Validating the Turkish adaptation of the Positive and Negative Affect Scale-Children (PANAS-C) for Turkish adolescents

IF 1.8 3区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Psychology in the Schools Pub Date : 2024-01-31 DOI:10.1002/pits.23167

Mehmet Ali Yıldız

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引用次数: 0

Abstract

The aim of this study was to adapt the Positive and Negative Affect Scale for Children (PANAS-C) developed by Laurent et al. into Turkish and to examine its validity and reliability on high school adolescents. The data of the study were analyzed with four different study groups. The first study group consisted of 414 high school adolescents, 262 girls (63.3%) and 152 boys (36.7%), between the ages of 14 and 19, with a mean age of 15.80 (SD = 1.15). Confirmatory factor analysis (CFA) was conducted with the first study group to determine the construct validity of the scale and a 14-item short form of the scale was obtained. A total of 295 adolescents, 159 girls (53.9%) and 136 boys (46.1%), between the ages of 14 and 19, with a mean age of 16.06 (SD = 1.16), participated in the second study group. CFA was conducted with this group for the construct validity of the short form; a two-dimensional structure was obtained as in the original form of the scale. In addition, multiple-group CFA was conducted with the data obtained from the second study group, and cross-validation of the scale regarding gender was ensured. The internal consistency coefficient, combined reliability values, and average variance extracted values of the scale were examined with both the first and second study groups, and the values obtained were found to be acceptable. The third study group consisted of 69 high school students, 36 girls, and 33 boys, with an average age of 15.67 (SD = 0.82). The criterion-related validity of the scale was examined with the third group. As a result of the criterion-related validity study, it was found that there was a moderately positive relationship between positive emotion and life satisfaction and a negative relationship between positive emotion and depression. On the other hand, there was a moderate negative relationship between negative emotion and life satisfaction and a significant positive relationship between negative emotion and depression. The test-retest reliability of the scale was examined with the fourth study group. For this purpose, 63 students were administered the PANAS-C at 3-week intervals. Significant relationships were found for test–retest reliability, r = .70, p < .01 for the positive emotion dimension, and r = .63, p < .01 for the negative emotion dimension. The results of the study were discussed and interpreted and suggestions for researchers were presented.

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验证针对土耳其青少年的积极和消极情绪量表（PANAS-C）土耳其语改编版

本研究的目的是将劳伦特等人开发的儿童积极和消极情绪量表（PANAS-C）改编成土耳其语，并检验其在高中青少年中的有效性和可靠性。研究数据由四个不同的研究小组进行分析。第一个研究小组由 414 名高中青少年组成，其中女生 262 名（占 63.3%），男生 152 名（占 36.7%），年龄在 14 至 19 岁之间，平均年龄为 15.80 岁（标准差 = 1.15）。为了确定量表的结构效度，我们对第一组研究对象进行了确认性因素分析（CFA），并获得了一份包含 14 个项目的简表。第二组共有 295 名 14 至 19 岁的青少年参加，其中女生 159 人（占 53.9%），男生 136 人（占 46.1%），平均年龄为 16.06 岁（标准差 = 1.16）。该研究组对简表的建构效度进行了 CFA 分析，得到了与量表原始形式相同的二维结构。此外，还对第二研究组的数据进行了多组 CFA，并确保了量表在性别方面的交叉验证。对第一组和第二组的量表进行了内部一致性系数、综合信度值和平均方差提取值的检验，结果表明所获得的数值是可以接受的。第三研究组由 69 名高中生组成，其中女生 36 人，男生 33 人，平均年龄为 15.67 岁（SD = 0.82）。第三组对量表的标准相关效度进行了检验。标准相关效度研究发现，积极情绪与生活满意度之间存在中度正相关，而积极情绪与抑郁之间存在负相关。另一方面，负性情绪与生活满意度之间存在中度负相关，负性情绪与抑郁之间存在显著正相关。第四研究小组对量表的重测信度进行了检验。为此，63 名学生每隔 3 周接受一次 PANAS-C 测试。结果发现，测试再测信度存在显著关系，积极情绪维度的信度r = .70，p <.01；消极情绪维度的信度r = .63，p <.01。对研究结果进行了讨论和解释，并向研究人员提出了建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.00

自引率

5.00%

发文量

200

期刊介绍： Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.