Developing a Peer Relationship Scale for Adolescents: a validity and reliability study

Abstract

This study aims to develop a valid and reliable tool to measure adolescents' peer relationships. participants and procedureThe research was carried out with 543 adolescents aged 11-18 studying in secondary schools and high schools. Exploratory and confirmatory factor analysis was conducted to determine the construct validity of the scale. Based on the results of the exploratory factor analysis, a structure consisting of four sub-dimensions and 29 items was obtained. The sub-dimensions of the scale are named as intimacy, popularity, trust, and insightfulness. resultsAs a result of the confirmatory factor analysis, the model fit indices were found to have a good fit. Significant relationships were found with the Peer Support Scale and the Stirling Children's Well-being Scale during the analysis of the scale's criterion validity. Cronbach's α internal consistency, split half reliability, and the test-retest method were used to assess the reliability of the scale. Cronbach's α internal consistency coefficient for the total score was found to be .93, the split-half reliability was .85, and the test-retest reliability value was .82. conclusionsIt can be inferred that the scale, which was developed based on the results obtained from validity and reliability studies, is a measurement tool that can be used in studies involving adolescents studying at the level of secondary and high school.

Self-Regulation Skills and Peer Preferences in Preschool Children

“…When young children are liked by their peers and have regular and positive relationships with them, they feel more comfortable and happier in school, and this makes it easier for them to enjoy school. It is stated that children who are accepted and liked by their peers are more successful in adapting to school (Johnson et al, 2000), feel more willing to participate in school activities, and take a more positive attitude toward school (Aydoğdu, 2022;Bossaert et al, 2011;Ladd & Burgess, 2001;Lakhani et al, 2017). Problems in peer relations negatively affect children's classroom participation and may cause emotional problems such as attention deficit, shyness, anxiety (Ladd & Burgess, 2001), adjustment problems (Buhs et al, 2006), social dissatisfaction, avoidance of peer interaction, and loneliness (Cassidy & Asher, 1992;Ladd et al, 1997).…”

Parenting Style, Social Support, Peer Relationship, and Coping Strategies among Students During Online Learning

“…Peer relationship is relationship between people with equal age characteristics and measured using the Peer Relationship Scale (Aydoğdu, 2021). This instrument consists of four dimensions: intimacy, popularity, trust, and insightfulness.…”

“…All instruments used in this research are the result of adaptation and development of the standard instruments PSFFQ, MSPSS, PRS, and ACSS (Aydoğdu, 2021;Laksmita et al, 2020;Shyny, 2017;Sullivan, 2010). Each instrument goes through a validation stage carried out by two material and instrument experts.…”

Pengaruh Relasi Teman Sebaya Terhadap Schadenfreude Pada Remaja

“…(Muhammad, 2021). Selanjutnya aspek relasi teman sebaya yang digunakan dalam penelitian ini berdasarkan teori dari Aydogdu yang terdiri dari 4 aspek yaitu: a)Keintiman, b)Popularitas, c)Kepercayaan dan c) Wawasan (Aydogdu, 2022).…”