Research Article
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Validity and Reliability Study of the Unrealistic Parental Expectations Scale in Turkish Culture

Year 2023, Issue: 59, 213 - 226, 05.09.2023

Onur Balı Burhanettin Dönmez

https://doi.org/10.9779/pauefd.1050082

Abstract

The study aims to perform the validity and reliability analysis of Unrealistic Parental Expectations Scale in Turkish culture, developed by Imasa (2012). To do so, the scale was translated from English into Turkish language and validity and reliability analysis were conducted. Research data were collected from two different samples: the first sample consists of 229 and the second sample consists of 235 secondary school students. Validity of the scale was tested with exploratory and confirmatory factor analysis, and reliability was tested with Cronbach’s Alpha internal consistency coefficient. The results of exploratory factor analysis indicated that while the original scale was consisting of 11 items in a single factor, the translated scale involved 10 items in a single factor explaining the 40% of variance of the structure. The confirmatory factor analysis data showed a good model-data fit of the scale’s single factor structure. Concerning reliability, Cronbach’s Alpha internal consistency coefficient was .83 for the first sample and .80 for the second sample. Therefore, the research findings show that the Turkish form of the Unrealistic Parental Expectations Scale is a valid and reliable measurement tool for determining secondary school students’ perceptions of their parents’ unrealistic academic expectations.

Keywords

expactation Academic Expectations unrealistic expectations parental expectations unrealistic academic expectations parental academic expectations unrealistic parental expectations

References

  • Ablard, K. E., & Parker, W. D. (1997). Parents’ achievement goals and perfectionism in their academically talented children. Journal of Youth and Adolescence, 26(6), 651-667.
  • Anwar, Z., & Qonita, F. I. (2018). Parent’s expectation and academic procrastination of college student. Proceedings of the 4th ASEAN Conference on psychology, counselling, and humanities (ACPCH 2018) içinde (ss. 302-308). Dordrecht, Hollanda: Atlantis Press.
  • Aoki, S. (2019). The role of parental expectations and self-beliefs on academic stress and depression among Asian American undergraduates (Doktora Tezi). Arizona State University, Arizona, ABD.
  • Burnett, P. C., & Fanshawe, J. P. (1997). Measuring school-related stressors in adolescents. Journal of Youth and Adolescence, 26(4), 415-428.
  • Büyüköztürk, Ş. (2012). Sosyal bilimler için veri analizi el kitabı istatistik, araştırma deseni SPSS uygulamaları ve yorum (16. baskı). Ankara: Pegem Akademi.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., ve Demirel, F. (2014). Bilimsel araştırma yöntemleri (16. Baskı). Ankara: Pegem Akademi.
  • Can, A. (2017). SPSS ile bilimsel araştırma sürecinde nicel veri analizi (5. baskı). Ankara: Pegem Akademi.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6. baskı). Londra: Routledge.
  • Comrey, A. L. (1988). Factor analytic methods of scale development in personality and clinical psychology. Journal of Consulting and Clinical Psychology, 56, 754-761.
  • Comrey, A. L., & Lee, H.B. (1992). A first course in factor analysis (2. baskı). New Jersey: Lawrence Erlbaum Associates.
  • Çokluk, Ö., Şekercioğlu, G., ve Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve Lisrel uygulamaları. Ankara: PegemA Akademi.
  • Damaske, S. (2011). A “MAJOR CAREER WOMAN”? How women develop early expectations about work. Gender & Society, 25(4), 409-430.
  • Davis-Kean, P. E. (2005). The influence of parent education and family income on child achievement: The indirect role of parental expectations and the home environment. Journal of Family Psychology, 19(2), 294-304.
  • DeVellis, R. F. (2003). Scale development: Theory and applications (2. baskı). Londra: Sage Publications.
  • Eden, D. (1986). OD and self-fulfilling prophecy: Boosting productivity by raising expectations. The Journal of Applied Behavioral Science, 22(1), 1-13.
  • Fan, X. & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta analysis. Educational Psychology Review, 13(1), 1-22.
  • Frost, R. O., Marten, P., Lahart, C., & Rosenblate, R. (1990). The dimensions of perfectionism. Cognitive Therapy and Research, 14(5), 449-468.
  • Hair, J. F. Jr., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate data analysis (7. Basım). Essex, Birleşik Krallık: Pearson.
  • Hazari, A. (2013, Ekim 13). The biggest stress for students: Parental pressure. South China Morning Post. https://www.scmp.com/comment/insight-opinion/article/1355233/biggest-stress-students-parental-pressure adresinden erişilmiştir.
  • Hoge, D. R., Smit, E. K., & Crist, J. T. (1997). Four family process factors predicting academic achievement in sixth and seventh grade. Educational Research Quarterly, 21(2), 27-42.
  • Huang, D. (1996). The role of parental expectation, effort and self-efficacy in the achievement of high and low track high school students in Taiwan (Doktora Tezi). Faculty of the Graduate School University of Southern California, California, ABD.
  • Imasa, L. A. (2012). An examination of the role of school climate in adolescent test anxiety (Doktora Tezi). Graduate School of Wayne State University, Detroit, Michigan, ABD.
  • Jeynes, W. H. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education, 40(3), 237-269.
  • Jeynes, W. H. (2007). The relationship between parental involvement and urban secondary school student academic achievement. Urban Education, 42(1), 82-110.
  • Kaiser, H. F., & Rice, J. (1974). Little Jiffy, Mark IV. Educational and Psychological Measurement, 34(1), 111-117.
  • Kapıkıran, Ş. (2016). Ebeveyn akademik başarı baskısı ve desteği ölçeğinin psikometrik değerlendirmeleri ve yapısal geçerlik: Ortaokul ve lise öğrencileri. Ege Eğitim Dergisi, 2016(17), 62-83.
  • Kapıkıran, Ş. (2020). Ergenlerde ebeveyn akademik başarı baskısı ve desteği ile sınav kaygısı arasındaki ilişkide akademik dayanıklılığın aracı rolü. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 48, 409-430.
  • Kline, R. B. (2016). Principals and Practice of Structural Equation Modeling (4. Baskı). New York: Guilford.
  • Lapointe, J. M., Legault, F., & Batiste, S. J. (2005). Teacher interpersonal behavior and adolescents’ motivation in mathematics: A comparison of learning disabled, average, and talented students. International Journal of Educational Research, 43(1-2), 39-54. doi: 10.1016/j.ijer.2006.03.005.
  • Mason, C., & Simmons, J. (2012). Are they being served? Linking consumer expectation, evaluation and commitment. Journal of Services Marketing, 26(4), 227-237.
  • Meydan, C. H., ve Şeşen, H. (2011). Yapısal eşitlik modellemesi AMOS uygulamaları. Ankara: Detay Yayıncılık.
  • Murayama, K., Pekrun, R., Suzuki, M., Marsh, H. W., & Lichtenfeld, S. (2016). Don’t aim too high for your kids: Parental overaspiration undermines students’ learning in mathematics. Journal of Personality and Social Psychology, 111(5), 766–779. doi: 10.1037/pspp0000079.
  • Ogletree, S. M. (2014). Gender role attitudes and expectations for marriage. Journal of Research on Women and Gender, 5, 71-82.
  • Pallant, J. (2010). SPSS survival manual a step by step guide to data analysis using SPSS (4. baskı). Berkshire: McGraw-Hill.
  • Panelo, N. (2010). The model minority: Asian American students and the relationships between acculturation to Western values, family pressures and mental health concerns. The Vermont Collection¸ 31(1), 147-155.
  • Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom: Teacher expectation and pupils’ intellectual development. New York, ABD: Holt, Rinehart & Winston.
  • Rubie-Davies, C. (2015). Becoming a high expectation teacher raising the bar. New York, ABD: Routledge.
  • Saw, A., Berenbaum, H., & Okazaki, S. (2013). Influences of personal standards and perceived parental expectations on worry for Asian American and White American college students. Anxiety Stress Coping, 26(2). 187-202.
  • Seçer, İ. (2013). SPSS ve Lisrel için pratik veri analizi analiz ve raporlaştırma (1. Baskı). Ankara: Anı Yayıncılık.
  • Spera, C. (2006). Adolescents’ perceptions of parental goals, practices, and styles in relation to their motivation and achievement. Journal of Early Adolescence, 26(4), 456-490.
  • Şimşek, H. (2012). Güneydoğu Anadolu bölgesindeki lise öğrencilerinin gelecek beklentileri ve gelecek beklentilerini etkileyen faktörler. Kuramsal Eğitimbilim Dergisi, 5(1), 90-109.
  • Şimşek, Ö. F. (2007). Yapısal eşitlik modellemesine giriş: Temel ilkeler ve LISREL uygulamaları. Ankara: Ekinoks Yayıncılık.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6. baskı). Boston: Pearson.
  • Tinsley, H. E. A., & Tinsley, D. J. (1987). Uses of factor analysis in counseling psychology research. Journal of Counseling Psychology, 414-424.
  • Türk Dil Kurumu, (2021). Güncel Türkçe sözlük. https://sozluk.gov.tr/ adresinden erişilmiştir.
  • Twentyman, C. T., & Plotkin, R. C. (1982). Unrealistic expectations of parents who maltreat their children: An educational defıcit that pertains to child development. Journal of Clinical Psychology, 38(3), 497-503.
  • Ülgen, G. (1994). Lisans öğretimi düzeyinde EBB 321 Eğitim Psikolojisi dersinde başarı beklentisi ve erişi düzeyleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 10(10), 55-63.
  • Wang, H. (2108). The effects of social support and coping strategies on job stress and burnout. Web: https://ssrn.com/abstract=3161858 adresinden erişilmiştir.
  • Wang, L., & Heppner, P. P. (2002). Assessing the impact of parental expectations and psychological distress on Taiwanese college students. The Counseling Psychologist, 30(4), 582-608.
  • Working, H. (1949). The investigation of economic expectations. The American Economic Review, 39(3), 150-166.
  • Yamamoto, Y., & Holloway, S. D. (2010). Parental expectations and children’s academic performance in sociocultural context. Educational Psychology Review, 22(3), 189–214. doi: 10.1007/s10648-010-9121-z.
  • Zeytin, Y. (2015). Üniversite giriş sınavlarına hazırlanan öğrencilerin akademik beklentilere ilişkin stres ve öznel iyi oluş düzeylerinin incelenmesi (Yüksek Lisans Tezi). Gaziantep Üniversitesi Eğitim Bilimleri Enstitüsü, Gaziantep.
  • Zhang, Y., Gan, Y., & Cham, H. (2007). Perfectionism, academic burnout and engagement among Chinese college students: A structural equation modeling analysis. Personality and Individual Differences, 43(6), 1529–1540. doi: 10.1016/j.paid.2007.04.010.

Gerçekçi Olmayan Aile Beklentileri Ölçeği’nin Türk Kültüründe Geçerlik ve Güvenirlik Çalışması

Year 2023, Issue: 59, 213 - 226, 05.09.2023

Onur Balı Burhanettin Dönmez

https://doi.org/10.9779/pauefd.1050082

Abstract

Bu araştırmada, Imasa (2012) tarafından geliştirilen Gerçekçi Olmayan Aile Beklentileri Ölçeği’nin Türk kültüründe geçerlik ve güvenirlik analizlerinin yapılması amaçlanmıştır. Bu amaçla ölçek İngilizce’den Türkçe’ye çevrilmiş, ardından geçerlik ve güvenirlik analizleri gerçekleştirilmiştir. Araştırmanın verileri iki farklı örneklem grubundan toplanmıştır. Araştırmanın birinci örneklem grubu 229, ikinci örneklem grubu ise 235 ortaokul öğrencisinden oluşmaktadır. Ölçeğin yapı geçerliği açımlayıcı ve doğrulayıcı faktör analizleri ile güvenirliği ise Cronbach’s Alpha iç tutarlık katsayısı ile test edilmiştir. Açımlayıcı faktör analizi bulgularına göre, 11 madde ve tek boyuttan oluşan İngilizce orijinalinin aksine, ölçeğin Türkçe formunun tek boyuttaki 10 maddeden oluştuğu ve bu 10 maddenin yapıya ilişkin varyansın %40’ını açıkladığı tespit edilmiştir. Doğrulayıcı faktör analizi bulgularına göre ise ölçeğin tek boyutlu mevcut yapısının araştırma verileri ile uyumunun iyi düzeyde olduğu tespit edilmiştir. Ölçeğin güvenirliğine ilişkin olarak ise, Cronbach’s Alpha iç tutarlık katsayısı birinci örneklem grubu için ,83, ikinci örneklem grubu için ,80 olarak tespit edilmiştir. Araştırma bulgularından hareketle Gerçekçi Olmayan Aile Beklentileri Ölçeği Türkçe formunun, ortaokul öğrencilerinin ailelerinin gerçekçi olmayan akademik beklentilerine yönelik algılarının ölçülmesinde kullanılabilecek, geçerli ve güvenilir bir ölçme aracı olduğu sonucuna ulaşılmıştır.

Keywords

beklenti Gerçekçi Olmayan Beklentiler Akademik Beklentiler aile beklentirleri gerçekçi olmayan akademik beklentiler aile akademik beklentileri gerçekçi olmayan aile beklentileri

References

  • Ablard, K. E., & Parker, W. D. (1997). Parents’ achievement goals and perfectionism in their academically talented children. Journal of Youth and Adolescence, 26(6), 651-667.
  • Anwar, Z., & Qonita, F. I. (2018). Parent’s expectation and academic procrastination of college student. Proceedings of the 4th ASEAN Conference on psychology, counselling, and humanities (ACPCH 2018) içinde (ss. 302-308). Dordrecht, Hollanda: Atlantis Press.
  • Aoki, S. (2019). The role of parental expectations and self-beliefs on academic stress and depression among Asian American undergraduates (Doktora Tezi). Arizona State University, Arizona, ABD.
  • Burnett, P. C., & Fanshawe, J. P. (1997). Measuring school-related stressors in adolescents. Journal of Youth and Adolescence, 26(4), 415-428.
  • Büyüköztürk, Ş. (2012). Sosyal bilimler için veri analizi el kitabı istatistik, araştırma deseni SPSS uygulamaları ve yorum (16. baskı). Ankara: Pegem Akademi.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., ve Demirel, F. (2014). Bilimsel araştırma yöntemleri (16. Baskı). Ankara: Pegem Akademi.
  • Can, A. (2017). SPSS ile bilimsel araştırma sürecinde nicel veri analizi (5. baskı). Ankara: Pegem Akademi.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6. baskı). Londra: Routledge.
  • Comrey, A. L. (1988). Factor analytic methods of scale development in personality and clinical psychology. Journal of Consulting and Clinical Psychology, 56, 754-761.
  • Comrey, A. L., & Lee, H.B. (1992). A first course in factor analysis (2. baskı). New Jersey: Lawrence Erlbaum Associates.
  • Çokluk, Ö., Şekercioğlu, G., ve Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve Lisrel uygulamaları. Ankara: PegemA Akademi.
  • Damaske, S. (2011). A “MAJOR CAREER WOMAN”? How women develop early expectations about work. Gender & Society, 25(4), 409-430.
  • Davis-Kean, P. E. (2005). The influence of parent education and family income on child achievement: The indirect role of parental expectations and the home environment. Journal of Family Psychology, 19(2), 294-304.
  • DeVellis, R. F. (2003). Scale development: Theory and applications (2. baskı). Londra: Sage Publications.
  • Eden, D. (1986). OD and self-fulfilling prophecy: Boosting productivity by raising expectations. The Journal of Applied Behavioral Science, 22(1), 1-13.
  • Fan, X. & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta analysis. Educational Psychology Review, 13(1), 1-22.
  • Frost, R. O., Marten, P., Lahart, C., & Rosenblate, R. (1990). The dimensions of perfectionism. Cognitive Therapy and Research, 14(5), 449-468.
  • Hair, J. F. Jr., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate data analysis (7. Basım). Essex, Birleşik Krallık: Pearson.
  • Hazari, A. (2013, Ekim 13). The biggest stress for students: Parental pressure. South China Morning Post. https://www.scmp.com/comment/insight-opinion/article/1355233/biggest-stress-students-parental-pressure adresinden erişilmiştir.
  • Hoge, D. R., Smit, E. K., & Crist, J. T. (1997). Four family process factors predicting academic achievement in sixth and seventh grade. Educational Research Quarterly, 21(2), 27-42.
  • Huang, D. (1996). The role of parental expectation, effort and self-efficacy in the achievement of high and low track high school students in Taiwan (Doktora Tezi). Faculty of the Graduate School University of Southern California, California, ABD.
  • Imasa, L. A. (2012). An examination of the role of school climate in adolescent test anxiety (Doktora Tezi). Graduate School of Wayne State University, Detroit, Michigan, ABD.
  • Jeynes, W. H. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education, 40(3), 237-269.
  • Jeynes, W. H. (2007). The relationship between parental involvement and urban secondary school student academic achievement. Urban Education, 42(1), 82-110.
  • Kaiser, H. F., & Rice, J. (1974). Little Jiffy, Mark IV. Educational and Psychological Measurement, 34(1), 111-117.
  • Kapıkıran, Ş. (2016). Ebeveyn akademik başarı baskısı ve desteği ölçeğinin psikometrik değerlendirmeleri ve yapısal geçerlik: Ortaokul ve lise öğrencileri. Ege Eğitim Dergisi, 2016(17), 62-83.
  • Kapıkıran, Ş. (2020). Ergenlerde ebeveyn akademik başarı baskısı ve desteği ile sınav kaygısı arasındaki ilişkide akademik dayanıklılığın aracı rolü. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 48, 409-430.
  • Kline, R. B. (2016). Principals and Practice of Structural Equation Modeling (4. Baskı). New York: Guilford.
  • Lapointe, J. M., Legault, F., & Batiste, S. J. (2005). Teacher interpersonal behavior and adolescents’ motivation in mathematics: A comparison of learning disabled, average, and talented students. International Journal of Educational Research, 43(1-2), 39-54. doi: 10.1016/j.ijer.2006.03.005.
  • Mason, C., & Simmons, J. (2012). Are they being served? Linking consumer expectation, evaluation and commitment. Journal of Services Marketing, 26(4), 227-237.
  • Meydan, C. H., ve Şeşen, H. (2011). Yapısal eşitlik modellemesi AMOS uygulamaları. Ankara: Detay Yayıncılık.
  • Murayama, K., Pekrun, R., Suzuki, M., Marsh, H. W., & Lichtenfeld, S. (2016). Don’t aim too high for your kids: Parental overaspiration undermines students’ learning in mathematics. Journal of Personality and Social Psychology, 111(5), 766–779. doi: 10.1037/pspp0000079.
  • Ogletree, S. M. (2014). Gender role attitudes and expectations for marriage. Journal of Research on Women and Gender, 5, 71-82.
  • Pallant, J. (2010). SPSS survival manual a step by step guide to data analysis using SPSS (4. baskı). Berkshire: McGraw-Hill.
  • Panelo, N. (2010). The model minority: Asian American students and the relationships between acculturation to Western values, family pressures and mental health concerns. The Vermont Collection¸ 31(1), 147-155.
  • Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom: Teacher expectation and pupils’ intellectual development. New York, ABD: Holt, Rinehart & Winston.
  • Rubie-Davies, C. (2015). Becoming a high expectation teacher raising the bar. New York, ABD: Routledge.
  • Saw, A., Berenbaum, H., & Okazaki, S. (2013). Influences of personal standards and perceived parental expectations on worry for Asian American and White American college students. Anxiety Stress Coping, 26(2). 187-202.
  • Seçer, İ. (2013). SPSS ve Lisrel için pratik veri analizi analiz ve raporlaştırma (1. Baskı). Ankara: Anı Yayıncılık.
  • Spera, C. (2006). Adolescents’ perceptions of parental goals, practices, and styles in relation to their motivation and achievement. Journal of Early Adolescence, 26(4), 456-490.
  • Şimşek, H. (2012). Güneydoğu Anadolu bölgesindeki lise öğrencilerinin gelecek beklentileri ve gelecek beklentilerini etkileyen faktörler. Kuramsal Eğitimbilim Dergisi, 5(1), 90-109.
  • Şimşek, Ö. F. (2007). Yapısal eşitlik modellemesine giriş: Temel ilkeler ve LISREL uygulamaları. Ankara: Ekinoks Yayıncılık.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6. baskı). Boston: Pearson.
  • Tinsley, H. E. A., & Tinsley, D. J. (1987). Uses of factor analysis in counseling psychology research. Journal of Counseling Psychology, 414-424.
  • Türk Dil Kurumu, (2021). Güncel Türkçe sözlük. https://sozluk.gov.tr/ adresinden erişilmiştir.
  • Twentyman, C. T., & Plotkin, R. C. (1982). Unrealistic expectations of parents who maltreat their children: An educational defıcit that pertains to child development. Journal of Clinical Psychology, 38(3), 497-503.
  • Ülgen, G. (1994). Lisans öğretimi düzeyinde EBB 321 Eğitim Psikolojisi dersinde başarı beklentisi ve erişi düzeyleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 10(10), 55-63.
  • Wang, H. (2108). The effects of social support and coping strategies on job stress and burnout. Web: https://ssrn.com/abstract=3161858 adresinden erişilmiştir.
  • Wang, L., & Heppner, P. P. (2002). Assessing the impact of parental expectations and psychological distress on Taiwanese college students. The Counseling Psychologist, 30(4), 582-608.
  • Working, H. (1949). The investigation of economic expectations. The American Economic Review, 39(3), 150-166.
  • Yamamoto, Y., & Holloway, S. D. (2010). Parental expectations and children’s academic performance in sociocultural context. Educational Psychology Review, 22(3), 189–214. doi: 10.1007/s10648-010-9121-z.
  • Zeytin, Y. (2015). Üniversite giriş sınavlarına hazırlanan öğrencilerin akademik beklentilere ilişkin stres ve öznel iyi oluş düzeylerinin incelenmesi (Yüksek Lisans Tezi). Gaziantep Üniversitesi Eğitim Bilimleri Enstitüsü, Gaziantep.
  • Zhang, Y., Gan, Y., & Cham, H. (2007). Perfectionism, academic burnout and engagement among Chinese college students: A structural equation modeling analysis. Personality and Individual Differences, 43(6), 1529–1540. doi: 10.1016/j.paid.2007.04.010.
There are 53 citations in total.

Details

Primary Language Turkish
Subjects Family Counseling
Journal Section Articles
Authors

Onur Balı 0000-0003-0601-2400

Burhanettin Dönmez 0000-0002-1175-8744

Publication Date September 5, 2023
Submission Date December 28, 2021
Acceptance Date April 4, 2023
Published in Issue Year 2023 Issue: 59

Cite

APA Balı, O., & Dönmez, B. (2023). Gerçekçi Olmayan Aile Beklentileri Ölçeği’nin Türk Kültüründe Geçerlik ve Güvenirlik Çalışması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi(59), 213-226. https://doi.org/10.9779/pauefd.1050082
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