Development of Scale to Measure Social Interaction Among University Students
Keywords:
Academic Achievement, Scale Development, Social Interaction, Social SkillsAbstract
The current study focused on developing and validating a scale to measure social interaction among university students, named SIAA-US. It was constructed based on five main factors: Teacher-student interaction, Academic motivation, Social skills, Teamwork, and Self-esteem. A questionnaire comprising 36 items was designed to assess SIAA-US. After ensuring validity and reliability, 23 statements were retained, scored on a five-point Likert scale. Content validity was established through the judgment of nine experts. Explanatory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted to validate the scale's construct. The validation process resulted in merging the scale into two major factors: interaction and self-esteem. The Cronbach's alpha coefficient indicated excellent internal consistency.
References
Bar-On, R., & Parker, J. D. A. (2000). Bar-On Emotional Quotient Inventory: Youth Version (Bar-On EQ-i:YV) Technical Manual. Toronto, ON: Multi-Health Systems Inc.
Bellack, A., Mueser, K., Gingerich, S., & Agresta, J. (2004). Social Skills Training for Schizophrenia: A Step-by- Step Guide. New York: The Guilford Press.
Canney, C., & Byrne, A. (2006). Evaluating circle time as a support to social skills development – reflections on a journey in school based research. British Journal of Special Education, 33 (1), 19–24.
Cavell, S. (1990). Conditions Handsome and Unhand-some: The Constitution of Emersonian Perfectionism. Chicago: University of Chicago press.
Cornish, U., & Ross, F. (2004). Social Skills Training for Adolescents with General Moderate Learning Difficulties. London: Jessica Kingsley.
DeVellis, R. F. (2012). Scale development: Theory and applications (3rd ed.). Thousand Oaks, CA: Sage
Dewey, J.(1963). Experience and Education. New York: Collier.
Dimitrov,D.M. (2012). Statistical methods for validation of assessment scale date in counseling and related fields. Alexandria, VA: American Counseling Association
Dowson, M., & Getty, H. (2004). Theories of learning and their implications for online assessment. Educational Media International, 41(3), 231-243. doi: 10.1080/09523980410001680830
Dreeben, R. (1968). On what is learned in school. Menlo Park, CA: Addison-Wesley.
Dreeben, R. (1968). On what is learned in school. Menlo Park, CA: Addison-Wesley.
Elijah, W. D. (2009). Sociopsychometric Measures: Social Skills and Social Competence. Portu: Fernando Press.
Eriksson, L., & Granlund, M. (2004). Conceptions of participation in students with disabilities and persons in their close environment. J. Dev. Phys. Disabil. 16, 229– 245. doi: 10.1023/B:JODD.0000032299.31588.fd.
Gailienė, D., Bulotaitė, L., & Sturlienė, N. (1996). Aš myliu kiekvieną vaiką. Apie vaikų psichologinio atsparumo ugdymą. Vilnius: Valstybinis leidybos centras.
Gevorgianienė, V. (1999). Vidutiniškai sutrikusio intelekto ugdytinių bendravimo gebėjimų ugdymas: daktaro disertacija. Šiauliai: Šiaulių universitetas.
Gillin, J. (1948). Social factors in the development of personality. The Journal of Educational Psychology, 39(6), 357-367. doi: 10.1037/h0054899
Goleman, D. (2001). An EI-based theory of performance. In C. Cherniss, D. Goleman, (Eds.), The Emotionally Intelligent Workplace (pp. 27–44). San Francisko:
Goodman, K. S. (1986). What's whole in whole language? A Parent/Teacher Guide to Children's Learning. Portsmouth, NH: Heinemann Educational Books.
Gresham, F. M. (2002). Teaching social skills to high-risk children and youth: Preventive and remedial strategies. In M. R. Shinn, H. M. Walker, G. Stoner (Eds.). Interventions for Academic and Behavior Problems. II: Preventive and Remedial Approaches (pp. 403–432). Bethesda, MD: National Association of School Psychologists.
Hanish, L. D., & Guerra, N. G. (2002). A longitudinal analysis of patterns of adjustment following peer victimization. Dev. Psychopathol. 14, 69–89. doi: 10.1017/S0954579402001049
Hay, D. F., Payne, A., & Chadwick, A. (2004). Peer relations in childhood. J. Child Psychol. Psychiatr. 45, 84–108. doi: 10.1046/j.0021-9630.2003.00308.x
Hogan, R., & Shelton, D. (1998). A socioanalytic perspective on job performance.
Huber, C., & Wilbert, J. (2012). Soziale Ausgrenzung von Schülern mir sonderpädagoischem Förderbedarf und niedrigen Schulleistungen im gemeinsamen Unterricht. Empirische Sonderpädagogik 4, 147–165.
Jacikevičius, A. (1994). Siela. Mokslas. Gyvensena. Vilnius: Ţodynas. influences on motivation and school adjustment. J. Educ. Psychol. 96, 195–203. doi: 10.1037/0022-0663.96.2.195
Karagoz, D. (2019). Development and Validation of a Festival Personality Scale. Co-Editors, 168
Kelley, R. E. (1992). The power of followership: How to create leaders people want to follow, and followers who lead themselves. Broadway Business.
Kopelowicz, A., Liberman, R. P., & Zarate, R. (2006). Recent advances in social skills training for schizophrenia. Schizophrenia Bulletin, 32, 12–23.
Koster, M., Nakken, H., Pijl, S. J., & Van Houten, E. J. (2009). Being part of the peer group: a literature study focusing on the social dimension of inclusion in education. Int. J. Incl. Educ. 13, 117–140. doi: 10.1080/13603110701284680
Krumboltz, J., Ford, M., Nichols, C , & Wentzel, K. (1987). The goals of education. In R. C.
Ladd, G. W., & Troop-Gordon, W. (2003). The role of chronic peer difficulties in the development of children's psychological adjustment problems. Child Dev. 74, 1344–1367. doi: 10.1111/1467-8624.00611
Lambert, N. M., & Nicoll, R. C. (1977). Conceptual model for nonintellectual behavior and its relationship to early reading achievement. Journal of Educational Psychology, 69, 481-490.
Laninga-Wijnen, L., Ryan, A. M., Harakeh, Z., Shin, H., & Vollebergh, W. A. M. (2018). The moderating role of popular peers' achievement goals in 5th-and 6th-graders' achievement-related friendships: a social network analysis. J. Edu. Psychol. 110, 289–307. doi: 10.1037/edu0000210
Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel psychology, 28(4), 563-575.
Lepaitė, D. (2003). Kompetenciją plėtojančių studijų programų lygio nustatymo metodologija. Kaunas: Technologija.
Lieberman, M., & Rosenthal, R. (2001). Why introverts can‟t always tell who likes them: Multiasking and nonverbal decoding. Journal of Personality and Social Psychology, 80, 294–310.
Lindeman, E. C. (1926). The meaning of adult education. New York: New Republic, Inc. London: Routledge Falmer.
Mischel, W. (1961). Delay of gratification, need for achievement, and acquiescence in another culture. Journal of Abnormal and Social Psychology, 62, 543-552.
Nakamoto, J., & Schwartz, D. (2010). Is peer victimization associated with academic achievement? A meta-analytic review. Soc. Dev. 19, 221–242. doi: 10.1111/j.1467-9507.2009.00539.x
Narad, C., & Abdullah, M. C. (2016). Academic performance of senior secondary school students: Influence of parental encouragement and school environment. International Journal of Humanities and Social Science Invention, 5(5), 12-17.
Nepi, L. D., Fioravanti, J., Nannini, P., & Peru, A. (2015). Social acceptance and the choosing of favourite classmates: a comparison between students with special educational needs and typically developing students in a context of full inclusion. Br. J. Spec. Educ. 42, 319–337. doi: 10.1111/1467-8578.12096
Nezlek, J., Feist, G., Wilson, F., & Plesko, R. (2001). Day-to-day variability in empathy as a function of daily events and mood. Journal of Research in Personality, 35, 401–423.
Parker, J. G., & Asher, S. R. (1987). Peer relations and later personal adjustment: Are low-accepted children at risk? Psychological Bulletin, 102, 357-389.
Piškur, B., Daniëls, R., Jongmans, M. J., Ketelaar, M., Smeets Rob, J. E. M., & Norton, M., et al. (2014). Participation and social participation: are they distinct concepts? Clin. Rehabil. 28, 211–220. doi: 10.1177/0269215513499029.
Rapee, R. M., Wignall, A., Hudson, J. L., & Schniering, C. A. (2000). Treating Anxiety in Children and Adolescents: An Evidence-Based Approach. California: New Harbinger.
Raudeliūnaitė, R. (2007). Sutrikusio regėjimo paauglių socialiniai įgūdţiai ir jų ugdymo pedagoginės prielaidos: monogra ja. Šiauliai: Šiaulių universiteto leidykla.
Raudeliūnaitė, R., & Paigozina, R. (2009). Vaikų, gyvenančių globos namuose, socialinių įgūdţių raiškos ypatumai. Socialinis darbas, 8 (1), 138–146.
Routman, R. (2005). Writing essentials: Raising expectations and results while simplifying teaching. Portsmouth, NH: Heinemann.
Shin, H., & Ryan, A. M. (2014). Examining peer selection and influence processes on early adolescents' academic adjustment with longitudinal social network analysis. Dev. Psychol. 50, 2462–2472. doi: 10.1037/a0037922
Smith, F.(1998). The book of learning and forgetting. New York: Teachers College Press.
Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Boston, MA: Pearson. Teachers College Press.
Troter, A., & Ellison, L. (2001). Understanding competence and competency. In B. Davies, L. Ellison (Eds.), School Leadership for the 21st Century (pp. 36–53).
Vacci, S., & Weissberg, R. P. (2011). School-based social and emotional learning interventions: What works? New Directions for Youth Development, 2011(129), 83-99. doi: 10.1002/yd.398
Wentzel, K. R. (1986, April). Educational goals: Past and present. Paper presented at the Annual meeting of the American Educational Research Association, San Francisco.
Wentzel, K. R. (1987a, August). Causality beliefs and classroom competence in adolescence. Paper presented at the annual meeting of the American Psychological Association, New York.
Wentzel, K. R., Barry, C. M., & Caldwell, K. A. (2004). Friendships in middle school:
Wentzel, K. R., Weinberger, D. A., Ford, M. E., & Feldman, S. S. (1990). Academic achievement in preadolescence: The role of motivational, affective, and selfregulatory processes. Journal of Applied Developmental Psychology, 11, 179193.
Zins, J., Weissbert, R., Wang, M., & Walberg, H. (2004). Building Academic Success on Social and Emotional Learning: What does the Research Say? New York
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Nimra Arshad, Dr. Nazish Andleeb
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
LEGALOPEDIA EDUCATINIA (PVT) LTD