School Children's Happiness Inventory: The Validity and Reliability Study

Telef, Bülent Baki

doi:10.15345/iojes.2014.01.013

Cited by 10 publications

(15 citation statements)

References 32 publications

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“…It is seen that limited studies has been conducted on school happiness (e.g. Demiriz & Ulutas, 2016;Telef, 2014;Unuvar, Calısandemir, Tagay, & Amini, 2015). International studies conducted by Chaplin (2009), Holder andKlassen (2010), López-Pérez, Sánchez andGummerum (2015), McCabe, Bray, Kehle, Theodore and Gelbar, (2011), Mahon and Yarcheski (2002), Park and Peterson (2006), Schnittker (2008), Talebzadeh and Samkan (2011), Uusitalo-Malmivaara (2012), Uusitalo-Malmivaara and Lehto (2013), Van Hal, et al (2014), Weaver and Habibov (2010) focused on the relationships among subjective well-being, happiness and success in a similar way.…”

Section: Introductionmentioning

confidence: 99%

School Happiness: A Scale Development and Implementation Study

Sezer¹,

Can²

2019

EJER

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This research aimed to determine school happiness level of the teachers based on their opinions. For this purpose, 'School Happiness Scale' was developed by the researchers. The validity and reliability of the School Happiness Scale were tested. And then, the scale was applied to 484 teachers to determine their school happiness level. Research Method: In the study, a quantitative research design was employed during the data collection and the analysis phases. Results: The School Happiness Scale consists of 26 items and five sub-factors. The item-total correlations range from .54 to .86. The five factors explain 65.09% of the total variance. The results showed that teachers

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Section: Introductionmentioning

confidence: 99%

School Happiness: A Scale Development and Implementation Study

Sezer¹,

Can²

2019

EJER

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“…The 345 of them were constituted by 6th grade primary education students (46.2%) and 402 of them were constituted by 7th grade students (53.8%). During the collection of data; "Family Relations Scale for Children" developed by Demirtaş Zorbaz and Korkut Owen (2011) was used intended for the 4th and 5th grade primary school students by basing on the characteristics of healthy families in order to measure how the children perceive family functioning, and "Happiness Inventory of School Children" (HISC) developed by Ivens (2007) and adapted by Telef (2014) and consists of 30 items as 15 positive and 15 negative, was used.…”

Section: Methodsmentioning

confidence: 99%

Ortaokul Öğrencilerinin Aile İlişkileri Ve Mutluluk Düzeyleri Arasındaki İlişkinin İncelenmesi

Mert

KAHRAMAN

2018

Mersin Üniversitesi Eğitim Fakültesi Dergisi

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Öz: Bu çalışmada, ortaokul 6. ve 7. sınıf öğrencilerinin aile ilişkileri ve mutluluk düzeyleri arasındaki ilişkinin incelenmesi amaçlanmaktadır. Araştırma kapsamında, 2015-2016 eğitim öğretim yılında Uşak il merkezinde çeşitli okullarda ortaokul eğitimine devam eden % 48'i (362 kız öğrenci) kadın ve % 52'si (385 erkek öğrenci) olmak üzere toplam 747 öğrenci değerlendirmeye alınmıştır. Verilerin toplanmasında, öğrencilerin aile ilişkilerine ilişkin veriler için "Çocuklar İçin Aile İlişkileri Ölçeği" ve çocukların mutluluk düzeyleri için "Okul Çocuklarının Mutluluk Envanteri" kullanılmıştır. Verilerin analiz işlemleri SPSS'in 20.0 paket programı kullanılarak gerçekleştirilmiştir. Mutluluk ve aile ilişkileri arasında anlamlı bir ilişki olup olmadığına ilişkin korelasyon katsayılarına bakılmıştır. Ayrıca destekleyici ve engelleyici aile ilişkilerinin, mutluluğu ne derecede yordadığını belirlemek amacıyla aşamalı regresyon analizi yapılmıştır. Mevcut araştırmanın bulguları ortaokul öğrencilerinin destekleyici aile ilişkileri arttıkça mutluluk düzeylerinin de arttığını göstermektedir. Elde edilen sonuçlar ilgili literatür kapsamında değerlendirilerek önerilerde bulunulmuştur.

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“…(Abdel-Khalek, 2006;Swinyard, Kau & Phua, 2001) and multi-item instruments such as Oxford Happiness Inventory (Hills & Argyle, 2002), Subjective Happiness Scale (Lyubomirsky & Lepper, 1999) and the Warwick-Edinburgh Mental Well-Being Scale (Tennant et al, 2007). In a limited number of studies on happiness conducted with adolescents in Turkey, Oxford Happiness Questionnaire (Doğan & Sapmaz, 2012), Adolescent Subjective Well-Being Scale (Eryılmaz, 2009), Short Subjective Well-Being at School Scale for Adolescents (Özdemir & Sağkal, 2016), the EPOCH Scale (Demirci & Ekşi, 2015) and School Children's Happiness Inventory (Telef, 2014) have been used, and most of these scales are adaptations. The definition of happiness and how it is experienced are influenced by individual differences (Vaingankar et al, 2012), as well as cultural norms and values (Diener, Suh, Smith & Shao, 1995;Kitayama, Marcus & Kurokawa, 2000).…”

Section: Introductionmentioning

confidence: 99%

“…al., 2007) gibi çok maddeli ölçeklerle ölçümlendiği görülmektedir. Türkiye'de ergenlerle yapılan mutlulukla ilgili sınırlı sayıda çalışmada Oxford Mutluluk Ölçeği (Doğan & Sapmaz, 2012), Ergen Öznel İyi Oluş Ölçeği (Eryılmaz, 2009), Ergenler İçin Kısa Okulda Öznel İyi Oluş Ölçeği (Özdemir & Sağkal, 2016), EPOCH Ölçeği (Demirci & Ekşi, 2015) ve Okul Çocuklarının Mutluluk Envanteri'nin (Telef, 2014) kullanıldığı, bu ölçeklerin ise çoğunluğunun uyarlama olduğu görülmektedir. Mutluluğun tanımı ve deneyimleme şekli bireylerarası bir farklılık göstermekle birlikte (Vaingankar et.…”

Section: Introductionunclassified

Developing The Adolescent Happiness Scale: Validity and reliability study

Işık

Atalay

2019

Pegegog

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The purpose of the current study is to develop the Adolescent Happiness Scale (AHS). A systematic approach was utilized for developing the scale. In this study, the data were collected from 1136 adolescents including 490 females and 646 males between 11-17 years of age. The psychometric properties of AHS were analyzed by means of item analysis, exploratory and confirmatory factor analyses, criterion-related validity, internal consistency and test-retest methods. The exploratory and confirmatory factor analyses results revealed that the scale had a single-factor structure. Within the scope of the criterion-related validity studies, significant positive correlations were found between AHS and positive affects and overall happiness levels, and a significant negative correlation was found between AHS and negative affects. The internal consistency coefficient of AHS was .92 for the first study and .91 for the second study. Test-retest reliability coefficient was determined to be .74. In conclusion, AHS can be recommended as a reliable and valid tool in measuring the happiness level of adolescents.

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School Children's Happiness Inventory: The Validity and Reliability Study

Cited by 10 publications

References 32 publications

School Happiness: A Scale Development and Implementation Study

School Happiness: A Scale Development and Implementation Study

Ortaokul Öğrencilerinin Aile İlişkileri Ve Mutluluk Düzeyleri Arasındaki İlişkinin İncelenmesi

Developing The Adolescent Happiness Scale: Validity and reliability study

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