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Lise Öğrencilerinde Öz-düzenleme Becerilerinin Kişilik Yapıları, Siber Aylaklık ve Nomofobi Entegrasyonlu Bir Model Çerçevesinde İncelenmesi

Year 2022, Volume: 51 Issue: 1, 501 - 537, 27.04.2022
https://doi.org/10.14812/cuefd.1029012

Abstract

Öğrenme ortamlarındaki bireysel farklılıkların da eğitim-öğretim süreçlerindeki dönüşümler ile iç içe girerek önemli bir etkileşim alanı oluşturduğu düşünülen bu çalışmada, lise öğrencilerinin öz-düzenleme becerilerinin kişilik yapıları, siber aylaklık ve nomofobi entegrasyonlu bir model çerçevesinde incelenmesi amaçlanmaktadır. Çalışmada yanıt aranılan sorular; (1) Öz-düzenleme becerileri ile kişilik yapıları arasındaki ilişkide siber aylaklık ve nomofobinin aracılık etkisi nedir? (2) Kişilik yapıları ile siber aylaklık düzeyleri arasındaki ilişkide nomofobinin aracılık etkisi nedir? şeklindedir. Yapısal regresyon modeli ile test edilen çalışmada elde edilen bulgular dışa dönük kişilik yapısının öz-düzenleme üzerinde doğrudan ve negatif etkisinin olduğunu, uyumlu kişilik yapısının ise öz-düzenleme üzerinde doğrudan ve pozitif etkisinin olduğunu göstermektedir. Bununla birlikte deneyime açıklık kişilik yapısı, nomofobi üzerinde doğrudan ve pozitif bir etkiye sahip iken; nomofobi değişkeninin de siber aylaklık değişkeni üzerinde doğrudan ve pozitif bir etkiye sahip olduğu görülmektedir. Buna göre, çalışmada elde edilen sonuçlar deneyime açıklık kişilik yapısının nomofobi değişkeni üzerinden siber aylaklık değişkeni üzerinde dolaylı bir etkisinin olduğu da ortaya koymaktadır

References

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The Examination of Self-Regulation Abilities in High School Students within the Framework of an Integrated Model of Personality Traits, Cyberloafing and Nomophobia

Year 2022, Volume: 51 Issue: 1, 501 - 537, 27.04.2022
https://doi.org/10.14812/cuefd.1029012

Abstract

In this study, where individual differences in learning environments and the periods of transformation of education and learning are considered to become intertwined to create an important area of integration; the aimwas to examine the self-regulation abilities in high school students within the framework of an integrated model of personality traits, cyberloafing, and nomophobia. Questions aimed to be answered are as follows: (1) In the relationship between self-regulations skills and personality traits what are the mediating effects of cyberloafing and nomophobia? (2) What is the mediating effect of nomophobia on the relationships between personality traits and levels of cyberloafing? The findings obtained from the study which were tested using a regression model show that the extrovert personality trait has a direct and negative effect on self-regulation, whilst the agreeableness personality trait has a direct and positive effect on self-regulation. Besides, whilst the personality trait of openness to experience has a direct and positive effect on nomophobia; nomophobia as a variable has a direct and positive effect on the variable cyberloafing. In accordance with this, the results of the study also evidenced that personality trait openness to experience, has an indirect effect on the variable cyberloafing, through the variable of nomophobia.

References

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  • Akhoroz, M. (2019). Examining the relationship between personality traits and nomophobia among preservice teachers [Unpublished doctoral dissertation]. Middle East Technical University.
  • Al-Menayes, J. (2016). The fear of missing out scale: Validation of the Arabic version and correlation with social media addiction. International Journal of Applied Psychology, 6(2), 41-46. https://doi.org/10.5923/j.ijap.20160602.04
  • Arseven, İ. (2020). Lise öğrencilerinin dijital bağımlılık düzeyleri ile öz-düzenlemeli öğrenme becerileri arasındaki ilişkinin incelenmesi. Ekev Akademi Dergisi, 24(82),173-195.
  • Askew, K. L. (2012). The relationship between cyberloafing and task performance andan examination of the theory of planned behavior as a model of cyberloafing[Unpublished doctoral dissertation]. University of South Florida.
  • Askew, K., Buckner, J. E., Taing, M. U., Ilie, A., Bauer, J. A., & Coovert, M. D. (2014). Explaining cyberloafing: The role of the theory of planned behavior. Computers in Human Behavior, 36, 510-519. https://doi.org/10.1016/j.chb.2014.04.006
  • Aslan, S. (2008). Kişilik, huy ve psikopatoloji. Rewiews, Cases and Hypotheses in Psychiatry RCHP, 2(1-2), 7-18.
  • Aydın, F., & Ulutaş, İ. (2017). Okul öncesi çocuklarda öz-düzenleme becerilerinin gelişimi. Aksaray Üniversitesi Sosyal Bilimler Enstitüsü Dergisi (ASED), 1(2),36-45.
  • Baturay, M. H., & Toker, S. (2015). An investigation of the impact of demographics on cyberloafing from an educational setting angle. Computers in Human Behavior, 50, 358-366. https://doi.org/10.1016/j.chb.2015.03.081
  • Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88, 588-606.
  • Bianchi, A., & Phillips, J. G. (2005). Psychological predictors of problem mobile phone use. CyberPsychology & Behavior, 8(1), 39-51. https://doi.org/10.1089/cpb.2005.8.39
  • Bilgin, M. (2017). Ergenlerin beş faktör kişilik özelliği ile bilişsel esneklik ilişkisi. Electronic Journal of Social Sciences, 16(62), 945-954. https://doi.org/10.17755/esosder.285296
  • Blanchard, A. L., & Henle, C. A. (2008). Correlates of different forms of cyberloafing: The role of norms and external locus of control. Computers in Human Behavior, 24(3), 1067-1084. https://doi.org/10.1016/j.chb.2007.03.008
  • Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen, & J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Sage Publication.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2017). Bilimsel araştırma yöntemleri (23. bs.). Pegem Akademi.
  • Byrne, B. M. (2006). Structural equation modeling with EQS: Basic concepts, application, and programming (2nd ed.). Lawrence Erlbaum.
  • Byrne, B. M., & Campbell, T. L. (1999). Cross-cultural comparisons and the presumption of equivalent measurement and theoretical structure: A look beneath the surface. Journal of Cross-Cultural Psychology, 30, 555-574. https://doi.org/10.1177/0022022199030005001
  • Chhabra, A., Pal, M. R., & Campus, L. (2020). Relationship between nomophobia and personality dimensions among young adults. Mukt Shabd Journal, 9(6), 4782-4790.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
  • Costa Jr, P. T., & McCrae, R. R. (1992). Four ways five factors are basic. Personality and Individual Differences, 13(6), 653-665. https://doi.org/10.1016/0191-8869(92)90236-I
  • Durak, H. Y. (2020). Cyberloafing in learning environments where online social networking sites are used as learning tools: Antecedents and consequences. Journal of Educational Computing Research, 58(3), 539-569. https://doi.org/10.1177/0735633119867766
  • Duyan, V., Gulden, C., & Gelbal, S. (2012). Öz-Denetim Ölçeği-ODO: Güvenirlik ve geçerlik çalışması. Society and Social Work, 23(1), 25-38.
  • Erdoğan, İ. (2014). Eğitimdeki değişimlere dair eleştirel irdelemeler. HAYEF Journal of Education, 11(1), 129-140.
  • Ergün, E., & Altun, A. (2012). Öğrenci gözüyle siber aylaklik ve nedenleri. Eğitim Teknolojisi Kuram ve Uygulama, 2(1), 36-53. -
  • Erikson, E. H. (1968). Identity: Youth and crisis. Norton.
  • Erikson, H. E. (1998). The life cycle completed. W. W. Norton & Company.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (6th ed.). McGraw-Hill.
  • Gezgin, D. M., Arslantaş, T. K., & Şumuer, E. (2018). Meslek lisesi öğrencilerinin siber aylaklık düzeyinin farklı değişkenlere göre incelenmesi. Ege Eğitim Dergisi, 19(2), 408-424. https://doi.org/10.12984/egeefd.344675
  • Gezgin, D. M., Hamutoglu, N. B., Gemikonakli, O., & Raman, I. (2017). Social networks users: Fear of missing out in preservice teachers. Journal of Education and Practice, 8(17), 156-168.
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There are 75 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Article
Authors

Yusuf Levent Şahin 0000-0002-3261-9647

Fırat Sarsar 0000-0002-3611-8137

Fatma Sapmaz 0000-0002-3565-0287

Nazire Burçin Hamutoğlu 0000-0003-0941-9070

Publication Date April 27, 2022
Submission Date November 27, 2021
Published in Issue Year 2022 Volume: 51 Issue: 1

Cite

APA Şahin, Y. L., Sarsar, F., Sapmaz, F., Hamutoğlu, N. B. (2022). The Examination of Self-Regulation Abilities in High School Students within the Framework of an Integrated Model of Personality Traits, Cyberloafing and Nomophobia. Cukurova University Faculty of Education Journal, 51(1), 501-537. https://doi.org/10.14812/cuefd.1029012

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