Psychometric Characteristics of the Social Justice Scale's Turkish Form and A Structural Equation Modeling

Abstract

Problem Statement: In order to provide equal educational opportunities for students, teachers should encourage their students to have an effective voice concerning social justice. Studies reveal that teachers face trouble when transferring from the concept of social justice as theory to social justice as practice. A scale which will be developed on social justice may enable teachers to better comprehend the process of movement from attitude to action. Moreover, examining which factors affect teachers' behaviors towards social justice will contribute to the arrangement of social justice studies in learning environments. Purpose of the Study:The primary aim of the study is to analyze the psychometric characteristics of the Social Justice Scale's Turkish form. The secondary aim is to determine the effects of social justice attitudes, subjective norms and perceived behavioral control on behavioral intentions. Method:The scale adaptation process was conducted with 515 participants (376 female, 139 male), and structural equation modeling was conducted with 410 (313 female, 97 male) participants. The data were collected through the Social Justice Scale. In analyzing the data, Pearson Correlation Coefficients, confirmatory factor analysis and Cronbach Alpha coefficients were utilized. The effects of social justice attitudes, subjective norms and perceived behavioral control on behavioral intentions were analyzed through structural equation modeling.Findings and Results: Linguistic equivalence of the scale was obtained p=.00, p<.01. After confirmatory factor analysis, the fit indices χ 2 =671.15,

Yaratıcı Drama Eğitmenlerinin Sosyal Adalet Tutumlarının İncelenmesi

“…Araştırmada veriler, Torres-Harding (2012) tarafından geliştirilen ve Cırık (2015) tarafından Türkçe uyarlaması yapılan Sosyal Adalet Ölçeği (Social Justice Scale) ile toplanmıştır. İlgili tutum ölçeği iki bölümden oluşmaktadır.…”

Social Justice Awareness of Middle School Students

“…Türkiye'de sosyal katılımla ilgili yapılan araştırmalara bakıldığında (Alpaslan, 2019;Cırık, 2015;Demirkaya, Ünal, 2018;Elmalı, 2020;Gürgen, 2017İdin, Aydoğdu, 2017Karacan, Bağlıbel, Bindak, 2015;Kondakçı, Kurtay, Oldac ve Şenay, 2016;Örs, 2019Örs, Polat, 2007Kondakçı, Şenay ve Selcan, 2015;Tarhan, 2021;Tomul, 2009; yurtdışında sosyal adaletle ilgili yapılan araştırmalara bakıldığında Crosthwaite, 2015;Gerdin, Larsson, Schenker, vd., 2020;Havig, 2013;Grant, Rye, vd., 2018;Lageson, 2017;Lizzio, Wilson ve Hodaway, 2007;Panthi, Luitel, Belbase, 2018, Baikady, 2017Serafimovska, Markovikj, 2018;Shyman, Lisa, 2017;Wexler, 2021 Araştırmanın nicel boyuttaki hedefi öğrencilerin sosyal adalet bilinci düzeyleri üzerinde çeşitli değişkenlerin etkisinin ortaya çıkarılmasıdır. Araştırmanın nitel boyuttaki hedefi ise; öğrencilerin sosyal adalet kavramına ilişkin görüşlerinin tespit edilmesidir.…”