Validity and reliability study of Positive Experiences at School Scale<p>Okulda Pozitif Yaşantılar Ölçeği geçerlik ve güvenirlik çalışması

Abstract

The aim of this research is to adapt the Positive Experiences at School Scale for the Turkish culture. The study group was composed of 635 students studying in a primary school and four secondary schools in the academic year of 2013-2014 in Çanakkale. 327 of the students (52%) were female, 308 of them (48%) were male. In the research, the Positive Experiences at School Scale, the Comprehensive School Satisfaction Scale for Children and the Positive and Negative Experiences Scale were used for data collection. As a result of exploratory factor analysis, the variance explained by four subscales was 60%. As a result of confirmatory factor analysis, fit indices related to the model were observed to be in acceptable level. The results of a convergent validity study showed that positive experiences at school were positively associated with school satisfaction and positive experiences, and were negatively associated with negative experiences. Cronbach's alpha internal consistency coefficient of the scale was calculated as follows: .70 for gratitude, .80 for zest, .63 for optimism, .73 for perseverance and .86 for the overall scale. Results showed that the scale was a valid and reliable instrument for evaluating positive school experience in Turkish culture.

The Relationship between Positivity and Fear of Happiness in People Applying to Graduate Programs in Physical Education and Sports Department

“…There was no statistically significant difference in positivity and fear of happiness levels between male and female participants. Telef (2016) reported a statistically significant difference in positivity and fear of happiness levels between male and female participants. Participants' positivity and fear of happiness levels did not significantly differ by age either.…”

Taking Students on a Strengths Safari: A Multidimensional Pilot Study of School-Based Wellbeing for Young Neurodiverse Children

“…The present study provided evidence of the covitality intervention as beneficial for early elementary students who are neurodivergent; however, increasing interest in using the covitality model for targeted interventions has emerged across the U.S. and around the world, through ongoing investigations by the UC Santa Barbara Project Covitality research team, and affiliates in Australia, Slovakia, Italy, England, Indonesia, and Japan [ 75 ]. This steady progress toward international expansion of the SEHS System—the SEHS-P [ 19 ] alone has been adapted linguistically and validated for use in Turkish [ 76 ], Chinese [ 69 ], Korean [ 77 ], and Spanish [ 78 ] cultures—is driving widespread concentration on developmental initiatives for practical strategies that foster student covitality strengths across educational contexts.…”

Positive psychological traits, school functioning, and psychological adjustment in elementary schoolchildren

“…Previous research indicated that the scale had an adequateto-strong internal reliability and concurrent validity with criterion variables (Furlong et al, 2013;Renshaw, 2017). Telef (2016) investigated the psychometric properties of the SEHS-P for Turkish children and reported that the scale had adequate internal reliability and concurrent validity with criterion variables. However, two items had cross-factor loadings with the Turkish sample and were therefore removed (Telef, 2016).…”

“…Telef (2016) investigated the psychometric properties of the SEHS-P for Turkish children and reported that the scale had adequate internal reliability and concurrent validity with criterion variables. However, two items had cross-factor loadings with the Turkish sample and were therefore removed (Telef, 2016). Given the rationale of the social-emotional model, the present study used the 16-item version of the SEHS-P (translated by Telef, 2016), and the psychometric properties of the SEHS-P were investigated using the present sample to enhance the usability of the scale for both research and practice; see the Results section.…”