PANAS-C (Çocuk) ve PANAS-C-P (Ebeveyn) Ölçeklerinin Türk Kültürü’ne Uyarlanması: Geçer-lik ve Güvenirlik Çalışması

Abstract

The purpose of this study is to adapt The Parent Version of the 10-Item Positive and Negative Affect Schedule for Children (PANAS-C-P) and The Shortened Positive and Negative Affect Scale for Children (PANAS-C) to Turkish Culture, and to examine their validity and reliability. The Shortened Positive and Negative Affect Scale for Children was applied to a total of 312 preschool students, including 5-6 age group and The Parent Form was applied to 301 parents who had students in preschool. As a result of the confirmatory factor analysis (CFA) of The Short Positive and Negative Affect Scale for Children, acceptable goodness of fit coefficients were obtained. The Parent Form, one item was removed from the scale, as a result of the confirmatory factor analysis and item analysis. The construct validity of the Parent Form was examined by CFA and acceptable goodness of fit coefficients were obtained. Cronbach Alpha and Spearman two-half correlation values of the child scale was calculated as α =.70 and S =.80 and the parent form was calculated as α =.78 and S =.79 respectively. In addition, item analysis of the scales and correlation analysis between factors were calculated. As a result, it is seen that the Turkish forms of the scales are valid and reliable and can be used in scientific studies.

Validating the Turkish adaptation of the Positive and Negative Affect Scale‐Children (PANAS‐C) for Turkish adolescents

“…Also, the short form of the PANAS‐C showed significant relationships with depression, anxiety, and emotion regulation. Sari and Uz Baş (2021) carried out an adaptation study of the PANAS for preschool students and parents where they translated the Scale for Children and Parent Version into Turkish and revised some items in the scale. They added alternative emotional expressions to remove cultural barriers for a better understanding.…”

“…One of them is the Turkish version of PANAS for adults (Gençöz, 2000). The other one was adapted based on the short version of the scale developed by Ebesutani et al (2012) to assess the positive and negative emotions experienced by preschool children and their parents (Sarı & Uz Baş, 2021). However, no measurement tools for emotional well‐being among adolescents are available.…”