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Araştırmanın amacı Paul A. LeBuffe ve Jack A. Naglieri tarafından 1999 yılında geliştirilen orijinal adı ‘The Devereux Early Childhood Assessment (DECA-P2)’ olan ölçeği Türkçe ’ye uyarlamak ve ölçeğin Türkçe formunun geçerlik ve güvenirliğini incelemektir. Araştırmanın katılımcılarını 2015-2016 eğitim öğretim yılının birinci yarıyılında İzmir İl Milli Eğitim Müdürlüğü’ne bağlı bağımsız anaokullarına devam eden 36-66 aylık çocukların ebeveynleri (621) ve öğretmenleri (149) oluşturmaktadır. Doğrulayıcı faktör analizi sonuçlarına göre öğretmen ve ebeveyn formu maddelerinin orijinaline benzer olarak toplam koruyucu faktörler ve davranışsal sorunlar olmak üzere iki alt boyut altında toplandığı görülmüştür. Toplam koruyucu faktörler girişkenlik, öz düzenleme ve bağlanma/ilişki boyutlarına ayrılmaktadır. Ölçeğin öğretmen formunun madde yüklerinin .22 ile .74 arasında sıralandığı görülmüş ve doğrulayıcı faktör analizi sonucunda modelin iyi uyum gösterdiği belirlenmiştir (x2=3667.12, sd=659, p=0.0, RMSEA=.08, AGFI=.93, GFI=.94 ve SRMR=.07). Öğretmen formunun tümü için iç tutarlılık kat sayısı .91 olarak bulunmuştur. Ölçeğin ebeveyn formunun madde yüklerinin .21 ile .55 arasında sıralandığı görülmüş ve doğrulayıcı faktör analizi sonucunda modelin iyi uyum gösterdiği belirlenmiştir ( x2=2217,85, sd=659, p=0.0, RMSEA=.06, AGFI=.92, GFI=.93 ve SRMR=.06). Ebeveyn formunun tümü için iç tutarlılık kat sayısı .85 olarak bulunmuştur. Geçerlik ve güvenirlik çalışmalarından elde edilen bulgulara göre DECA-P2 ölçeğinin hem öğretmen hem de ebeveyn formunun geçerli ve güvenilir bir ölçme aracı olarak kullanılabileceği saptanmıştır.
The study aimed to adapt the scale, originally named 'Devereux Early Childhood Assessment (DECA-P2)' and developed by Paul A. LeBuffe & Jack A. Naglieri in 1999, into Turkish and to examine the validity and reliability of the Turkish form of the scale. The participants in the study were parents (621) and teachers (149) of children aged 33-66 months attending independent kindergartens affiliated with the Izmir Provincial Directorate of National Education in the first semester of the 2015-2016 academic year. According to the results of the CFA, it was seen that the items on the teacher and parent forms were grouped in two subscales, namely total protective factors and behavioral concerns, similar to the original. Total protective factors are further separated into the following subscales: initiative, self-regulation, and attachment/relationships. The item loads of the teacher form of the scale were found to be between 0.22 and 0.74 and the results of CFA determined that the model fit well (χ2=3,667.12, sd=659, p=0.0, RMSEA=0.08, AGFI=0.93, GFI=0.94 and SRMR=0.07) Internal consistency coefficient for the entire teacher form was found to be 0.91. The item loads of the parent form of the scale were found to be between 0.21 and 0.55 and the results of CFA determined that the model fit well (χ2=2.217.85, sd=659, p=0.0, RMSEA=0.06, AGFI=0.92; GFI=0.93, and SRMR=0.06) The internal consistency coefficient for the entire parent form was found to be 0.85. According to the results of the validity and reliability work, it was determined that both teacher and parent forms of the DECA-P2 scale can be used as a valid and reliable measurement tool.
The study aimed to adapt the scale, originally named 'Devereux Early Childhood Assessment (DECA-P2)' and developed by Paul A. LeBuffe & Jack A. Naglieri in 1999, into Turkish and to examine the validity and reliability of the Turkish form of the scale. The participants in the study were parents (621) and teachers (149) of children aged 33-66 months attending independent kindergartens affiliated with the Izmir Provincial Directorate of National Education in the first semester of the 2015-2016 academic year. According to the results of the CFA, it was seen that the items on the teacher and parent forms were grouped in two subscales, namely total protective factors and behavioral concerns, similar to the original. Total protective factors are further separated into the following subscales: initiative, self-regulation, and attachment/relationships. The item loads of the teacher form of the scale were found to be between 0.22 and 0.74 and the results of CFA determined that the model fit well (χ2=3,667.12, sd=659, p=0.0, RMSEA=0.08, AGFI=0.93, GFI=0.94 and SRMR=0.07) Internal consistency coefficient for the entire teacher form was found to be 0.91. The item loads of the parent form of the scale were found to be between 0.21 and 0.55 and the results of CFA determined that the model fit well (χ2=2,217.85, sd=659, p=0.0, RMSEA=0.06, AGFI=0.92; GFI=0.93, and SRMR=0.06) The internal consistency coefficient for the entire parent form was found to be 0.85. According to the results of the validity and reliability work, it was determined that both teacher and parent forms of the DECA-P2 scale can be used as a valid and reliable measurement tool.
Alan : Eğitim Bilimleri
Dergi Türü : Ulusal
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