| Autor: |
Ogelman, Hülya Gülay, Sarac, Seda, Erbay, Filiz, Kayılı, Gökhan, Koçer, Nazife Koyutürk, Önder, Alev |
| Předmět: |
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| Zdroj: |
Journal of Teacher Education & Lifelong Learning (TELL); Jun2024, Vol. 6 Issue 1, p30-43, 14p |
| Abstrakt: |
This study aimed to develop and establish the validity and reliability of the Preschool Peer Aggression Scale (Teacher Form) (PPAS-TF). The study carried out with 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, 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. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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