Preschool Peer Aggression Scale (Teacher Form): Validity Reliability Study.
Yazarlar (6)
Prof. Dr. Hülya GÜLAY OGELMAN Sinop Üniversitesi, Türkiye
Doç. Dr. Seda Saraç Bahçeşehir Üniversitesi, Türkiye
Prof. Dr. Filiz Erbay Türkiye
Prof. Dr. Gökhan Kayılı Türkiye
Nazife Koyutürk Koçer
Prof. Dr. Alev Önder Türkiye
| Makale Türü |
Özgün Makale
(Diğer hakemli uluslarası dergilerde yayınlanan tam makale)
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| Dergi Adı | Journal of Teacher Education and Lifelong Learning | ||
| Dergi ISSN | 2687-5713 | ||
| Dergi Tarandığı Indeksler | H. W. WILSON | ||
| Makale Dili | İngilizce | Basım Tarihi | 06-2024 |
| Cilt / Sayı / Sayfa | 6 / 1 / 30–42 | DOI | – |
| Makale Linki | https://dergipark.org.tr/tr/pub/tell/issue/85038 | ||
| UAK Araştırma Alanları |
Okul Öncesi Eğitimi
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| Özet |
| This study aimed to develop and establish the validity and reliability of the Preschool Peer Aggression Scale (Teacher Form) (PPAS-TF). The study employed two distinct sample groups. The scale's factor structure was established through Principal Components Analysis on the initial group, which comprised 1106 children (F=508; M=597). The second sample group, which included 551 children (F:255; M:296) was utilized to conduct Confirmatory Factor Analysis to validate the factor structure. The scale's validity was also assessed through content and external criterion validity. For content validity, a literature review and expert consultation were employed. Convenience validity was used for criterion validity. For reliability internal consistency coefficients, item-total correlation coefficients, and correlations between the factors were examined. As a result, the 28-item PPAS-TF for 4-6-year-old children was categorized into three sub-dimensions: social aggression, physical aggression, and verbal aggression. Teachers can use this form to assess aggression levels, with each sub-dimension's score indicating the extent of that specific aggression type. Higher scores in the sub-dimensions signify a greater propensity for that type of aggression. Additionally, an overall assessment can be made using the total score. The distinctiveness of the PPAS-TF arises from its development with a Turkish sample and its incorporation of three sub-dimensions. |
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