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Turkish Psychological Counseling and Guidance Journal Yazıcı-Kabadayı & Öztemel (2022)
Türk Psikolojik Danışma ve Rehberlik Dergisi Vol: 12 Number: 64 Page: 53-67 ISSN: 1302-1370
The Turkish Adaptation of the Stress-Related Growth Scale Short Form: A Validity
and Reliability Study
Strese Bağlı Büyüme Ölçeği Kısa Formunun Türkçe Uyarlaması: Geçerlik ve Güvenirlik Çalışması
Sema Yazıcı-Kabadayı , Kemal Öztemel
Authors Information
Sema Yazıcı-Kabadayı
Research Assistant, Recep Tayyip
Erdoğan University, Rize, Turkey
sema.yazici92@gmail.com
Kemal Öztemel
Professor, Gazi University, Ankara,
Turkey oztemel@gazi.edu.tr
ABSTRACT
The present study aimed to adapt the Stress-Related Growth Scale Short Form into
Turkish and to examine the psychometric properties of the Turkish form. The research
was performed with three separate study groups consisting of a total of 631 university
students. Linguistic equivalence studies of the scale have shown that the original and
Turkish forms are equivalent. Item analyzes and confirmatory factor analysis findings
showed that the original factor structure of the scale with 15 items and one dimension
was confirmed in Turkish university students, and the fit values of the model were
within acceptable limits. In criterion validity, significant correlations were found
between the Stress-Related Growth Scale Short Form and other variables. Research
findings have shown that the Stress-Related Growth Scale Short Form was a valid and
reliable measurement instrument.
Article Information
Keywords
Stress-Related Growth
Adaptation
Validity
Reliability
Anahtar Kelimeler
Strese Bağlı Büyüme
Uyarlama
Geçerlik
Güvenirlik
Article History
Received: 18/11/2021
Revision: 08/02/2022
Accepted: 23/02/2022
ÖZET
Bu çalışmanın amacı Strese Bağlı Büyüme Ölçeği Kısa Formunu Türkçeye uyarlamak
ve Türkçe formun psikometrik özelliklerini incelemektir. Araştırma toplamda 631
üniversite öğrencisinden oluşan üç ayrı çalışma grubuyla yürütülmüştür. Ölçeğin dilsel
eş değerlik çalışmaları orijinal ve Türkçe formun eş değer olduğunu göstermiştir. Madde
analizleri ve doğrulayıcı faktör analizi bulguları ölçeğin 15 maddeli ve tek boyutlu orijinal
faktör yapısının Türk üniversite öğrencilerinde doğrulandığını ve modelin uyum
değerlerinin kabul edilebilir sınırlar içinde olduğunu göstermiştir. Ölçüt geçerliği
kapsamında Strese Bağlı Büyüme Ölçeği Kısa Formu ile diğer değişkenler arasında
anlamlı ilişkiler bulunmuştur. Araştırma bulguları Strese Bağlı Büyüme Ölçeği Kısa
Formunun geçerli ve güvenilir bir veri toplama aracı olduğunu göstermiştir.
Cite this article as: Yazıcı-Kabadayı, S., & Öztemel, K. (2022). The Turkish Adaptation of the Stress-Related Growth Scale Short
Form: A validity and reliability study. Turkish Psychological Counseling and Guidance Journal, 12(64), 53-67.
https://doi.org/10.17066/tpdrd.1095997
Ethical Statement: The research was reviewed and approved by Gazi University Ethics Committee ( Approval Date: 28.12.2020;
Approval Number: 2020-695).
R E SE A R CH
Open Access
A R AŞ T IR M A
Açık Erişim
The Turkish Adaptation of the Stress-Related Growth Scale Short Form: A
Validity and Reliability Study
Yazıcı-Kabadayı & Öztemel (2022), 12(64)
Turkish Psychological Counseling and Guidance Journal
54
INTRODUCTION
Increasing social and technological changes and developments have brought some problems as well as
the benefits they provide. Change and development are processes that require adaptation, and all
situations that require adaptation are potentially stressful (Butcher et al., 2013). Stress is a situation that
occurs when the physical and mental limits of the organism are threatened in the face of the stimulus that
affects the organism as it is perceived (Yılmaz, 1991). Definitions of stress, which is an inevitable
phenomenon, focus on the process between the stimulus situations that affect the individual and the
individual's possible reactions to these situations (Houston, 1987). Stress, which expresses the
physiological responses of the individual who is worried about a perceived threat, together with mental
processes, is the effort of the organism to return to the equilibrium state to fight threats or to protect
oneself from harm (Selye, 1956).
When we experience stress, we experience physical and mental problems (Butcher et al., 2013). Stress,
which paves the way for the development of chronic diseases (Baltaş & Baltaş, 2013), appears to be
associated with physical ailments such as the emergence and progression of cancer (Zhao et al., 2015), as
well as cardiovascular disorders (Dimsdale, 2008; Lagraauw et al., 2015; Steptoe & Kivimäki, 2012). In
addition, stress causes mental health problems (Garbarino et al., 2013) and is associated with variables
such as depression (Crawford & Henry, 2003; Hammen, 2005; Rehman et al., 2021), anxiety (Crawford
& Henry, 2003; Rehman et al., 2021), insomnia severity (Masoudi et al., 2021), and obesity (Tomiyama,
2019).
At every stage of life, individuals may face different stressful situations. During the university years, which
corresponds to the beginning of young adulthood, individuals encounter several environments and
situations that have the potential to increase stress, such as family environment, educational environment,
work environment, changing relationships, socio-economic problems, and sexuality-related issues
(Geldard & Geldard, 2013). In general, we know that the main stressors for university students are
academic, financial/work, personal, familial, relational, social support, university/life balance, and
starting university (Pit et al., 2018; Thawabieh & Qaisy, 2012). This indicates that the university period is
in the risk group in terms of stress and related problems. Abouserie (2006) revealed that 77.6% of
university students experienced moderate stress and 10.4% experienced severe stress. Pesen and Mayda
(2020) found that university students experience high levels of stress, depression, and anxiety in their
current study. Stress, which has become a part of university students' lives due to various internal and
external expectations, is a problem that negatively affects students' mental health and well-being (Reddy
et al., 2018). Studies revealing high rates of anxiety and depression among university students (Regehr et
al., 2013) indicate that there is a need for the development of adequate and appropriate support services
and prevention measures (Bayram & Bilgel, 2008).
The literature on stress is extensive and mostly focuses on the negative aspects of stress (Aldwin, 2007).
It is important to address the negative consequences of stress, but it is important to understand the
characteristics of individuals who face stress and successfully overcome the situation and reveal the
transformative power of stress (Park, 1998). The stress and coping literature (Park, 1998), which focuses
on the negative effects of stressful situations, has undergone a paradigm shift in the deficient perspective
focusing on psychopathology (Dürü, 2006) with the realization that not everyone exposed to stressful
life events develops psychological problems (Ssenyonga et al., 2013). Rudland et al. (2009) state that the
negative consequences of stress should not be focused on, and they state that stress should not be seen
The Turkish Adaptation of the Stress-Related Growth Scale Short Form: A
Validity and Reliability Study
Yazıcı-Kabadayı & Öztemel (2022), 12(64)
Turkish Psychological Counseling and Guidance Journal
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as a phenomenon that should be avoided. Because stress has a learning-promoting aspect. In addition to
the research findings showing the negative effects of stress, the findings of the studies showing the
positive gains caused by stress and the emotional and physical harmony of these gains (Tennen & Affleck,
2002) have made the concept of growth due to stress gain importance.
Stress-related growth is when a stressful event causes positive changes in a person's philosophy of life,
personality, social relations, and coping behaviors over time (Park et al., 1996). Although there are many
negative consequences caused by stress, it is seen that confronting stress provides a broader perspective
on life, gains new coping skills, improves social relations and personal resources (Park & Fenster, 2004).
Stress-related growth provides support for the formation of schemas that will support coping skills; it
has been seen that it increases self-confidence, self-control resources, and psychological resilience, and
also contributes to the development of personal resources such as self-esteem and competence by
positively affecting interpersonal relationships (Aldwin, 2007; Calhoun et al., 2010; Cassidy et al., 2014;
Sobol & Ben-Shlomo, 2019). The psychological and social resources provided by stress-related growth
prepare individuals to be stronger in the face of stressful situations. Considering the relationship between
stress-related growth and positive health outcomes, we think that it is more functional to turn to resources
related to the concept of stress-related growth (Cassidy et al., 2014). Understanding the mechanisms
associated with positive transformations caused by stressful situations can be considered as an extremely
functional resource for preventive and therapeutic approaches to be developed for individuals who have
to face stressful situations. Because it is known that stress-related growth has an important effect on the
responses to stress and reducing the negative effects of stress (Park & Helgeson, 2006).
Although distress is often referred to when describing stress, it is important to have adequate resources
to cope with stress in our increasingly complex and damaging world (Selye, 1956). Considering that it is
not possible to escape from stress, which is a part of life, and that stress negatively affects mental health
(Yılmaz, 1991), the importance of the concept of stress-related growth emerges. When studies on stress-
related growth are examined, it is understood that stress-related growth is important for individuals'
positive mental health and personal resources (Park & Fenster, 2004). Psychological resources such as
resilience (Salim, Wadey & Diss, 2016), resilience and self-esteem (Dolbier et al., 2010), and optimism
and positive affect (Park et al., 1996) are closely related to stress-related growth. The coronavirus
epidemic, which has been going on for the last two years, has emerged as an important stress factor and
has shown that the psychological and emotional wounds caused by the pandemic are as worrying as the
treatment of the physical symptoms of the stressful situation (Gonda & Tarazi, 2021). With the pandemic,
it has emerged that it is necessary to focus on the resources that enable people to cope and the factors
that contribute to increasing the health and well-being of individuals in the face of stressful situations
(Kalaitzaki & Tamiolaki, 2020). The distress caused by the pandemic has once again shown that it is
valuable to focus on strengths and to explore the strengths that can be a source for us in crises (Waters
et al., 2021). It is known that there is a need for studies aiming to increase human potential in the national
and international literature (Karaırmak & Siviş, 2008). It is a priority for mental health professionals to
recognize and strengthen the factors that support mental health, such as stress-related growth (Solcova
& Tavel, 2017), which expresses the positive changes and psychological benefits that occur as a result of
stressful experiences. As the negative effects of the pandemic on mental health in the last two years have
once again shown, it is extremely important to reveal and strengthen protective factors for mental health.
Accordingly, this study, it is aimed to adapt a scale to measure stress-related growth, which is considered
as a source of protective and preventive mental health.
The Turkish Adaptation of the Stress-Related Growth Scale Short Form: A
Validity and Reliability Study
Yazıcı-Kabadayı & Öztemel (2022), 12(64)
Turkish Psychological Counseling and Guidance Journal
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There are some studies in the literature to measure the concept of stress-related growth. One of them is
the long form of the Stress-Related Growth Scale (SRGS) adapted to Turkish by Güneş (2001). This scale
consists of 50 items and is considered impractical in terms of application. Adaptation studies of the scale
were carried out with earthquake victims. Considering the possibility that stress-related growth, which
should be considered as a process, can also occur as a result of daily life difficulties (Cassidy et al., 2014),
It is thought that the scale should also be tested in non-clinical populations with daily life problems.
Another scale is Posttraumatic Growth Inventory adapted by Kağan et al. (2012). The adaptation studies
of the Posttraumatic Growth Inventory were then carried out by Aydin and Kabukçuoğlu (2019) in a
study group consisting of cancer patients. The Post Traumatic Growth Inventory is in a 5-point Likert
type.
These scales are long in terms of the number of items. It seems that there is a need for a more useful,
short, practical, and user-friendly measurement instrument. Erkuş and Selvi (2019) state that the margin
of error of inconsistent answers and statistical analyzes increases when there are more than 4 categories.
In this respect, the fact that the Stress-Related Growth Scale Short Form is answered in a 3-point Likert
type is thought to have advantages in terms of ease of use. From this point of view, the present study
aims to perform the validity and reliability studies of the 15-item short version of the SRGS on university
students. The present study will contribute to the examination of stress-related growth and will pave the
way for more studies on this subject.
METHOD
This study aims to adapt the Stress-Related Growth Scale Short Form (SRG-SF) developed by Park et al.
(1996) into Turkish. In this section, the participants, data collection procedure, data collection
instruments, and the data analysis were described.
Study Groups
To adapt the SRGS-SF to Turkish, the convenience sampling method was used to determine the study
group. Convenience sampling is based on the selection of items that are quick and easy to reach from all
participants (Baltacı, 2018). This sampling method was preferred due to problems related to accessibility
and speed during the pandemic period. This study was based on three samples of university students.
Linguistic Equivalence Group
The first group in which linguistic equivalence of the scale was tested had 30 students (23 women, 7
men). The mean age was 23.1 years (SD = 4.91). All of the participants were students in the English
Language and Literature department of a state university.
Construct Validity Group
The second group in which we examined the factor structure of the scale consisted of 261 university
students (160 women, 99 men, 2 other). Their mean age was 20.96 years (SD = 2.61). The majority of
the group consisted of perceives the socio-economic level as medium (n = 224, 85.8%) and consisted of
the students of the Faculty of Education (n = 79, 30.3%). In the last 12 months, the participants
experienced future anxiety (n = 179, %19.93), family problems (n = 138, %15,38), economic problems
(n = 130, %14.48), academic problems (n = 126, %14,03) and social/interpersonal problems (n = 102,
%11.36).
The Turkish Adaptation of the Stress-Related Growth Scale Short Form: A
Validity and Reliability Study
Yazıcı-Kabadayı & Öztemel (2022), 12(64)
Turkish Psychological Counseling and Guidance Journal
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Criterion Validity Group
The third group, in which the criterion validity of the scale was tested, consisted of 340 participants (260
women, 79 men, 1 other). The mean age of the study group was found to be 20.63 years. The majority
of the participants consisted of perceived their socio-economic level as medium (n = 287, 84.4%) and
the majority of the group consisted of the students of the Faculty of Education (n = 157, 46.2%). In the
last 12 months, it was observed that the participants experienced future anxiety (n = 257, 24.02%),
economic problems (n = 166, 15.51%), family problems (n = 155, 14.5%), academic problems (n = 136,
12.71%) and social/interpersonal problems (n = 97, 9.06%).
Ethical Statement
In this study, all the rules stated in the "Higher Education Institutions Scientific Research and Publication
Ethics Directive" were followed. Accordingly, the research was reviewed by Gazi University Ethics
Committee, and permission was given (REF: 2020-695). In addition, the participants participated in the
study voluntarily.
Data Collection Instruments
The data was provided using a Personal Information Form, SRGS-SF (Park et al., 1996), Cognitive
Appraisal Scale (Işık, 2009), Coping Attitudes Assessment Scale (Dicle & Ersanlı, 2015), and Brief
Resilience Scale (Doğan, 2015).
Personal Information Form
. To determine the demographic information of the participants, a personal
information form was created by the researcher. This form contains information about the students'
gender, faculty, socio-economic level, and stressful situations they have experienced/experienced.
Stress-Related Growth Scale Short Form (SRGS-SF
). To determine the stress-related growth
tendency of university students in the research, the Turkish culture-adapted form of the SRGS was
developed by Park et al. (1996). Park et al.(1996) developed the SRGS, which consists of 50 items and
one dimension, to measure stress-related growth. Park et al. (1996) examined item-total correlations for
the SRGS. They selected the 15 items with the highest correlation with the total score. Hettler and Cohen
(1996) performed a similar procedure. The comparison of the findings revealed good agreement on the
SRGS items that were most associated with the total score. SRGS-SF was created from this study. The
Cronbach's alpha coefficient of the 50-item scale form in university students was found to be .94 (Park
et al., 1996). Hettler and Cohen (1996) found the Cronbach's alpha coefficient as .96 in their study. The
Turkish version of the scale consists of 15 items in its original form. The scale is one-dimensional and 3-
point Likert type (0 = Not at all suitable, 1 = Somewhat appropriate, 2 = Very appropriate). The
Cronbach alpha internal consistency coefficient of the scale adapted to Turkish culture was .85 in
linguistic validity studies, .83 in CFA studies, and .76 in criterion validity studies.
Cognitive Appraisal Scale
. The scale was developed by Lazarus and Folkman (1984) to determine the
cognitive assessment levels of university students. The adaptation of the scale to the Turkish language
was carried out by Işık (2009). The scale, which consists of 14 items and has a two-factor structure, is in
the 5-point Likert type. Scale items are scored between (0) Not at all appropriate and (4) Completely
appropriate for each statement. The internal consistency coefficient of the scale was found to be .90 for
the primary appraisal sub-dimension and .87 for the secondary appraisal sub-dimension (Işık, 2009). In
The Turkish Adaptation of the Stress-Related Growth Scale Short Form: A
Validity and Reliability Study
Yazıcı-Kabadayı & Öztemel (2022), 12(64)
Turkish Psychological Counseling and Guidance Journal
58
this study, the Cronbach's alpha internal consistency coefficient for the primary assessment sub-
dimension of the scale was found to be .90.
Coping Attitudes Assessment Scale
. Developed by Carver et al. (1989) and revised by Zuckerman and
Gagne (2003), the scale was adapted into Turkish by Dicle and Ersanlı (2015). The scale consists of 32
items and has a 5-factor structure. The scale is in 4-point Likert type. The items of the scale are answered
as “I Never Do This (1)”, “I Do That A Little Bit (2)”, “I Do That Like This (3)”, “I Do This Mostly
(4)”. The internal consistency coefficients of the scale were .96 for the self-help sub-dimension, .98 for
the approach sub-dimension, .98 for the accommodation sub-dimension, .98 for the avoidance sub-
dimension, and .98 for the self-punishment sub-dimension (Dicle & Ersanlı 2015). In this study, the
Cronbach's alpha coefficients of the scale were .81 in the self-help sub-dimension; .84 in the approach
sub-dimension; .80 in the adaptation sub-dimension; It was found to be .64 in the avoidance sub-
dimension and .87 in the self-punishment sub-dimension.
Brief Resilience Scale
. The scale was developed by Doğan (2015) to measure the psychological
resilience levels of individuals. The scale consists of 6 items and one dimension. The 5-point Likert-type
scale is answered as "Not at all appropriate" (1), "Not suitable" (2), "Slightly appropriate" (3),
"Appropriate" (4), "Totally Appropriate" (5). The internal consistency coefficient of the scale was found
to be .83 (Doğan, 2015). In this study, the Cronbach alpha internal consistency coefficient of the scale
was found to be .80.
Process
For the adaptation of the scale, first permission was obtained from Park et al. (1996) who developed the
scale. After obtaining the permissions, the SRGS was independently translated into Turkish by 5
academicians who have at least a doctorate in Counseling and Guidance, have sufficient English and
Turkish language skills, and have participated in studies related to the context of the scale. Then, the
translated versions of the scale were evaluated by 4 psychological counselors and 1 English teacher who
had sufficient English and Turkish language skills and had at least an expert degree. As a result of the
evaluations, the most suitable translations were determined in terms of language structure, cultural
factors, and intelligibility. A draft Turkish form was created by the researchers in the direction with the
expert opinions. Then, the items translated into Turkish were translated into their original language by
an expert English Linguist and the back translation was presented to the developers of the scale. After
the necessary adjustments were made in line with the suggestions of the developers regarding the
semantic features of the translations, the scale was given its final form. The final version of the scale was
evaluated by 2 Turkish language experts in terms of language and expression. The scale form, which was
determined to be suitable for Turkish translation, was prepared for linguistic equivalence study.
The data collection process was initiated after the approval of the ethics committee. Data were collected
through online forms. The scale, whose translation into Turkish was completed, was applied to a group
of students studying at the English Language and Literature Department of a state university and having
a command of both languages. In this study, in which linguistic equivalence was tested, the Turkish and
English forms of the scale were administered to the participants with an interval of 14 days. After proof
of linguistic equivalence, data were collected from two different study groups via online forms to test the
validity, reliability, and item statistics of the scale.
The Turkish Adaptation of the Stress-Related Growth Scale Short Form: A
Validity and Reliability Study
Yazıcı-Kabadayı & Öztemel (2022), 12(64)
Turkish Psychological Counseling and Guidance Journal
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Data Analysis
We used SPSS and LISREL programs for linguistic equivalence, validity, and reliability analysis in the
study. In the adaptation study, we analyzed the correlation coefficients between the two measures and
dependent groups' t-test results with SPSS to demonstrate that the original English version of the scale
and the translated Turkish version were equivalents. Before performing the validity and reliability analyzes
of the scale, we examined the data sets in terms of missing data, outliers, and normality (Tabachnick &
Fidel 2007). We found that there was no missing data in the data sets, and we detected the outliers by
examining Box-Plot plots. We removed the detected outliers from the datasets. We examined the
skewness and kurtosis values to determine whether the datasets fit the normal distribution. In the second
study group, skewness and kurtosis values were found to be -.64 and -.11, respectively. In the third study
group, the skewness and kurtosis values were found to be -.51 and -.45, respectively. Tabachnick and
Fidell (2007) state that skewness and kurtosis values between -1.5 and +1.5 indicate a normal distribution.
Accordingly, we determined that the data sets have a normal distribution. After determining that the data
were suitable for the analysis, we tested the factor structure of the scale with confirmatory factor analysis
(CFA). To test the construct validity of the scale, we applied first-level CFA using the LISREL program.
Item analysis was performed to control the SRGS-SF items. For the criterion-related validity of the scale,
we examined the relationship between Coping Attitudes Assessment Scale (Dicle & Ersanlı, 2015), Brief
Psychological Resilience Scale (Doğan, 2015) and Cognitive Assessment Scale (Işık, 2009). In the
criterion-related validity study, we examined the relationship of the SRGS with other scales using the
Pearson correlation coefficient. To determine the internal consistency of the scale, we examined the
Cronbach's alpha coefficient in the data obtained from 3 different study groups reached during the study.
RESULTS
Linguistic Validity
To determine whether the equivalence between the Turkish form of SRGS and the original form could
be achieved, applications were made with students who are fluent in English and Turkish languages at
14-day intervals. Students from 30 English Language and Literature departments from a state university
participated. Majority of the participants are female students (n = 23, 76.7%). In this context, the
correlations between the original and Turkish forms of the scale and the mean scores between the groups
were examined. Average scores and correlation findings for Turkish and English forms are given in Table
1 (See Table 1).
Table 1. Correlation findings
Scale
Mean
SD
r
Turkish Form
20.87
5.79
.77*
English Form
21.70
5.55
*p < .01, n = 30
When Table 1 was examined, it was determined that there was a positive and highly significant
relationship between the Turkish version of SRGS-SF and its original version (r = .77, p < .01).
Accordingly, the high correlation value between both applications is seen as important evidence for
linguistic equivalence (Öner, 1987). Seçer (2015) states that a correlation of .70 and above will be
sufficient for linguistic equivalence. Accordingly, correlation results showed that both scale forms can be
considered as proof that they are equivalent. Within the scope of linguistic validity, it was examined
The Turkish Adaptation of the Stress-Related Growth Scale Short Form: A
Validity and Reliability Study
Yazıcı-Kabadayı & Öztemel (2022), 12(64)
Turkish Psychological Counseling and Guidance Journal
60
whether there was a significant difference between the total scores of the participants in Turkish and the
original scale form, and it is given in Table 2 below.
Table 2. Dependent groups t-test results between Turkish and English forms
Scale
Mean
SD
t
p
Turkish Form
20.87
5.80
-1.19
.24
English Form
21.70
5.56
* p < .05, n = 30
When Table 2 was examined, it was seen that there was no significant difference between the scores of
the participants in the Turkish version of SRGS-SF and the original version (t(30) = -1.19, p > 05).
Accordingly, the findings provided that both scale forms are similar to each other in terms of language.
In addition, at this stage, the Cronbach Alpha internal consistency coefficient was calculated for both
scales. The Cronbach Alpha internal consistency coefficient for the Turkish and English forms of the
scale was found to be .85.
Item Analysis and Construct Validity
Within the scope of item analyses and validity and reliability studies of the Turkish form of SRGS, firstly,
the averages, standard deviations, skewness, and kurtosis values of the items related to the scale were
examined (See Table 3).
Table 3. Item statistics
Item
Mean
Sd
Skewness
Kurtosis
Item-Total
Correlation
Cronbach’s Alfa if
item deleted
M1
1.27
.694
-.415
-.880
.483**
.825
M2
1.30
.735
-.527
-.989
.519**
.823
M3
1.38
.661
-.608
-.652
.507**
.823
M4
1.63
.652
-1.547
1.053
.561**
.819
M5
1.52
.605
-.885
-.210
.584**
.818
M6
1.38
.721
-.704
-.783
.571**
.819
M7
1.36
.680
-.592
-.726
.601**
.817
M8
1.43
.673
-.755
-.549
.632**
.814
M9
1.46
.647
-.807
-.405
.597**
.817
M10
1.68
.506
-1.227
.425
.519**
.822
M11
1.52
.671
-1.063
-.093
.576**
.818
M12
1.26
.781
-.501
-1.194
.443**
.830
M13
1.21
.768
-.380
-1.214
.585**
.819
M14
1.54
.629
-1.025
-.018
.593**
.817
M15
1.03
.774
-.053
-1.325
.469**
.828
SRGS-SF
20.96
5.58
-.642
-.111
-
.831
**p < .01
In this context, it was determined that the skewness values of the items ranged between -.053 and -1.547,
and the kurtosis values between 1.053 and -1.325. Moreover, item-total correlations were found to vary
between .443 and .632. In addition, according to the Cronbach's Alpha, if item deleted operation, it was
determined that all values were lower than the internal consistency coefficient for the whole scale.
Construct Validity
To test the construct validity of the Turkish version of SRGS, CFA was used through the LISREL
package program. CFA results showed that the initial fit values of the scale were below acceptable limits.
Then, the modifications suggested by the model were carried out. The first modification was made
The Turkish Adaptation of the Stress-Related Growth Scale Short Form: A
Validity and Reliability Study
Yazıcı-Kabadayı & Öztemel (2022), 12(64)
Turkish Psychological Counseling and Guidance Journal
61
between item-1 and item-9, and the second modification was made between item-10 and item-11. As a
result of the modification processes, it was understood that the fit values were at the least acceptable
level. The obtained results are given in Table 4.
Table 4. Model fit statistics
Fit Criteria
0– Modification
1– Modification
2– Modification
Criterion
Conclusion
χ2 / sd
3.26
2.85
2.49
< 3
Perfect Fit
RMSEA
.09
.08
.07
< .08
Good Fit
GFI
.87
.88
.90
> .90
Good Fit
SRMR
.07
.06
.06
< .08
Good Fit
NNFI
.88
.90
.91
> .90
Good Fit
CFI
.90
.91
.92
> .90
Good Fit
When the fit values in Table 4 were examined, it was concluded that the fit values obtained as a result of
2-Modification showed good and perfect fit.
Criterion Validity
At this stage, it is aimed to compare the Turkish version of SRGS-SF with other measurement
instruments in the literature. Correlations with other measurement instruments used in the literature are
used for criterion-related validity (Seçer, 2015). In this context, the theoretical structure of the concept
to be measured and the measurement instruments used in the development of the original form were
taken into consideration. Therefore, the Coping Attitudes Assessment Scale (Dicle & Ersanlı, 2015), the
Brief Psychological Resilience Scale (Doğan, 2015) and the Cognitive Assessment Scale (Işık, 2009) were
preferred in this study.
Table 5. Descriptive statistics and correlations
Variable
1
2
3
4
5
6
7
8
Stress-Related Growth (1)
–
Brief Resilience (2)
.15**
–
Self-Help (3)
.25**
.05
–
Approach (4)
.31**
.30**
.15**
–
Accommodation (5)
.34**
.20**
.27**
.48**
–
Avoidance (6)
–.16**
–.28**
.03
–.18**
–.08
–
Self-Punishment (7)
–.22**
–.40**
.00
–.18**
–.09
.33**
–
Primary Appraisal (8)
–.13*
–.16**
.02
–.04
–.05
.04
.27**
–
Mean
22.16
18.31
15.02
21.80
20.01
10.58
14.73
16.76
SD
4.61
4.71
4.13
4.13
4.20
3.12
4.86
12.29
*p < .05, **p < .01, N = 340
Table 5 is examined, psychological resilience with SRG (r = .15, p < .01), self-help (r = .25, p < .01),
approach (r = .31, p < .01), adjustment (r = .34, p < .01), avoidance-avoidance (r = –.16, p < .01), self-
punishment (r = –.22, p < .01), primary assessment (r = –.13, p < .05) were found to have significant
negative correlations.
DISCUSSION
In this study, we examined the psychometric properties of the Stress-Related Growth Scale Short Form
(Park et al., 1996) in a study group consisting of Turkish university students. To test whether linguistic
equivalence was achieved after the translation studies of the scale, we looked at the correlation between
the Turkish and English forms. We found a high level of correlation between the Turkish and English
forms (r = .773, p < .01). Seçer (2015) states that the scales are linguistically equivalent when the
The Turkish Adaptation of the Stress-Related Growth Scale Short Form: A
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62
correlation between the two applications is .70 and above. The fact that the correlation coefficient
obtained in this study was over .70 was considered as important evidence for the linguistic equivalence
of the SRGS-SF. We also applied the dependent groups' t-test on the relevant data. We found that there
was no significant difference in the scores between the two applications (t(30) = -1,191, p > 05). We
considered the lack of significant difference between the means as evidence for the equivalence of the
two scales. In line with these findings, we can state that there is no linguistic difference between the two
forms of the scale and that linguistic validity is ensured.
CFA was performed to confirm the single-factor structure of the scale in Turkish. As a result of the CFA,
it was seen that the fit values of the model were below the acceptable limits. The suggested modification
values were evaluated by considering the theoretical structure of the items. Then, the error variances of
items 1 and 9 and items 10 and 11 were matched. According to the CFA results after the modifications,
we found that the fit indices were χ2 / df = 2.49, GFI = .90, CFI = .92, NNFI = .91, GFI = .90 and
RMSEA = .076. Sun (2005) states that values greater than .90 indicate acceptable fit. In this direction, we
have seen that the values obtained as a result of CFA are within the minimum acceptable limits. These
results show that the single-factor structure of the scale is approved in Turkish culture.
As part of the reliability studies of the scale, Cronbach's Alpha coefficient and item-total correlation
methods were used. Accordingly, the Cronbach Alpha reliability coefficient calculated for the SRGS-SF
was .85 in linguistic validity studies; We found it to be .83 in CFA studies and .76 in criterion validity
studies. Kline (2005) and Cronbach state that the alpha reliability coefficient should be at least .70. This
result shows that the scale offers reliable measurements in analyzes made in different study groups. When
the item-total correlation values of the scale were examined, we saw that the item-total correlation scores
of the scale ranged from .44 to .63. Özdamar (2016) states that item-total correlations should be between
.30 and .90. All these findings confirm that the scale is a reliable measurement instrument.
In order to determine the criterion validity of the scale, we examined the relationships between the SRGS-
SF and the Coping Attitudes Assessment Scale (Dicle & Ersanlı, 2015), Brief Resilience Scale (Doğan,
2015) and Cognitive Appraisal Scale (Işık, 2009) scales with Pearson Correlation analysis. We found
moderately significant positive correlations between stress-related growth and approach (r = .305, p <
.01) and accommodation (r = .343, p < .01). Moreover, we found that there were negative low-level
significant correlations between stress-related growth and avoid-avoidance (r = –.16, p < .01), self-
punishment (r = –.22, p < .01), primary appraisal (r = –.13 p < .01).
This study has some limitations. The first of these limitations is related to the gender distribution of the
participant group. 69% (n=443) of the total number of participants in the three groups in which we
collected the data of the study were women. Second, test-retest validity could not be assessed. Another
limitation is that we did not determine the cutoff score. Increasing test scores indicate more stress-related
growth.
In line with these limitations, it is recommended that researchers ensure a balanced distribution in terms
of gender in the selection of the sample for future validity and reliability studies. In addition, as part of
the reliability studies, it is recommended that researchers use the test-retest method to determine whether
the measurement results based on the SRGS-SF are consistent over time. Investigating mechanisms that
may be associated with stress-related growth is an important goal for future research. Considering that
stress is extremely common, research on protective mental health variables associated with stress-related
The Turkish Adaptation of the Stress-Related Growth Scale Short Form: A
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Yazıcı-Kabadayı & Öztemel (2022), 12(64)
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growth will provide significant support to studies to increase positive stress-related outcomes. Finally,
researchers are advised to examine stress-related growth in terms of various developmental stages and
clinical and non-clinical groups. Considering that stress may differ developmentally, and stress-related
growth levels will vary in clinical populations compared to non-clinical populations, we think that these
studies will make important contributions.
In summary, despite all the limitations, the findings obtained from this adaptation study revealed that the
SRGS-SF is a valid and reliable scale that can be considered in studies to measure the improvement
experienced by individuals who experience stressful situations in various fields in Turkey. Researchers
may prefer the SRGS-SF for studies investigating different variables related to stress-related growth.
These studies can help expand the literature on preventive mental health and resources to help cope with
stress. This situation can provide some preventive and improving contributions to the literature on stress.
By using these instruments in individual counseling and group counseling practices, mental health
professionals can follow the development of the clients as a result of the stress-related processes of the
therapy.
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About Authors
Sema Yazıcı-Kabadayı. She completed her undergraduate education in the field of Guidance and
Psychological Counseling at Gazi University in 2014. Afterward, she completed her master's degree in
2017 at Karadeniz Technical University. The author, who is still pursuing her doctorate at Gazi
University, has been working as a research assistant at Recep Tayyip Erdogan University since 2018.
Kemal Öztemel. He completed his undergraduate education at Gazi University, Psychological
Counseling and Guidance Department in 1991. He received his Master’s degree at 2000 at Hacettepe
University and his doctorate degree at 2009 in the field of Psychological Counseling and Guidance at
Gazi University. He is still working as a professor at Gazi University, Faculty of Gazi Education,
Psychological Counseling and Guidance Department. Dr. Öztemel works in the field of career
counseling. In this context, he works on career construction model, career indecisiviness, career
adaptability, career decision-making difficulties and conception of work. In addition, the author has
studies dealing with various psychosocial variables.
Author Contribution
This study was conducted by all the authors working together and cooperatively. All of the authors
substantially contributed to this work in each step of the study.
Conflict of Interest
It has been reported by the authors that there is no conflict of interest.
Funding
No funding support was received.
Note
This study was produced from the Ph.D thesis conducted by the first author in the Guidance and
Psychological Counseling program of Gazi University Institute of Educational Sciences under the
supervision of the second author.
Ethical Statement
This study was completed in accordance with the Helsinki Declaration. In line with this, the study was
permitted by Gazi University Ethics Committee.
Ethics Committee Name: Gazi University Ethics Committee.
Approval Date: 28.12.2020
Approval Document Number: 2020-695
