Mefharet VEZİROĞLU ÇELİK, İbrahim H. ACAR

ÇOCUKLARDA ÖĞRENME DAVRANIŞLARI: OKUL ÖNCESİ ÖĞRENME DAVRANIŞLARI ÖLÇEĞİ’NİN TÜRKİYE’DEKİ PSİKOMETRİK ÖZELLİKLERİ

Bu araştırmada McDermott, Leigh ve Perry (2002) tarafından geliştirilen Okul Öncesi Öğrenme Davranışları Ölçeği (Preschool Learning Behavior Scale-PLBS)’nin Türk kültürüne adaptasyonu ile geçerlik ve güvenirlik çalışmasının yapılması amaçlanmıştır. Okul Öncesi Öğrenme Davranışları Ölçeği (ÇÖDÖ) 29 maddeden oluşan ve okul öncesi dönem çocuklarının öğrenmeyle ilişkili davranışlarını üç alt boyutta değerlendirmektedir. Bu alt boyutlar: Yetkinlik/Motivasyon, Dikkat Devamlılığı ve Öğrenmeye Karşı Tutum olarak belirlenmiştir. Araştırmada İstanbul’dan 59 kız, 81 erkek olmak üzere toplam 140 çocuk ve onların öğretmenleri yer almıştır. Çocukların yaş aralığı 39 ay ile 77 ay (M= 62.56, SS= 8.52) arasında değişmektedir. İlk olarak ÇÖDÖ Türk dili ve kültürüne adapte edilmiştir. Ölçeğin geçerliği Doğrulayıcı Faktör Analizi ile ölçülmüş ve üst %27 ve alt %27’lik gruplar arasındaki farklar test edilmiştir. Ölçeğin iç güvenirliği Cronbach's alpha ve McDonald’s Omega yöntemi ile hesaplanmıştır. Doğrulayıcı Faktör Analizi sonuçlarına göre ölçek orijinal versiyonundaki gibi üç faktörlü bir yapı göstermiştir. DFA modeli ÇÖDÖ için üç faktörlü modeli doğrulamıştır (χ 2 = 699.443 (p < .001), CFI= 0.95, RMSEA= .07 (.07 to .09 at 90% CI), ve WRMR = 1.20. İç tutarlılık için Cronbach alpha ve McDonald’s Omega ölçeğin güvenilir olduğunu göstermiştir. Araştırmada elde edilen sonuçlara göre ÇÖDÖ Türk çocuklarının öğrenme davranışları için geçerli ve güvenilir bir ölçektir.

CHILDREN’S LEARNING BEHAVIORS: PSYCHOMETRIC PROPERTIES OF THE PRESCHOOL LEARNING BEHAVIOR SCALE IN TURKEY

The purpose of the current study was to adapt the PreschoolLearning Behaviors Scale (PLBS), which was developed by McDermott,Leigh, and Perry (2002) to Turkish and examine reliability and validation.The PLBS is a 29-item scale that is designed to assess the learning-related behaviors of preschool children on three subscales:Competence/Motivation, Attention/Persistence, and Attitude TowardLearning. A total of 140 preschool children (59 girls, 81 boys) and theirteachers were recruited in Istanbul for the current study. Children’s ageranged from 39 to 77 months (M= 62.56, SD= 8.52). Firstly, the PLBS wasadapted to Turkish language and culture. The validity of the scale wasmeasured by Confirmatory Factor Analysis and the difference betweenthe Upper %27 and Lower %27 groups was tested. The internal reliabilityof the scale was calculated by Cronbach's alpha and McDonald’s Omegamethod. The results of the Confirmatory Factor Analyses showed that thescale has a three-factor structure as in the original version. The CFAmodel for the PLBS confirmed that there is a 3-factor model (χ 2 = 699.443(p < .001), CFI= 0.95, RMSEA= .07 (.07 to .09 at 90% CI), and WRMR =1.20. Cronbach alpha and McDonald’s Omega for internal consistencyshowed the measure was reliable. The analyses showed that the PLBS isa valid, reliable tool for Turkish children.

PDF

___

Acar, İ. H. & Uçuş Güldalı, Ş. (2017). Assessment of the relationship between parents and teachers: Validation and reliability study The Parent-Teacher Relationship Scale. Turkish Studies International Periodical for the Languages, Literature and History of Turkish or Turkic, 12, 28, 751-760. DOI: http://dx.doi.org/10.7827/TurkishStudies.12450
Ahmetoğlu, E., Acar, İ.H. & Aral, N. (2016). Reliability and validity of Penn Interactive Peer Play Scale-Parent Form (PIPPS-P). Turkish Studies International Periodical for the Languages, Literature and History of Turkish or Turkic, 11, 9, 31-52. DOI: http://dx.doi.org/10.7827/TurkishStudies.9634
Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In R. M. Lerner & W. Damon (Eds.), Handbook of child psychology: Theoretical models of human development (pp. 793–828). Hoboken, NJ: Wiley.
Browne, M. W., & Cudeck, R. (1992). Alternative ways of assessing model fit. Sociological Methods and Research, 21, 230-258. doi:10.1177/0049124192021002005
Chao, J. L., McDermott, P. A., Watkins, M. W., Drogalis, A. R., & Worrell, F., C. (2018). The Learning Behaviors Scale: National standardization in Trinidad and Tobago. International Journal of School & Educational Psychology. 6, 1, 35–49. DOI: 10.1080/21683603.2016.1261055.
Coolahan, K., Fantuzzo, J., Mendez, J., & McDermott, P. (2000). Preschool peer interactions and readiness to learn. Relationship between classroom peer play and learning behaviors and conduct. Journal of Educational Psychology, 92, 458-465.
Daglar, M., Melhuish, E. & Barnes, J. (2011). Parenting and preschool child behaviour among Turkish immigrant, migrant and non-migrant families, European Journal of Developmental Psychology, 8, 3, 261-279, DOI: 10.1080/17405621003710827.
Dere Çiftçi, H. (2015). Valdity and reliability study of the Eyberg Child Behavior Inventory (ECBI) for Turkish childreb at the age of 24 to 72 months and behaviors perceived by mothers as problematic by age. International Journal of Family Child and Education, 5, 3, 82-113.
DiStefano C., Liu J., Jiang N., & Shi D. (2018) Examination of the Weighted Root Mean Square Residual: Evidence for Trustworthiness? Structural Equation Modeling, 25, 453-466.
Duncan, G., Dowsett, C., Claessens, A., Magnuson, K., HUston, A., Klebanov, P., et al. (2007). School readiness and later achievement. Developmental Psychology, 43, 1428-1446.
Dunn, T. J., Baguley, T., & Brunsden, V. (2014). From Alpha to Omega: A Practical Solution to the Pervasive Problem of Internal Consistency Estimation. British Journal of Psychology, 105, 399-412. https://doi.org/10.1111/bjop.12046
Hahn, K. R., Schaefer, B. A., Merino, C., & Worrell, F. C. (2009). The factor structure of preschool learning behaviors scale scores in Peruvian children. Canadian Journal of School Psychology, 24, 318–331. doi:10.1177/0829573509349015
Jones, D.E., Greenberg, M., & Crowley, M. (2015). Early Social-Emotional Functioning and Public Health: The Relationship Between Kindergarten Social Competence and Future Wellness. American Journal of Public Health, 105, 11, 2283-2290.
Kağıtçıbaşı, Ç. (2007). Family, Self, and Human Development across Cultures: Theory and Applications. Mahwah, NJ: Lawrence Erlbaum.
MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1, 130–149.
McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). Links between regulation and preschoolers’ literacy, vocabulary, and math skills. Developmental Psychology, 43, 947–959.
McDermott, P. A., Leigh, N. M., & Perry, M. A. (2002). Development and validation of the Preschool Learning Behaviors Scale. Psychology in the Schools, 39, 353– 365.
McDermott, P., Rikoon, S.H., Waterman, C., & Fantuzzo, J.W. (2012). The Preschool Learning Behaviors Scale: Dimensionality and External Validity in Head Start. School Psychology Review, 41, 1, 66–81.
McDermott, P. A., Rikoon, S. H., & Fantuzzo, J. W. (2014). Tracing children’s approaches to learning through Head Start, kindergarten, and first grade—Different pathways to different outcomes. Journal of Educational Psychology, 106, 200 – 213.
McDermott, P. A., Green, L. F., Francis, J. M., & Stott, D. H. (2000). Preschool Learning Behaviors Scale. Philadelphia: Edumetric and Clinical Science.
Muthen, L. K., & Muthen, B. O. (2012). Mplus: Statistical analysis with latent variables. User's guide. Los Angeles, CA: Muthen ve Muthen.
Ozbey, S. & Alisinanoglu, F. (2009). A Study on Problem Behavior of 60-72 Months Children Who Attending Public Early Childhood Education Institution. The Journal of International Social Research 2, 6, 493-517.
Raver, C.C. (2003). Young children’s emotional development and school readiness. ERIC Clearinghouse on Elementary and Early Childhood Education, Retrieved from https://files.eric.ed.gov/fulltext/ED477641.pdf. August 10, 2018.
Schaefer, B. A., & McDermott, P. A. (1999). Learning behavior and intelligence as explanations for children’s scholastic achievement. Journal of School Psychology, 37, 29 – 313. doi:10.1016/S0022-4405(99)00007-2.
Schaefer B.A. (2004). A demographic survey of learning behaviors among American students. School Psychology Review, 33, 481-497. Slaughter, V., Dennis, M. J., & Pritchard, M. (2002). Theory of mind and peer acceptance in preschool children. British Journal of Developmental Psychology, 20, 545–564.
Stipek, D., & Newton, S., & Chudgar, A. (2010). Learning-related behaviors and literacy achievement in elementary school-aged children. Early Childhood Research Quarterly, 25, 385–395.
Thorndike, R. M., & Thorndike-Christ, T. (2010). Measurement and evaluation in psychology and education (8th ed). Boston: Prentice Hall.
von Suchodoletz, A., Trommsdorff, G., Heikamp, T., Wieber, F., & Gollwitzer, P. M. (2009). Transition to school: The role of kindergarten children's behavior regulation. Learning and Individual Differences, 19(4), 561-566.http://dx.doi.org/10.1016/j.lindif.2009.07.006
Wu, Z., Hu, B.Y. & Fan, X. (2016). Cross-Cultural Validity of Preschool Learning Behavior Scale in Chinese Cultural Context. Journal of Psychoeducational Assessment, 1–6.