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Social Emotional Learning Scale: The Study of Validity and Reliability

Year 2013, Issue: 25, 23 - 34, 30.01.2014

Abstract

The aim of this research is to examine the validity and reliability of the Turkish version of the Social Emotional Learning Scale (SELS; Coryn, Spybrook, Evergreen & Blinkiewicz, 2009). The sample of this study consisted of 300 primary school students. Results of language equivalency showed that the correlations between Turkish and English items were ranging from .72 to .95. Results of confirmatory factor analysis demonstrated that the three-dimensional model was well fit (RMSEA=.049, NFI=.96, CFI=.98, IFI=.98, RFI=.95, GFI=.92, AGFI=.90). The internal consistency coefficients of the scale was .90. Also the three-week interval test-retest reliability coefficients of the scale was .71. Overall findings demonstrated that Turkish version of the Social Emotional Learning Scale had adequate validity and reliability scores.

References

  • Arslan, S., Akın, A. & Demir, S. (2012). Thevalidityandreliabilityof TheTurkishVersion of Social-Emotional Learning Scale (SELS). International Conferences on New Horizons in Eucation, CzechRepublic.
  • Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı (8. Baskı). Ankara: Pegem Yayıncılık.
  • Cefai,C. &Cooper,P. (2009). Promoting emotional education engaging children and young people. Jessica Kingsley Publishers, London.
  • Coryn,L.S.C.,Spybrook,K.J., Evergreen, D.H.S., ve Blinkiewicz, M. (2009). Development andevaluation of theSocial-Emotional Learning Scale. Journal of PsychoeducationalAssessment 27(4), 283-295.
  • Elias, M. J.,Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., Kessler, R., Schwab-Stone, M. E., &Shriver, T. P. (1997). Promoting social and emotional learning: Guidelines for educators. Alexandria, VA: Association of Supervision and Curriculum Development.
  • Goleman, D. (1995). Emotional Intellenge. Broadway Books, Newyork.
  • Haynes, M.N. , Ben-Avie, M. & Ensign, J. (2003). How social and emotional development addup. Newyork, Teachers' CollegePress.
  • Jarvela, S. (2011). Social and emotional aspects of learning. Oxford, UK, Academic Press of Elsevier.
  • Joreskog, K. G.,&Sorbom, D. (1996). LISREL 8 referenceguide. Lincolnwood, IL: ScientificSoftware International.
  • Kabakçı, F. Ö. &Owen, K.F. (2010). A study development of Social Emotional Learning Skills Scale. Education and Science,35(157), 152-166.
  • Novick, B.,Kress, J. S., &Elias, M. J. (2002). Building learning communities with character: How to integrate academic, social, and emotional learning. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Özdamar, K. (2004). Paket programlar ile istatistik veri analizi 1. Eskişehir: Kaan Kitabevi.
  • Pasi, J.P. (2001). Higher expectations promoting social emotional learning and academic achievement in yourschool. Newyork, Teachers College presS.
  • Patrikakou, E. N.,Weissberg, R. P., Redding, S., Walberg, J. H., &Anderson, R. A. (2005). School-family partnerships for children's success. Newyork, Teachers College press.
  • Salovey, P. &Mayer, D. J. (1990). Emotional intellenge. Imagination, Cognition, and Personality, 9, 185-211
  • Sipahi, B. Yurtkoru, E. S.,& Çinko, M. (2008). Sosyal bilimlerde SPSS’le veri analizi. İstanbul: Beta Basım Yayım Dağıtım.
  • Stern,R.(1999). Hormone-drivenkids: A call for social and emotional learning in the middle school years. Voices from the Middle,7 (1), 3-8.
  • Tabachnick, B. G.,&Fidell, L. S. (2007). Using multivariate statistics. Boston: Allynand Bacon

Sosyal Duygusal Öğrenme Ölçeği: Geçerlik ve Güvenirlik Çalışması

Year 2013, Issue: 25, 23 - 34, 30.01.2014

Abstract

Bu araştırmanın amacı, Sosyal duygusal öğrenme ölçeği’ nin (SDÖÖ; Coryn, Spybrook, Evergreen & Blinkiewicz, 2009) Türkçe formunun geçerlik ve güvenirliğini incelemektir. Araştırma 300 ilköğretim öğrencisi üzerinde yürütülmüştür. Dilsel eşdeğerlik çalışmasında, SDÖÖ’ nün Türkçe ve orijinal formlarında bulunan maddeler arasındaki korelasyon katsayıları .72 ile .95 sıralanmaktır. Doğrulayıcı faktör analizinde üç boyutlu modelin iyi uyum verdiği görülmüştür (RMSEA=.049, NFI=.96, CFI=.98, IFI=.98, RFI=.95, GFI=.92, AGFI=.90).SDÖÖ’nün iç tutarlılık güvenirlik katsayısı .90, test-tekrar test güvenirlik katsayısı ise .71 olarak bulunmuştur. Bu sonuçlar, SDÖÖ’nün Türkçe formunun geçerli ve güvenilir bir ölçme aracı olduğunu göstermektedir.

References

  • Arslan, S., Akın, A. & Demir, S. (2012). Thevalidityandreliabilityof TheTurkishVersion of Social-Emotional Learning Scale (SELS). International Conferences on New Horizons in Eucation, CzechRepublic.
  • Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı (8. Baskı). Ankara: Pegem Yayıncılık.
  • Cefai,C. &Cooper,P. (2009). Promoting emotional education engaging children and young people. Jessica Kingsley Publishers, London.
  • Coryn,L.S.C.,Spybrook,K.J., Evergreen, D.H.S., ve Blinkiewicz, M. (2009). Development andevaluation of theSocial-Emotional Learning Scale. Journal of PsychoeducationalAssessment 27(4), 283-295.
  • Elias, M. J.,Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., Kessler, R., Schwab-Stone, M. E., &Shriver, T. P. (1997). Promoting social and emotional learning: Guidelines for educators. Alexandria, VA: Association of Supervision and Curriculum Development.
  • Goleman, D. (1995). Emotional Intellenge. Broadway Books, Newyork.
  • Haynes, M.N. , Ben-Avie, M. & Ensign, J. (2003). How social and emotional development addup. Newyork, Teachers' CollegePress.
  • Jarvela, S. (2011). Social and emotional aspects of learning. Oxford, UK, Academic Press of Elsevier.
  • Joreskog, K. G.,&Sorbom, D. (1996). LISREL 8 referenceguide. Lincolnwood, IL: ScientificSoftware International.
  • Kabakçı, F. Ö. &Owen, K.F. (2010). A study development of Social Emotional Learning Skills Scale. Education and Science,35(157), 152-166.
  • Novick, B.,Kress, J. S., &Elias, M. J. (2002). Building learning communities with character: How to integrate academic, social, and emotional learning. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Özdamar, K. (2004). Paket programlar ile istatistik veri analizi 1. Eskişehir: Kaan Kitabevi.
  • Pasi, J.P. (2001). Higher expectations promoting social emotional learning and academic achievement in yourschool. Newyork, Teachers College presS.
  • Patrikakou, E. N.,Weissberg, R. P., Redding, S., Walberg, J. H., &Anderson, R. A. (2005). School-family partnerships for children's success. Newyork, Teachers College press.
  • Salovey, P. &Mayer, D. J. (1990). Emotional intellenge. Imagination, Cognition, and Personality, 9, 185-211
  • Sipahi, B. Yurtkoru, E. S.,& Çinko, M. (2008). Sosyal bilimlerde SPSS’le veri analizi. İstanbul: Beta Basım Yayım Dağıtım.
  • Stern,R.(1999). Hormone-drivenkids: A call for social and emotional learning in the middle school years. Voices from the Middle,7 (1), 3-8.
  • Tabachnick, B. G.,&Fidell, L. S. (2007). Using multivariate statistics. Boston: Allynand Bacon
There are 18 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Serhat Arslan

Ahmet Akın

Publication Date January 30, 2014
Submission Date January 30, 2014
Published in Issue Year 2013 Issue: 25

Cite

APA Arslan, S., & Akın, A. (2014). Sosyal Duygusal Öğrenme Ölçeği: Geçerlik ve Güvenirlik Çalışması. Sakarya Üniversitesi Eğitim Fakültesi Dergisi(25), 23-34.