Baki Duy

Adaptation of the short-form of the UCLA Loneliness Scale (ULS-8) to Turkish for the Adolescents -

Objective: The purpose of this study is to adapt short form of the UCLA Loneliness Scale (ULS-8) to Turkish and investigate the validity and reliability of the scale for Turkish adolescents. Method: The participants in this study were 293 high school students aged between 14 and 19. Among the participants 110 (37.5%) were male, 183 (62.5%) were female and mean age was found to be 15.85 (SS=1.20). Exploratory factor analysis and confirmatory factor analysis were used to evaluate the construct validity of the scale. In order to check criterion validity of Turkish version of the ULS-8 scale, the General Belongingness Scale, and the Life Satisfaction Scale were used. For reliability of Turkish version of the ULS-8, average variance extracted (AVE), composit reliability, Cronbach alpha level and test-retest correlation were computed. Results: The factor analysis resulted in one factor. Factor loadings of the items varied between 0.31 and 0.71. All of the fit indices indicated a good-fit model for the ULS-8. Criterion-related validity analysis revealed that there were significant relationships between loneliness and the general belongingness (r=-0.71), life satisfaction (r=-0.42). The results also showed that internal consistency coefficients of the factors were highly satisfactory for whole scale ?=0.74. Test-retest reliability scales was found to be (r=0.84, p

Farklı Zorbalık Statüsüne Sahip Erinlerde Okula Bağlanma ve Yalnızlık

Previous studies indicated that bullying was quite pervasive among early adolescents and associated with some psychosocial correlates. Thus, the purpose of the present study was to investigate associations among different bully status (victim, bully, bully/victim and bystander), school attachment and loneliness among early adolescents. The sample of the study was comprised of 415 students (F= 214, M= 201) coming from three elementary schools representing different socio-economic groups in Diyarbakir city center. There were significant differences among students with different bully status in terms of school attachment and attachment to friends, but not attachment to teachers. Moreover, there was no significant difference among students with different bully status. Findings also suggest that gender is a significant variable in identifying bully status. Findings of the study were discussed with regard to current literature.

Okul Tükenmişliği: Okula Bağlanma, Sosyal Destek ve Öz Yeterliliğin Yordayıcı Rolü

Bu arastirmada ortaokul ogrencilerinin oz-yeterlik algisi, okula baglanma, arkadas destegi, akademik basari, sinif duzeyi, dershaneye gitme durumu ve ailelerin gelir duzeylerine gore bulunduklari bolgedeki okulun okul tukenmisligini ne derece yordadiginin incelenmesi amaclanmistir. Arastirma verileri ortaokul 6, 7 ve 8. sinifa devam etmekte olan 438 (240 kiz, 198 erkek) ogrenciden toplanmistir. Arastirmada Ilkogretim 6-8. Sinif Ogrencileri Icin Okul Tukenmisligi Olcegi, Cocuk ve Ergenler Icin Okula Baglanma Olce g i, Algilanan Sosyal Destek Olcegi, Genel Oz-yeterlik Olcegi ve Kisisel Bilgi Formu kullanilmistir. Yordayici degisken olarak arastirmaya dâhil edilen degiskenlerin, okul tukenmisligini yordama gucunu belirlemek amaciyla Asamali Coklu Regresyon analiz yontemi kullanilmistir. Regresyon analizi sonucunda ogretmene baglanma ve sinif duzeyi degiskenlerinin toplam okul tukenmisligi puanlarini ve okul tukenmislik olceginin her bir alt boyutunu anlamli duzeyde yordadigi sonucuna ulasilmistir. Bunlara ek olarak arastirmada yer alan oz-yeterlilik, dershaneye gidip gitmeme durumu, okula baglanma ve ailelerin gelir duzeylerine gore bulunduklari bolgedeki okul degiskenlerinin de okul tukenmisligi olceginin farkli alt boyutlarini anlamli duzeyde yordadigi bulgularina ulasilmistir. Arastirmadan elde edilen bulgular mevcut alan yazin dikkate alinarak tartisilmis ve onerilerde bulunulmustur.