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

Yıldız, Mehmet Ali; Duy, Baki

doi:10.5350/dajpn2014270302

Cited by 61 publications

(39 citation statements)

References 28 publications

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“…The scores that can be obtained from the scale range from 7 to 28. High scores obtained from the scale indicate a high level of loneliness (Yildiz & Duy, 2014).…”

Section: Ucla Loneliness Scale Short Form (Uls-8)mentioning

confidence: 99%

“…Whether or not the original one-dimensional structure of the scale would be confirmed in the Turkish culture was examined by Yildiz and Duy (2014) through Explanatory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). As a result of the EFA, scale items were observed to be placed under a single dimension.…”

Section: Ucla Loneliness Scale Short Form (Uls-8)mentioning

confidence: 99%

“…Developed by Hays and DiMatteo (1987) and adapted into Turkish by Yildiz and Duy (2014), the scale consists of seven items and one dimension. Whether or not the original one-dimensional structure of the scale would be confirmed in the Turkish culture was examined by Yildiz and Duy (2014) through Explanatory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA).…”

Section: Ucla Loneliness Scale Short Form (Uls-8)mentioning

confidence: 99%

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Relationship between Impulsivity, Social Media Usage and Loneliness

Savcı¹,

Aysan²

2016

Edupij

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The purpose of this study is to examine the relationships between impulsivity, social media usage, and loneliness and to test the structural hypothetical model developed based on the literature. The study was conducted on 307 (164 female, 143 male) university students. Data collection instruments of the study were the Barratt Impulsivity Scale Short Form (BIS-11-SF), Social Media Usage Scale (SMUS), and UCLA Loneliness Scale Short Form (ULS-8). The measurement models of the latent variables were tested initially and it was observed that the scales of the latent variables were efficient enough to be included in the structural equation model. In addition, the suggested hypothetical model was tested. According to the analysis, it was observed that impulsivity directly, positively and significantly predicts social media usage, that social media usage directly, positively and significantly predicts loneliness, and that impulsivity indirectly, positively and significantly predicts loneliness.

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“…The scores that can be obtained from the scale range from 7 to 28. High scores obtained from the scale indicate a high level of loneliness (Yildiz & Duy, 2014).…”

Section: Ucla Loneliness Scale Short Form (Uls-8)mentioning

confidence: 99%

Section: Ucla Loneliness Scale Short Form (Uls-8)mentioning

confidence: 99%

Section: Ucla Loneliness Scale Short Form (Uls-8)mentioning

confidence: 99%

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Relationship between Impulsivity, Social Media Usage and Loneliness

Savcı¹,

Aysan²

2016

Edupij

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“…Bu envanterden alınan yüksek puanlar derse katılım durumunun yüksekliğine işaret etmektedir. UCLA yalnızlık ölçeği kısa formunun geçerlik ve güvenirlik çalışmaları Yildiz ve Duy (2014) Araştırmada ayrıca "Okula İlişkin Tutum" ve "İngilizce Dersine İlişkin Tutum" olmak üzere araştırmacılar tarafından iki tutum ölçeği geliştirilmiştir. Kapsam geçerliği çalışmaları alanyazın incelemeleri ve uzman görüşleri çerçevesinde tamamlanmıştır.…”

Section: Veri Toplama Araçlarıunclassified

Derse Bağlanma Üzerine Sosyokültürel Bir İnceleme

Arslan¹,

Uluhan²,

Can³

et al. 2017

HUJE

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ÖZ: Bağlanma en yalın haliyle öğrenenin ilgili derse ilişkin öğrenme etkinliklerini istekli biçimde, bir başka ifadeyle keyif alarak sürdürmesi olarak tanımlanabilir. Bağlanma ile ilişkilendirilen önemli bir özellik öğrenme ortamının sosyal yapısıdır. Bu düşünceye göre, öğrenme ortamında gerçekleşen sosyal etkileşimin niteliği bağlanma durumunun önemli bir belirleyicisidir. Araştırmada bu bakışla lise öğrencilerinin derse bağlanma durumları okulun sosyal iklimi, sınıfın sosyal çevresi, yalnızlık, derse ilişkin tutum, okula ilişkin tutum ve akademik başarı ortalaması çerçevesinde ve İngilizce dersi bağlamında incelenmektedir. Veri toplama paketinde Derse Katılım Envanteri, Okulun Sosyal İklimi Ölçeği, Sınıfın Sosyal Çevresini Algılama Ölçeği, UCLA Yalnızlık Ölçeği Kısa Formu; ayrıca araştırmacılar tarafından geliştirilen İngilizce dersine ve okula ilişkin tutum ölçekleri yer almaktadır. Katılımcılar 2015-16 bahar yarıyılında eğitimine 9, 10, 11 ve 12. sınıflarda devam etmekte olan 734 lise öğrencisinden oluşmaktadır. Elde edilen veriler üzerinde betimsel istatistikler, Pearson momentler çarpımı katsayıları, çoklu doğrusal ve aşamalı regresyon analizleri yürütülmüştür. Araştırma sonuçlarına göre, sınıfın sosyal çevresi, İngilizce dersine ilişkin tutum, okulun sosyal iklimi ve akademik başarı ortalaması birlikte bağlanma durumu üzerindeki varyansın %54'ünü açıklamaktadır. Bağlanma durumu en çok sınıfın sosyal çevresine ilişkin algılar tarafından yordanmaktadır. Anahtar sözcükler: Bağlanma, sınıfın sosyal çevresi, okulun sosyal iklimi, yalnızlık, lise öğrencisi ABSTRACT: Engagement occurs when students are inherently eager to pursue a course. Many factors might influence student engagement. From a sociocultural perspective, one such factor might be the classroom social environment. From this point of view, the purpose of this study is to investigate the relationships between student engagement, school social climate, classroom social environment, loneliness, attitudes toward English course, attitudes toward the school and the grade point average. The instrument includes the scales of classroom engagement, school social climate, perceptions of classroom social environment, short form of the UCLA loneliness, attitudes toward English course and school. The data were collected from 734 high school students of 9, 10, 11 and 12 th grades in 2015-16. The results indicated that perceptions of classroom social environment, attitudes toward English course, school social climate and grade point average significantly predicted student engagement. Furthermore, perceptions of classroom social environment explained the highest proportion of variance in student engagement.

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“…The scale was later revised by Hays and DiMatteo (1987), who developed it into an eight-itemed shortened form of the original scale. Yildiz and Duy (2014) then adapted the scale into Turkish. Data was collected from 293 students between ages 14 and 19 during the adaptation process.…”

Section: Instrument and Proceduresmentioning

confidence: 99%

Relationship between High School Students’ Facebook Addiction and Loneliness Status

Karaköse

Yirci

Uygun

et al. 2016

EURASIA J MATH SCI T

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This study was conducted in order to analyze the relation between high school students' Facebook addiction and loneliness levels. The study was conducted with the relational screening model. The sample of the study consists of 712 randomly selected high school students. The data was collected using the Bergen Facebook Addiction Scale (BFAS) to analyze the students' Facebook tendencies and with the UCLA Loneliness Scale to analyze the students' levels of loneliness. Data was analyzed with descriptive statistic instruments along with t-test, ANOVA test, LSD test, and Correlation Analysis. Research findings suggest that the Facebook addiction levels of the high school students in the sample are rather low. Analyses conducted regarding the gender variable indicate that there is no relationship between Facebook addiction levels and the time spent on Facebook. Findings show that students most commonly share photographs and videos. This suggests that students use Facebook as a leisure pastime. Also, analyses indicate that there is a statistical significant relationship between the time participants spend on Facebook and their Facebook addiction scores. Findings of the study suggest that both male and female students' loneliness scores are low. In addition, the Correlation Analysis conducted to determine participants' Facebook addiction and loneliness levels was examined and no statistical significant relationships were found. According to the findings, it can be asserted that the participants of this study are not in the risk group regarding their Facebook addiction and loneliness levels.

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

Cited by 61 publications

References 28 publications

Relationship between Impulsivity, Social Media Usage and Loneliness

Relationship between Impulsivity, Social Media Usage and Loneliness

Derse Bağlanma Üzerine Sosyokültürel Bir İnceleme

Relationship between High School Students’ Facebook Addiction and Loneliness Status

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