SCHULTZ DUYGU İŞLEME TESTİ- İLK VERSİYON’UN (STEP-P) 3-5 YAŞ ÇOCUKLARI İÇİN GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI

Bu araştırma 3-5 yaş çocukları için Schultz Duygu İşleme Testi- İlk Versiyon’un (STEP-P) geçerlik ve güvenirlik çalışması amacıyla yapılmıştır. Araştırma nicel araştırmalardan genel tarama modelinde tasarlanmıştır. Araştırmanın çalışma grubunu 2019-2020 eğitim öğretim yılında Konya İl Merkezinde Milli Eğitim Bakanlığına bağlı anaokullarına devam eden 3-5 yaş grubunda 310 çocuk olışturmaktadır. Araştırma verilerinin toplanması amacıyla Schultz Duygu İşleme Testi- İlk Versiyon (STEP-P) ve Genel Bilgi Formu kullanılmıştır. Testin geçerlik çalışmaları için kapsam geçerliği (uzman görüşü) ve yapı geçerliği (doğrulayıcı faktör analizi) incelenmiştir. Ölçümlerin iç tutarlılık anlamındaki güvenirliği için KR-20 güvenirlik katsayısı, bağımsız gözlemciler arası uyum ve test tekrar test güvenirliği için normallik varsayımı karşılandığında Pearson korelasyon, karşılanmadığında Spearman korelasyon katsayısı hesaplanmıştır. Yapılan analizlerde Schultz Duygu İşleme Testi- İlk Versiyon’un (STEP-P) 3-5 yaş çocukları için geçerrli ve güvenilir bir test olduğu saptanmıştır.

Anahtar Kelimeler:

Duygu İşleme, Okul Öncesi, Sosyal Bilgi İşleme, Schultz Duygu İşleme Testi- İlk Versiyon (STEP-P)

VALIDITY AND RELIABILITY STUDY OF SCHULTZ TEST OF EMOTION PROCESSING – PRELIMINARY VERSION (STEP-P) FOR 3-5-YEAR-OLD CHILDREN

This study was conducted for the validity and reliability study of the Schultz Test of Emotion Processing – Preliminary Version (STEP-P) for 3-5-year-old children. The study was designed in the general survey model, one of quantitative research. The study group consists of 310 children in the 3-5 age group attending kindergartens affiliated with the Ministry of National Education in Konya City Centre in the 2019-2020 academic year. Schultz Test of Emotion Processing – Preliminary Version (STEP-P) and General Information Form were used to collect the research data. Content validity (expert opinion) and construct validity (confirmative factor analysis) were examined for validity studies of the test. KR-20 reliability coefficient was calculated for the reliability of the measurements in terms of internal consistency. The Pearson correlation coefficient was calculated when the normality assumption was met, and the Spearman correlation coefficient was calculated when the normality assumption was not met for independent inter-observer agreement and test-retest reliability. The analyses showed that the Schultz Test of Emotion Processing – Preliminary Version (STEP-P) is a valid and reliable test for 3-5 year old children.

Keywords:

Emotion Processing, Preschool, Social Information Processing, Schultz Test of Emotion Processing – Preliminary Version (STEP-P),

PDF

___

Alpar, R. (2022). Spor Sağlık ve Eğitim Bilimlerinden Örneklerle Uygulamalı İstatistik ve Geçerlik Güvenirlik SPSS de Çözümleme Adımları ile Birlikte. Ankara: Detay.
Arsenio, W. F. (2010). Social Information Processing, Emotions, and Aggression: Conceptual and Methodological Contributions of The Special Section Articles. Journal of Abnormal Child Psychology, 38(5), 627-632.
Brody, L.R. (1985). Gender Differences in Emotional Development: A Review of Theories and Research. Journal Of Personality, 53, 102–149.
Castro, V. L., Cheng, Y., Halberstadt, A. G. & Grühn, D. (2015). EUReKA! A Conceptual Model of Emotion Understanding. Emotion Review, 1-11, doi: 10.1177/1754073915580601.
Cooke, T. (2017). Social Information Processing: A Useful Framework For Educational Psychology. Educational Psychology Research and Practice, 3(1), 50-69.
Crick, N. R. & Dodge, K. A. (1994). A Review And Reformulation of Social Information-Processing Mechanisms in Children's Social Adjustment. Psychological Bulletin, 115, 74-101.
Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2018). Sosyal Bilimler İçin Çok Değişkenli İstatistik: SPSS ve Lisrel Uygulamaları 5. Baskı, Ankara: Pegem Akademi.
Davies, P. T., Coe, J. L., Hentges, R. F., Sturge‐Apple, M. L. & Ripple, M. T. (2020). Temperamental Emotionality Attributes As Antecedents of Children's Social İnformation Processing. Child Development, 91(2), 508-526. doi: 10.1111/cdev.13191.
De Castro, B. O. (2004). The Development of Social Information Processing and Aggressive Behaviour: Current Issues. European Journal of Developmental Psychology, 1(1), 87-102. doi: 10.1080/17405620444000058.
Dodge, K. (1991). Emotion and Social Information Processing (Ed. J. Garber, K. A. Dodge). The Development of Emotion Regulation and Dysregulation, Cambridge University Press, 159-181.
Dodge, K. A. (2003). Do Social Information-Processing Patterns Mediate Aggressive Behavior. Causes of Conduct Disorder and Juvenile Delinquency, 254-274.
Dodge, K. A. & Rabiner, D. L. (2004). Returning To Roots: On Social Information Processing and Moral Development. Child Development, 75(4), 1003-1008.
Dodge, K. (1985). Facets of Social Interaction and The Assessment of Social Competence in Children (Ed. B.H. Schneider, K.H. Rubin, J. E. Ledingham). Children's Peer Relations: Issues in Assessment and Intervention, Springer-Verlag, 3-22.
Dodge, K. A. (1986). A Social Information Processing Model Of Social Competence in Children (Ed: Marion Perlmutter). Cognitive Perspectives On Children's Social and Behavioral Development: The Minnesota Symposia on Child Psychology, Volume 18. Psychology Press, 77-125.
Dodge, K. A. (2003). Do Social Information-Processing Patterns Mediate Aggressive Behavior. Causes Of Conduct Disorder and Juvenile Delinquency, 254-274.
Healy, S. J., Murray, L., Cooper, P. J., Hughes, C. & Halligan, S. L. (2015). A Longitudinal Investigation of Maternal Influences on The Development of Child Hostile Attributions and Aggression. Journal of Clinical Child & Adolescent Psychology, 44(1), 80-92. doi: 10.1080/15374416.2013.850698.
Herba, C. & Phillips, M. (2004). Annotation: Development of Facial Expression Recognition From Childhood to Adolescence: Behavioural and Neurological Perspectives. Journal of Child Psychology And Psychiatry, 45:7, 1185–1198.
Howarth, G. Z. (2014). Temperament and Emotionally Regulated Reactions To Problem Situations in Preschool Classrooms: An Exploration of The Moderating Effects of Emotion Knowledge, Doctoral Dissertation, George Mason University.
Hu, L. & Bentler, P. M. (1999). Cutoff Criteria For Fit Indexes in Covariance Structure Analysis: Conventional Criteria Versus New Alternatives. Structural Equation Modeling, 6, 1-55.
Kline, R. B. (2015). Principles and Practice of Structural Equation Modeling. (Fourth Edition). NY: Guilford Publications, Inc.
Lemerise, E. A. & Arsenio, W. F. (2000). An Integrated Model of Emotion Processes and Cognition in Social Information Processing. Child Development, 71(1), 107-118.
Lewicki, P. (1984). Self-Schema and Social Information Processing. Journal of Personality and Social Psychology, 47(6), 1177-1190.
Macbrayer, E. K., Milich, R. & Hundley, M. (2003). Attributional Biases in Aggressive Children and Their Mothers. Journal of Abnormal Psychology, 112(4), 698-708. doi: 10.1037/0021-843X.112.4.698.
McDowell, D. J., Parke, R. D. & Spitzer, S. (2002). Parent And Child Cognitive Representations of Social Situations and Children's Social Competence. Social Development, 11(4), 469-486.
Mulaik, S.A. (2009). Linear Casual Modeling with Structural Equations. Boca Raton: Chapman & Hall / CRC.
Orobio De Castro, B., Merk, W., Koops, W., Veerman, J. W. & Bosch, J. D. (2005). Emotions in Social Information Processing and Their Relations with Reactive and Proactive Aggression in Referred Aggressive Boys. Journal of Clinical Child and Adolescent Psychology, 34(1), 105-116.
Raikes, H. A., Virmani, E. A., Thompson, R. A. & Hatton, H. (2013). Declines in Peer Conflict From Preschool Through First Grade: Influences From Early Attachment and Social Information Processing. Attachment & Human Development, 15(1), 65-82. doi: 10.1080/14616734.2012.728381.
Rosseel Y (2012). Lavaan: An R Package For Structural Equation Modeling. Journal of Statistical Software, 48(2), 1–36. doi: 10.18637/Jss.V048.İ02.