Mehmet DURNALI - Academia.edu (original) (raw)

Mehmet DURNALI

Mehmet Durnalı (Assoc. Prof. Dr.) related author profile picture

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Gökçe Bulgan, Ph.D. related author profile picture

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Papers by Mehmet DURNALI

Research paper thumbnail of Delaware Sosyal-Duygusal Yeterlik Ölçeğinin (DSDY-Ö) Türk Diline Uyarlanması

Kuramsal Eğitimbilim, 2019

The aim of this study is to adapt The Delaware Social-Emotional Competency Scale into Turkish lan... more The aim of this study is to adapt The Delaware Social-Emotional Competency Scale into Turkish language so that social-emotional competency of students can be examined through testing the language validity and conducting Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). While the sample for EFA consisted of 338, the sample for CFA consisted of 220 different high school students. Since the CFA was administered first and it was decided to administer the EFA. The first and 12nd items were taken out of the scale considering the total item correlation before EFA. Two sub-dimensional structures were obtained as a result of the AFA administered with the remaining items. Sub-dimensions were given the names "self awareness" and "social awareness" in accordance with the literature. In order to test the structure obtained from the EFA, CFA was administered with different data sets and the factor structure was determined to be acceptable. The internal consistency coefficient for the reliability study was calculated as .70 The Pearson Moments Multiplication Correlation Coefficient calculated for the test-retest reliability study was found to be significant. The scale is a valid and reliable tool that can be used in Turkish culture.

Research paper thumbnail of Delaware Sosyal-Duygusal Yeterlik Ölçeğinin (DSDY-Ö) Türk Diline Uyarlanması

Kuramsal Eğitimbilim, 2019

The aim of this study is to adapt The Delaware Social-Emotional Competency Scale into Turkish lan... more The aim of this study is to adapt The Delaware Social-Emotional Competency Scale into Turkish language so that social-emotional competency of students can be examined through testing the language validity and conducting Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). While the sample for EFA consisted of 338, the sample for CFA consisted of 220 different high school students. Since the CFA was administered first and it was decided to administer the EFA. The first and 12nd items were taken out of the scale considering the total item correlation before EFA. Two sub-dimensional structures were obtained as a result of the AFA administered with the remaining items. Sub-dimensions were given the names "self awareness" and "social awareness" in accordance with the literature. In order to test the structure obtained from the EFA, CFA was administered with different data sets and the factor structure was determined to be acceptable. The internal consistency coefficient for the reliability study was calculated as .70 The Pearson Moments Multiplication Correlation Coefficient calculated for the test-retest reliability study was found to be significant. The scale is a valid and reliable tool that can be used in Turkish culture.

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