Çocuklar İçin Sosyal Problem Durumları Envanterinin Geliştirilmesi ve Türkçe’ ye Uyarlama Çalışmaları

Ozet: Henuz fizyolojik ve psikolojik gelisimleri devam eden cocuklar, gunluk yasamalarinda karsilastiklari ve bir cozume kavusturamadiklari sosyal problemlerden yetiskinlere nazaran daha fazla etkilenirler. Dolayisiyla sosyal problem cozme becerisi erken yaslardan itibaren cocuklara kazandirilmasi gereken en temel beceriler arasinda yer almaktadir. Ancak bu becerinin saglikli bir sekilde kazanilip kazanilmadigini tespit etmek en az bu beceriyi kazandirmak kadar onemlidir. Alanyazinda ilkokul cocuklarinin sosyal problem cozme becerilerini belirlemeye yonelik az sayida bulunan envanterlerin ihtiyaci karsilamamasi durumu yeni bir olcme araci gelistirilmesini gerektirmistir. Bu arastirmada ilkokuldaki cocuklarin sosyal problem cozme beceri duzeylerinin belirlenmesi amaciyla gecerli ve guvenilir bir olcme aracinin gelistirilmesi hedeflenmistir. Envanter orijinalde Ingilizce olarak gelistirilmis ve ardindan Turkce’ ye uyarlanmistir. Uygulamalar bir yil Ingiltere ve bir yil Turkiye’de olmak uzere toplam iki yil surmustur. Arastirmaya Ingiltere’de ogrenim goren 255 ilkokul ogrencisi ile Turkiye’de ogrenim goren 268 ilkokul ogrencisi dahil edilmistir. Gecerlik ve guvenirlik calismalari kapsaminda her iki kulture (Turk – Ingiliz) ozgu gelistirilen olcme araclarinin olcme degismezligi hesaplanmis ve araclarin kulturlerarasi olcme degismezliginin saglandigi gorulmustur. Problem senaryolari iki farkli kodlayici tarafindan kodlanmis ve kodlayicilar arasi guvenirlik hesaplamasi icin Krippendorff’s Alpha (Kalpha) guvenirlik katsayisindan yararlanilmistir. Analiz sonuclari kodlayicilar arasi yuksek bir guvenirlik bulundugunu gostermistir. Sonuc olarak Ingilizce ve Turkce olarak gelistirilen sosyal problem durumlari envanterlerin gecerli, guvenilir ve kullanilabilir oldugu gorulmustur. Abstract: Children, whose physiological and psychological development still continues, are more affected than adults by social problems they encounter in their daily lives and cannot solve them. Therefore, social problem-solving skill is one of the most basic skills that children should gain from an early age. However, determining whether this skill has been acquired in a proper way is as important as gaining the skill. In the literature, the fact that the limited number of inventories for determining the social problem-solving skills of primary school children did not meet the needs required the development of a new measurement tool. In this study, it was aimed to develop a valid and reliable measurement tool in order to determine the social problem-solving skill levels of primary school children. The inventory was originally developed in English and then adapted to Turkish. The practices lasted for a total of two years, one year in England and one year in Turkey. 255 primary school students studying in England and 268 primary school students studying in Turkey were included in the study. Within the scope of validity and reliability studies, the measurement invariance of measurement tools developed specific to both cultures (Turkish - British) was calculated and it was observed that the intercultural measurement invariance of the tools was achieved. The problem scenarios were coded by two different coders and the Krippendorff's Alpha (Kalpha) reliability coefficient was used for the reliability calculation between the coders. Analysis results showed that there is a high reliability between coders. As a result, it was seen that the social problem situations inventories developed in English and Turkish are valid, reliable, and usable.