土耳其版大学生COVID-19影响量表的心理测量特性

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2023-01-05 DOI:10.47602/josep.v3i1.34

Murat Yıldırım, Mehmet Emin Şanlı

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引用次数: 14

摘要

COVID-19大流行的心理影响已经发生了重大变化，这需要一种新的衡量工具来反映这些变化。COVID-19影响量表(CIS)评估对COVID-19大流行的心理应激反应。本研究首次从内部一致性信度、因素结构、标准效度和预测效度等方面考察了土耳其版大学生CIS的心理测量特性。采用横断面研究设计，从土耳其一所公立大学的486名大学生中收集数据。参与者通过在线调查完成了CIS和Kessler心理困扰量表-6。结果表明，CIS具有良好的内部一致性信度。探索性和验证性结果为高因子负荷的量表提供了单因子解决方案。此外，研究结果显示，CIS不仅与心理困扰呈显著正相关，而且在控制了年龄和性别的影响后，在心理困扰的预测中占了显著的独特方差。这些结果表明，CIS是一种心理计量学上健全的量表，在土耳其大学生中具有良好的信度和效度。CIS可以自信地用于研究和临床实践。

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Psychometric properties of the Turkish version of the COVID-19 Impact Scale in university students

The psychological impacts of the COVID-19 pandemic have substantially changed and this requires a new measurement tool reflecting these changes. The COVID-19 Impact Scale (CIS) assesses the psychological stress responses to the COVID-19 pandemic. This study, for the first time, examined the psychometric properties of the Turkish version of the CIS in university students by focusing on its internal consistency reliability, factor structure, criterion validity and predictive validity. Using a cross-sectional research design, data were collected from 486 university students studying at a public university in Turkey. Participants completed the CIS and Kessler Psychological Distress Scale-6 using an online survey. The results showed that the CIS had excellent internal consistency reliability. Results of exploratory and confirmatory yielded a one-factor solution for the scale with high factor loadings. Also, the results showed that the CIS was not only significantly positively correlated with psychological distress but also accounted for a significant amount of unique variance in the prediction of psychological distress after controlling for the effects of age and gender. These results suggest that the CIS is a psychometrically sound scale with good evidence of reliability and validity in Turkish university students. The CIS can be confidently used for research and clinical practices.

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来源期刊

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.