The Psychometric Properties of the Parent, Teacher and Student Versions of the Study Skills Scale

Abstract

Abstract:This study aimed at developing the parent, teacher and student versions of The Study Skills Scale in order to assess the study skills of elementary school students. The construct validity of the three scales was tested by Principal Components Analysis. Item total correlations were also conducted, together with independent samples t-test in order to determine the meaningful difference between the top and the bottom %27 groups. The reliabilities of the scales and their subscales were analyzed using Cronbach Alpha, split half and testretest reliability estimates. The results taken together showed that all three scales had good psychometric properties and thus could be used to assess the study skills of elementary school students. A further analysis using the Pearson correlations showed consistencies among the three scales.Key Words: Study skills, elementary school students, parent, teacher, scale SUMMARY Purpose and Significance: Study skills are behaviors that are considered to play an important role in one's independence and success throughout the life span. These skills range from finishing homework to listening strategies in class, which make up a whole bunch of behaviors that can be used in various settings such as school. Study skills are recommended by many authors to be learned during the early school years, which gradually become good habits later in life. Despite such considerations, few attempts to tackle these skills for young *

Effect of Internalized Stigma on Peer Relationships in Adolescents with Attention-Deficit/Hyperactivity Disorder

“…Peer relationships exist at every stage of life and play an essential role in all children's social lives and adaptations to life. 15 Children and adolescents with ADHD have severe difficulties in peer relationships. 23 24 They are more frequently rejected and stigmatized by their peers than healthy controls.…”

“…23 24 They are more frequently rejected and stigmatized by their peers than healthy controls. 15 23 25 Children with ADHD are more exposed to mockery and bullying by their friends. 26 Another study reported that children with ADHD are more likely to be victimized by their peers.…”

“…26 Another study reported that children with ADHD are more likely to be victimized by their peers. 15 Children with ADHD are often ostracized by their peers and have problems making friends and maintaining close friendships. 2 Experiencing these social problems may be the result of the problematic process they experience when trying to manage the symptoms of ADHD as well as the fact that they are enduring long-term treatment.…”

“…27 A study conducted on adolescents with and without ADHD found that their peers rejected them more and they had fewer friends. 15 A comparative study conducted with healthy children and children with ADHD found that children with ADHD are less preferred socially, less liked, have fewer friends, and are more often in the rejected social status category. In the study, which took into account the types of peers who chose children with ADHD as friends or nonfriends, it was found that children with ADHD were shown as nonfriend candidates with children with higher social status and more loved by others.…”

“…The Descriptive Characteristics Form was a semistructured form prepared by the researchers to record information such as the adolescent's age, gender, education level, number of siblings, duration of illness, parents' educational status, employment status, age, income level of the family, and the living situation of the parents. 14 15…”