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Bu araştırmanın temel amacı Voelkl (1996) tarafından geliştirilen Okulla Özdeşleşme Ölçeğini (The Identification with School Questionnaire) ortaokul öğrencileri için Türkçeye uyarlamaktır. Dil eş-değerliği tamamlandıktan sonra ölçeğin Türkçe formu 476 ortaokul öğrencisine (%56.7’si kız, %43.3’ü erkek) uygulanmıştır. Türkçe formun yapı geçerliği doğrulayıcı faktör analizi ile incelenmiştir. Elde edilen sonuçlar, ölçeğin Türkçe formunun özgün formda belirtildiği gibi aidiyet ve değer verme olmak üzere iki faktörden oluştuğunu göstermiştir. Türkçe formun amacına hizmet etme düzeyini belirlemek için ölçüt geçerliği çalışması gerçekleştirilmiştir. Ölçeğin ayrıt ediciliğini belirlemek için %27’lik üst ve alt grupların madde puanları karşılaştırılmış, ayrıca sıralama ve sınıflama geçerlilik katsayısı hesaplanmıştır. Ölçeğin iç tutarlılığını belirlemek için ise Cronbach Alfa değerleri, madde toplam korelasyon katsayıları ve ölçeğin boyutları arasındaki ilişkiler hesaplanmıştır. Elde edilen sonuçlar, Türkçeye uyarlanan ölçeğin iki faktöre sahip olduğunu, bu faktörlerin ortaokul öğrencilerinden elde edilen veriler ile uyumlu olduğunu, ölçek faktörlerinin iç tutarlılıklarının yüksek düzeyde bulunduğunu ve ölçeğin amacına hizmet ettiğini göstermiştir.
The main purpose of this research is to adapt the Identification with School Questionnaire (The Identification with School Questionnaire) developed by Voelkl (1996) to Turkish for high school students. After the language equality was completed, the Turkish form of the scale was applied to 476 high school students (56.7 percent girls, 43.3 percent men). The structure validity of the Turkish form is studied by verifying factor analysis. The findings showed that the scale consists of two factors, as indicated in the original form of the Turkish form, as belonging and giving value. Measurement validity work has been carried out to determine the level of serving the purpose of the Turkish form. To determine the distinctivity of the measurement, the material points of the top and bottom groups of 27% were compared, as well as the ranking and classification validity ratio was calculated. To determine the internal consistency of the scale, the Cronbach Alfa values, the total correlation ratio of the substance and the size of the scale are calculated. The findings showed that the scale adapted to Turkey has two factors, that these factors are compatible with the data obtained from high school students, that the internal consistency of the scale factors is at a high level and serves the scale's purpose.
The major purpose of this study was to adapt The Identification with School Questionnaire developed by Voelkl (1996) into Turkish for secondary school students. After language equivalency assured, the Turkish form of the questionnaire was conducted to 476 secondary school students (%56.7 female, %43.3 male). The construct validity of the Turkish form was analyzed by confirmatory factor analysis. The results of the confirmatory factor analysis showed that the Turkish form of the questionnaire was composed of two factors, which were labeled as belonging and valuing, as it was in the original questionnaire. The criterion validity was examined in order to find out if the questionnaire served its purpose. In order to determine the item discrimination of the questionnaire the item scores of the upper and lower groups of 27% were compared, also the validity coefficient of ranking and classification were calculated. In order to determine the internal consistency of the scale, relations between Cronbach's alpha values, item total correlation coefficients and the dimensions of the scale were calculated. The results showed that the questionnaire adapted into Turkish was composed of two factors and these factors were compatible with the data gathered from secondary school students, the internal consistency of the questionnaire factors was high, and the questionnaire served its purpose.
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