Öğrencinin Organizasyonel Becerilerini Değerlendirme Anketi’nin Türkçe Uyarlamasının Geçerlilik Güvenilirlik Çalışması
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AYGUN, D., Validity and Reliability Study of the Turkish Version of the Questionnaire for Assessing Students' Organizational Abilities, Hacettepe University Graduate School of Health Sciences, Occupational Therapy Program, Master’s Degree Thesis, Ankara 2020. This study was planned in order to adapt the Questionnaire for Assessing Students' Organizational Abilities (QASOA), which evaluates the organizational abilities of the students, into Turkish and to investigate the validity and reliability of the assessment. Two hundred twenty children between the ages of 9-12 with typical development, their parents and teachers were included in the study. Validity of QASOA was tested with construct and criterion validity methods. A statistically significant difference was found in the construct validity between the groups according to the gender variable of the teacher and parent forms (p<0.05). The criteria for model fit of the questionnaire, whose construct validity was evaluated by confirmatory factor analysis, was examined, and the model fit was found to be sufficient for both forms. Divergent validity of QASOA with DOTCA-Ch was evaluated for criterion validity. A low level and negative significant relationship was found between DOTCA-Ch and teacher form (r=-0.35, p<0.00). No significant relationship was found between DOTCA-Ch and parent form (r=-0.07, p>0.05). The divergent validity of the forms was approved with low or no relationship. The reliability of QASOA was tested by examining its time related equitability and internal consistency. The teacher and parent forms showed a significant positive correlation (p<0.00) and were found to be reliable (ICC coefficient>0.75) in the retest performed 15 days later. Internal consistency was found to be excellent for the teacher form and its sub-components (Cronbach's α>0.90). The internal consistency of the parent form was reliable (Cronbach's α = 0.84), and the sub-component "orientation in time and place" showed an acceptable level of reliability (Cronbach's α=0.67). Spearman-Brown coefficients for QASOA split half reliability were found to be reliable for teacher (0.94) and parent (0.84) forms. As a result, the QASOA Turkish adaptation is a valid and reliable measurement tool for evaluating the organizational abilities of students aged 9-12.