasında sıralanmaktadır. Doğrulayıcı faktör analizinde tek boyutlu modelin iyi uyum verdiği görülmüştür (RMSEA=.037, NFI=.98, CFI=.99, IFI=.99, RFI=.97, GFI=.97, AGFI=.94). KSÖ’nün iç tutarlılık güvenirlik katsayısı .90, test-tekrar test güvenirlik katsayısı ise .94 olarak bulunmuştur. Bu sonuçlar KSÖ’nün Türkçe formunun geçerli ve güvenilir bir ölçme aracı olduğunu göstermektedir.

Self-handicapping Scale: A study of validity and reliability

This study investigated the validity and reliability of the Turkish version of the Selfhandicapping Scale (SHS; Jones & Rhodewalt, 1982). The sample of study consists of 585 university students. Results of language equivalency showed that the correlations between Turkish and English forms ranged from .69 to .98. Results of exploratory factor analysis showed that the 25 items were loaded on one factor. The total variance explained was 32% and factor loadings ranged between .34 to .69. Fit index values of the model were RMSEA=.037, NFI=.98, CFI=.99, IFI=.99, RFI=.97, GFI=.97, AGFI=.94. The internal consistency reliability coefficient of the scale was found as .90 and the test-retest reliability coefficient was found as .94. Also, the corrected item-total correlations ranged from .30 to .63. These results demonstrate that this scale is a valid and reliable instrument.

___

  • Akın, A. (2006). 2X2 Başarı Yönelimleri Ölçeği: Geçerlik ve Güvenirlik Çalışması. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 12, 1−13.
  • Akın, A. (2008). Self-compassion and achievement goals: A structural equation modeling approach. Eurasian Journal of Educational Research, 31, 1−15.
  • Akın, A. (2010). Achievement goals and academic locus of control: Structural equation modeling. Eurasian Journal of Educational Research, 38, 1−18.
  • Arkin, R. M., & Baumgardner, A. H. (1985). Self-handicapping. In J. H. Harvey, & G. Weary (Eds.), Attribution basic issues and applications (s. 169−202). New York: Academic Press.
  • Baumeister, R. F., Hamilton, J. C., & Tice, D. M. (1985). Public versus private expectancy of success. Confidence booster or performance pressure. Journal of Personality and Social Psychology, 48, 1447–1457.
  • Baumgardner, A. H. (1991). Claiming depressive symptoms as a self-handicap: A protective selfpresentation strategy. Basic and Applied Social Psychology, 12(1), 97−113.
  • Baumgardner, A. H., Lake, E. A., & Arkin, R. M. (1985). Claiming mood as a self-handicap: The influence of spoiled and unspoiled public identities. Personality and Social Psychology Bulletin, 11, 349–357.
  • Berglas, S., & Jones, E. E. (1978). Drug choice as a self-handicapping strategy in response to noncontingent success. Journal of Personality and Social Psychology, 36(4), 405-417.
  • Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı (8. Baskı). Ankara: Pegem Yayıncılık.
  • Degree, C. E., & Snyder, C. R. (1985). Adler’s Psychology (of use) today: Personal history of traumatic life events as a self-handicapping strategy. Journal of Personality and Social Psychology, 48(6), 1512–1519.
  • Elliot, A. J., Cury, F., Fryer, J. W., & Huguet, P. (2006). Achievement goals, self-handicapping, and performance attainment: A mediational analysis. Journal of Sport and Exercise Psychology, 28, 344−361.
  • Festinger, L. (1954). A theory of social comparison processes. Human Relations, 7, 117−140.
  • Frost, R. O., Marten, P., Lahart, C., & Rosenblate, R. (1990). The dimensions of perfectionism. Cognitive Therapy and Research, 14, 449-468.
  • Garcia, T. (1995). The role of motivational strategies in self-regulated learning. New Directions in Teaching and Learning, 63, 29-42.
  • Heider, F. (1958). The psychology of interpersonal relations. New York: Wiley.
  • Higgins, R. L., & Harris, R. N. (1988). Strategic alcohol use: Drinking to self-handicap. Journal of Social and Clinical Psychology, 6, 191−202.
  • Hirt, E. R., Deppe, R. K., & Gordon, L. J. (1991). Self-reported versus behavioral self-handicapping: Empirical evidence for a theoretical distinction. Journal of Personality and Social Psychology, 61(6), 981-991.
  • Hobden, K., & Pliner, P. (1995). Self-handicapping and dimensions of perfectionism: Selfpresentation vs. self-protection. Journal of Research in Personality, 29, 461-474.
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structural analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
  • Jones, E. E., & Berglas, S. (1978). Control of attributions about the self through self-handicapping strategies: The appeal of alcohol and the role of underachievement. Personality and Social Psychology Bulletin, 4, 200−206.
  • Jones, E. E., & Rhodewalt, F. (1982). The Self-Handicapping Scale. (Available from Frederick Rhodewalt, Department of Psychology, University of Utah, Salt Lake City, UT 84112).
  • Joreskog, K. G., & Sorbom, D. (1996). LISREL 8 reference guide. Lincolnwood, IL: Scientific Software International.
  • Kelley, H. H. (1967). Attribution theory in social psychology. In D. Levine (Ed.), Nebraska Symposium on Motivation (Cilt. 15). Lincoln: University of Nebraska Press.
  • Knee, C. R., & Zuckerman, M. (1998). A non-defensive personality: Autonomy and control as moderators of defensive coping and self-handicapping. Journal of Research in Personality, 32(2), 115–130.
  • Kolditz, T. A., & Arkin, R. M. (1982). An impression management interpretation of the selfhandicapping strategy. Journal of Personality and Social Psychology, 43(3), 492-502.
  • Lay, C., Knish, S., & Zanatta, R. (1992). Self-handicappers and procrastinators: A comparison of their practice behavior prior to an evaluation. Journal of Research in Personality, 26, 242–257.
  • Lay, C., & Silverman, S. (1996). Trait procrastination, anxiety and dilatory behavior. Personality and Individual Differences, 21, 61–67.
  • Leary, M. R., & Shepperd, J. A. (1986). Behavioral self-handicaps versus self-reported selfhandicaps: A conceptual note. Journal of Personality and Social Psychology, 51, 1265-1268.
  • Martin, T., Flett, G., Hewitt, P., Krames, L., & Szanto, G. (1996). Personality correlates of depression and health symptoms: A test of a self-regulation model. Journal of Research in Personality, 31, 264–277.
  • Midgley, C., Arunkumar, R., & Urdan, T. (1996). If I don’t do well tomorrow, there’s a reason: Predictors of adolescents’ use of self-handicapping strategies. Journal of Educational Psychology, 88, 423–434.
  • Midgley, C., & Urdan, T. (1995). Predictors of middle school students’ use of self-handicapping strategies. Journal of Early Adolescence, 15, 389–411.
  • Midgley, C., & Urdan, T. (2001). Academic self-handicapping and achievement goals: A further examination. Contemporary Educational Psychology, 26, 61-75.
  • O’Brien, P. E. (2000). Self-handicapping behaviors, psychosocial variables, and academic achievement of middle school adolescents. Wayne State University, Yayınlanmamış doktora tezi. Ommundsen, Y. (2004). Self-handicapping related to task and performance-approach and avoidance goals in physical education. Journal of Applied Sport Psychology, 16(2), 183-197.
  • Özdamar, K. (2004). Paket programlar ile istatistik veri analizi 1. Eskişehir: Kaan Kitabevi.
  • Pyszczynski, T., & Greenberg, J. (1983). Determinants of reduction in intended effort as a strategy for coping with anticipated failure. Journal of Research in Personality, 17, 412-422.
  • Rhodewalt, F. (1990). Self-handicappers: Individual differences in the preference for anticipatory self-protective acts. In R. L. Higgins, C. R. Snyder, & S. Berglas (Eds.), Self-handicapping: The paradox that isn’t (s. 69–106). New York: Plenum Press.
  • Rhodewalt, F. (1994). Conceptions of ability, achievement goals, and individual differences in self-handicapping behavior. Journal of Personality, 62(1), 67-85.
  • Rhodewalt, F., & Davison, J. (1986). Self-handicapping and subsequent performance: Role of outcome valence and attributional certainty. Basic and Applied Social Psychology, 7(4), 307- 323.
  • Rhodewalt, F., & Hill, S. (1995). Self-handicapping in the classroom: The effects of claimed selfhandicaps on responses to academic failure. Basic and Applied Social Psychology, 16(4), 397–416.
  • Rhodewalt, F., Saltzman, A. T., & Wittmer, J. (1984). Self-handicapping among competitive athletes: The role of practice in self-esteem protection. Basic and Applied Social Psychology, 5(3), 197-209.
  • Ryska, T. A. (2002). Effects of situational self-handicapping and state self-confidence on the physical performance of young participants. Psychological Record, 52, 461-478.
  • Saddler, C. D., & Sacks, L. (1993). Multidimensional perfectionism and academic procrastination: Relationship with depression in university students. Psychological Reports, 73, 863–871.
  • Shepperd, J. A., & Arkin, R.M. (1991). Behavioral other-enhancement: Strategically obscuring the link between performance and evaluation. Journal of Personality and Social Psychology, 60, 79-88.
  • Shields, C. D. (2007). The relationship between goal orientation, parenting style, and self-handicapping in adolescents. The University of Alabama, Yayımlanmamış doktora tezi.
  • Sipahi, B. Yurtkoru, E. S., & Çinko, M. (2008). Sosyal bilimlerde SPSS’le veri analizi. İstanbul: Beta Basım Yayım Dağıtım.
  • Smith, T. W., Snyder, C. R., & Handelsman, M. M. (1982). On the self-serving function of an academic wooden leg: Test anxiety as a self-handicapping strategy. Journal of Personality and Social Psychology, 42(2), 314-321.
  • Smith, T. W, Snyder, C. R., & Perkins, S. C. (1983). The self-serving function of hypochondriacal complaints physical symptoms as self-handicapping strategies. Journal of Personality and Social Psychology, 44(4), 787-797.
  • Snyder, C. R., & Smith, T. W. (1982). Symptoms as self-handicapping strategies: The virtues of old wine in a new bottle. In G. Weary, & H. L. Mirels (Eds.), Integrations of clinical and social psychology (s. 104-127). New York: Oxford University Press.
  • Snyder, C. R., Smith, T. W., Augelli, R. W., & Ingram, R. E. (1985). On the self-serving function of social anxiety: Shyness as a self-handicapping strategy. Journal of Personality and Social Psychology, 48(4), 970-980.
  • Strube, M. J. (1986). An analysis of the Self-Handicapping Scale. Basic Applied Social Psychology, 7(3), 211–224.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. Boston: Allyn and Bacon.
  • Tice, D. M. (1991). Esteem protection or enhancement? Self-handicapping motives and attributions differ by trait self-esteem. Journal of Personality and Social Psychology, 60(5), 711-725.
  • Tucker, J., Vuchinich, R., & Sobell, M. (1981). Alcohol consumption as a self-handicapping strategy. Journal of Abnormal Psychology, 90(3), 220-230.
  • Urdan, T., Midgley, C., & Anderman, E. (1998). The role of classroom goal structure in students’ use of self-handicapping strategies. American Educational Research Journal, 35, 101–122.
  • Zuckerman, M., Kieffer, S. C., & Knee, C. R. (1998). Consequences of self-handicapping: Effects on coping, academic performance, and adjustment. Journal of Personality and Social Psychology, 74(6), 1619–1628.