Reliability and validity study of the preschool social behavior scale - teacher form

Şen, Müge; Ari, Meziyet

doi:10.1501/egifak_0000001222

Cited by 5 publications

(5 citation statements)

References 22 publications

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“…Cronbach alpha internal consistency coefficients were .95; .89; .90 and .51, respectively. Test-retest reliability coefficients were .85; .81; .73 and .56, respectively (Şen & Arı, 2011).…”

Section: Samplementioning

confidence: 96%

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Physical and Relational Aggressive Behavior in Preschool: School Teacher Rating, Teachers’ Perception and İntervention Strategies

Dereli

2020

JEI

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In this study was aimed to determine the preschool teachers’ perception and intervention strategies of physical, relational aggressive behavior and investigate the whether preschool students’ this aggressive behavior differ based on preschool teachers’ intervention strategies. Sample group consisted of 42 pre-school teachers and 755 preschool students aged 4-5. Sequential explanatory design of explanatory design model, one of the mixed method designs, was used in the study. In the quantitative part of study relational screening model and the qualitive part of study semi-structured interview was used to assess teachers’ perception and intervention. Personal Information Form, Pre-School Social Behavior Scale-Teacher Form, and Teacher Interview Forms were used to collect data. Analysis of data was used descriptive statistics, One Way Anova analysis. Results indicated that children’s physical and relational aggressive behavior scores significantly differed preschool teachers’ intervention strategies of aggressive behavior. According to the results, moderate level meaningful relationships between teachers’ preschool teachers’ intervention strategies of physical, relational aggressive behavior and students’ physical and relational aggressive behavior. Teachers stated that they tried different ways to intervention strategies these problems. However, it was determined that pre-school teachers used the strategy of prohibition and punishment in physical aggression more than relational aggression.

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Section: Samplementioning

confidence: 96%

“…(Crick et al, 1997). This form was adapted to Turkish language by Şen and Arı (2011). In confirmatory factor analysis, the scale Chi-square value was calculated as 637.76 (p < .01), and its ratio to the degree of freedom was 637.76/241 = 2.6.…”

Section: Samplementioning

confidence: 99%

Physical and Relational Aggressive Behavior in Preschool: School Teacher Rating, Teachers’ Perception and İntervention Strategies

Dereli

2020

JEI

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“…Such classroom management can be realized by implementing preventive strategies, determining desirable behaviors, and helping children to exhibit these behaviors (Sadık, 2004). When the literature is examined, it is seen that desirable social behaviors in the preschool period are sharing, children's waiting for their turn, helping each other, and showing positive behaviors to peers, while desirable learning environment behaviors are participating in the learning process, following class rules, and following the flow of education (Ercan, 2015;Şen & Arı, 2011;Thornberg, 2009). The definition of class rules is expressed in parallel with desirable behaviors, as behaviors expected to be displayed by children in the classroom and instructions they should follow (Evertson & Weinstein 2006).…”

Section: Introductionmentioning

confidence: 99%

“…Böyle bir sınıf yönetimi ise önleyici stratejilerin uygulanması, istendik davranışların belirlenmesi ve bu davranışların çocuklara kazandırılması ile gerçekleştirilebilmektedir (Sadık, 2004). Alan yazın incelendiğinde okul öncesi dönemde istendik davranışlar arasında paylaşma, sırasını takip etme, yardımlaşma, akranlarına karşı olumlu davranışlar gösterme gibi olumlu sosyal davranışlar ve öğrenme sürecine katılma, sınıf kurallarına uyma ve eğitim akışını takip etme gibi öğrenme ortamına ilişkin olumlu davranışların olduğu görülmektedir (Ercan, 2015;Şen & Arı, 2011;Thornberg, 2009). Sınıf kurallarının tanımı ise istendik davranışlar ile son derece paralel olarak, çocukların sınıfta sergilemeleri beklenen davranışlar ve takip etmeleri gereken yönergeler olarak ifade edilmektedir (Evertson & Weinstein 2006).…”

Section: Introductionunclassified

Experiences of pre-school children and their teachers regarding class rules and behavior management: A case study

Yildiz

Akyol

Doğan

et al. 2020

pegegog

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The aim of the study is to determine experiences of children attending a preschool class and their teacher about class rules, desirable and undesirable behaviors and strategies followed by the teacher concerning these behaviors. The study is a case study, which is one of the qualitative research methods. The participants were 14 children attending a class for 5 year-olds in an independent kindergarten and the teacher of the class. Semi-structured interview technique was used in the study. In addition, in two of the questions in the interview, the students were asked to draw pictures to help them describe their experiences in more detail. The data in the study were analyzed by content analysis, categorized by coding, and themes and sub-themes were obtained. As a result of the research, it was found that the opinions of the children and their teachers about class rules and undesirable behaviors were in parallel with each other. The study revealed that the experiences of children and the teacher overlap in terms of behaviors and strategies followed by the teacher in response to desirable behaviors. However, it was found that the experiences of children and their teacher differ with regards to the way class rules are determined, and behaviors and strategies followed by the teacher concerning undesirable behaviors.

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“…The original version of the scale was developed by Crick, Casas and Mosher (1997) under the name of Preschool Social Behavior Scale-Teacher Form. The scale was translated into Turkish by Şen and Arı (2011) and adapted to Turkish culture and Turkish children. The scale consisting of 25 items is a 5point Likert-type scale.…”

Section: Preschool Social Behaviour Scale (Teacher Form)mentioning

confidence: 99%

Investigation of the relationship between children's prosocial behaviour and self-regulation skills

Kaya

2020

CJES

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This study aimed to investigate the relationship between children's prosocial behavior and self-regulation skills. To collect the data of the study, demographic information form developed by the researcher was used for the demographic information of children, the prosocial behavior sub-dimension of the social behavior scale was used for the prosocial behavior, and the self-regulation skills scale was used for the self-regulation skills of the children. The collected data were analyzed by independent sample t-test, Pearson’s product moment correlation analysis and simple linear regression analysis in a computer package software. As a result of the research, while the self-regulation and prosocial behaviors of children differed according to gender and age of children, the situation of the children whether they have siblings and duration of the pre-school education did not make any significant difference. According to these results, girls' self-regulation and prosocial behavior scores were higher than that of boys and 6 years of age children’s scores were higher than that of 5 years of age children. While there was a moderate positive significant relationship between self-regulation skills and prosocial behavior, it was concluded that the prosocial behavior of children predicted self-regulation skills at the level of 11%. Keywords: Prosocial behavior, self-regulation skills, early childhood, preschool

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Reliability and validity study of the preschool social behavior scale - teacher form

Cited by 5 publications

References 22 publications

Physical and Relational Aggressive Behavior in Preschool: School Teacher Rating, Teachers’ Perception and İntervention Strategies

Physical and Relational Aggressive Behavior in Preschool: School Teacher Rating, Teachers’ Perception and İntervention Strategies

Experiences of pre-school children and their teachers regarding class rules and behavior management: A case study

Investigation of the relationship between children's prosocial behaviour and self-regulation skills

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