ALGILANAN SOSYAL DESTEĞİN ORTAOKUL ÖĞRENCİLERİNİN SOSYAL MEDYA TUTUMLARINA ETKİSİNİN YOL ANALİZİ İLE İNCELENMESİ

Year 2021, , 892 - 910, 01.04.2021

Hilal Kazu , Emrullah Deniz

https://doi.org/10.17755/esosder.811963

Cited By: 4

Abstract

Bireylerin etkili uyumları ve gelişimleri; ailesi, arkadaşları ve bireyin sosyal destek sistemi içerisinde yer alan öğelerin güçlü etkileşimi ile mümkündür. Sosyal ilişkilerin yeterince destekleyici olmadığı durumlarda birey, yalnızlık ve paylaşım ihtiyacı gibi nedenlerle sosyal medya araçlarına yönelebilir. Sosyal medya kullanımının öğrenciler arasında yaygınlaşması, akran ilişkilerinin zayıflamasına ve yalnızlığa neden olabilmektedir. Bu doğrultuda bu araştırmanın amacı, ortaokul öğrencilerinin algılanan sosyal destek düzeylerinin sosyal medya kullanma tutumlarına etkisini ortaya çıkarmaktır. İlişkisel nitelikteki bu araştırma, 2019-2020 eğitim-öğretim yılında Mardin ili Artuklu ilçesinde resmi ortaokullarda öğrenim görmekte olan 360 öğrenci ile gerçekleştirilmiştir. Araştırmanın verileri “Sosyal Medya Tutum Ölçeği” ve “Algılanan Sosyal Destek Ölçeği” ile toplanmıştır. Verilerin analizinde Pearson korelasyon katsayısı ve yol (PATH) analizi yöntemleri kullanılmıştır. Araştırma sonucunda; algılanan aile desteği, algılanan arkadaş desteği ve algılanan öğretmen desteği ile sosyal medyaya ilişkin tutum değişkenleri arasında hipotezlenen yol tahminlerinin istatistiksel öneme ulaşmadığı tespit edilmiştir. Bununla birlikte, ölçek alt yapıları arasında gerçekleştirilen PATH analizi bulguları, artan öğretmen desteğinin sosyal yetkinliği artırdığı, sosyal izolasyon seviyesini ise azalttığını kanıtlamıştır.

Keywords

Sosyal destek, sosyal medya, sosyal medya kullanımı, path analizi

THE IMPACT OF PERCEIVED SOCIAL SUPPORT ON MIDDLE SCHOOL STUDENTS' SOCIAL MEDIA ATTITUDES THROUGH PATH ANALYSIS

Abstract

The effective adaptations and development of individuals are possible through the strong interaction of family, friends and elements within the individual's social support system. In situations where social relations are not supportive enough, the individual may turn to social media tools because of the reasons as loneliness and the need to share. The widespread use of social media among students may lead to a weakening of peer relationships and increasing loneliness. The aim of this research is to reveal the impact of perceived social support levels of secondary school students on attitudes of using social media. This relational research was carried out with 360 students studying at public secondary schools in Artuklu district of Mardin province in the academic year of 2018-2019. The study's data were collected by the “social media attitude scale” and the “perceived social support scale.” Pearson correlation coefficient method and PATH analysis method were used in the analysis of the data. As a result of the research, it was determined that the path estimates hypothesized among perceived family support, perceived friend support and perceived teacher support and attitude variables related to social media did not have statistical significance. However, the findings of PATH analysis performed among the scale infrastructures proved that increasing teacher support increases social competence and decreases the level of social isolation.

References

• Akbulut, Y. ve Günüç, S. (2012). Perceived social support and Facebook use among adolescents. International Journal of Cyber Behavior, Psychology and Learning, 2 (1), 30-41.
• Aksoy, E., Özcan, G. ve Çoknaz, H. (2018). Ortaöğretim kurumlarında okul sporlarına katılan öğrencilerin algılanan sosyal destek düzeyleri. Uluslararası Sosyal Araştırmalar Dergisi, 11 (60), 692-698.
• Alican, C. ve Saban, A. (2013). Ortaokul Ve Lise De Öğrenim Gören Öğrencilerin Sosyal Medya Kullanımına İlişkin Tutumları: Ürgüp Örneği. Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 1(35), 1-14.
• Aranda, M.P., Castaneda, I., Lee, P.-J. ve Sobel, E. (2001). Stress, social support, and coping as predictors of depressive symptoms: gender differences among Mexican Americans. Social Work Research, 25, 37–49.
• Atalay, R. (2014). Lise öğrencilerinin sosyal medyaya ilişkin tutumları ile algıladıkları sosyal destek düzeyleri arasındaki ilişki (Bahçelievler İlçesi örneği) (Yayımlanmamış Yüksek Lisans Tezi), Marmara üniversitesi, İstanbul.
• Bambina, A. (2007). Online social support: The interplay of social networks and computer-mediated communication. Youngstown, NY: Cambria Press.
• Baltacı, H.Ş., İşleyen, F. ve Özdemir, S., (2012). Eğitim fakültesi öğrencilerinin romantik ilişki durumları ve sosyal ağ kullanımlarına göre etkileşim kaygısı ve sosyal destek algılarının incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 8, (2), 25- 36.
• Baym, N. K., Zhang, Y. B. ve Lin, M. (2004). Social interactions across media: Interpersonal communication on the Internet, telephone, and face-to-face. New Media & Society, 6(3), 299–318.
• Boyd, D.M. ve Ellison, N.B. (2007). Social Network Sites: Definition, History, and Scholarship. Journal of Computer-Mediated Communication. 13, 210-230.
• Burke M. , Marlow C. ve Lento T. ( 2010) Social network activity and social well-being. Proceedings of the 2010 ACM Conference on Human Factors in Computing Systems. New York: ACM, 1909-1912.
• Byrne, B.M. (2010). Structural Equation Modeling with AMOS: Basic Concepts, Applications and Programming. New York: Routledge.
• Cantin, S. ve Boivin, M. (2004). Change and stability in children’s social network and self-perceptions dur¬ing transition from elementary to junior high school. International Journal of Behavioral Development, 28, 561–570.
• Ceyhan, A. ve Ceyhan, E. (2008). Loneliness, depression, and computer self-efficacy as predictors of problematic internet use. CyberPsychology and Behavior, 11(6), 699–701.
• Christie, N. G. ve Dinham, S. M. (1991). Institutional and external influences on social integration in the freshman year. Journal of Higher Education, 62(4), 412-436.
• Cobb, S. (1976). Social Support As A Moderator of Life Stress. Psychosomatic Medicine, 38, 300–314.
• Cohen, L. M., Manion, L. l. ve Morrison, K. (2007). Research methods in education. New York: Taylor & Francis.
• Colley, A. ve Maltby, J. (2008). Impact of the Internet on our lives: Male and female personal perspectives. Computers in Human Behavior, 24, 2005-2013.
• Comscore (2011). Comscore Bülten Raporu, https://www.comscore.com/Insights/Press-Releases/2011/12/Social-Networking-Leads-as-Top-Online-Activity-Globally. Erişim Tarihi: 05.01.2020.
• Cowen, E. L., Pedro-Carroll, J. L. ve Alpert-Gillis, L. J. (1990). Relationships Between Support And Adjustment Among Children of Divorce. Journal of Child and Adolescent Psychiatry, 31(5), 727–735.
• Demaray, M. K. ve Malecki, C. K. (2002). The relationship between perceived social support and maladjustment for students at risk. Psychology in the Schools, 39, 305–316.
• Del Valle, J. F., Bravo, A. ve Lopez, M. (2010). Par¬ents and peers as providers of support in adolescents’ social network: a developmental perspective. Journal of Community Psychology, 38, 16–27. Eastin, M. S. ve LaRose, R. (2005). Alt.support: modeling social support online. Computers in Human Behavior, 21, 977–992.
• Ellison, N., Steinfield, C. ve Lampe, C. (2007). The benefits of Facebook “friends”: Exploring the relationship between college students’ use of online social networks and social capital. Journal of Computer-Mediated Communication, 12(3), article 1.
• Esen, E. ve Siyez, D.M. (2011). Ergenlerde İnternet Bağımlılığını Yordayan Psiko-sosyal Değişkenlerin İncelenmesi. Türk Psikolojik Danışma ve Rehberlik Dergisi, 4(36), 127-138.
• Forman, E.A. (1988). The Effects of Social Support and School Placement on the Self-Concept of LD Students. Learning Disability Quarterly, 11, 115–124.
• Fraenkel, J., Wallen, N. ve Hyun, H. H. (2012). How to design and evaluate research in education. Boston: McGraw Hill.
• Frein, S. T., Jones, S. L. ve Gerow, J. E. (2013). When it comes to Facebook there may be more to bad memory than just multitasking. Computers in Human Behavior, 29(6), 2179–2182.
• Garnefski, N. ve Diekstra, R. (1996). Perceived social support from family, school, and peers: Relationship with emotional and behavioral problems among adolescents. Journal of the American Academy of Child and Adolescent Psychiatry, 35, 1657–1664.
• Gutman, L. M. ve Midgley, C. (2000). The role of protective factors in supporting the academic achievement of poor African American students during the middle school transition. Journal of Youth and Adolescence, 29(2), 223-248.
• Hampton, K. ve Wellman, B. (2003). Neighboring in Netville: How the Internet supports community and social capital in a wired suburb. City & Community, 2, 277–311.
• Heaney, C.A. ve Israel, B.A. (2008). Social networks and social support (Ed.: Glanz, K., Rimer, B.K. Viswanath, K.), Health behavior and health education: Theory, research, and practice. San Francisco: Published by Jossey-Bass A Wiley Imprint.
• Johnson, R. A. ve Wichern, R. W. (2007). Applied Multivariate Statistical Analysis. New Jersey: Prentice-Hall. Kashani, J.H., Canfield, L.A., Borduin, C.M., Soltys, S.M. ve Reid, J.C. (1994). Perceived family and social support: Impact on children. Journal of the American Academy of Child and Adolescent Psychiatry, 33, 819–823.
• Keser Özcan, N. ve Buzlu, S. (2005). Problemli internet kullanımını belirlemede yardımcı bir araç: İnternette Bilişsel Durum Ölçeği”nin üniversite öğrencilerinde geçerlik ve güvenirliği. Bağımlılık Dergisi, 6 (1), 19-26.
• Kim, H., Kim, G. J., Park, H. W. ve Rice, R. E. (2007). Configurations of relationships in different media: FtF, email, instant messenger, mobile phone and SMS. Journal of Computer-Mediated Commu¬nication, 12(4), 3.
• Kim, H., Kim, G. J., Park, H. W. ve Rice, R. E. (2007). Configurations of relationships in different media: FtF, email, instant messenger, mobile phone and SMS. Journal of Computer-Mediated Commu¬nication, 12(4), 3.
• Kim, J. ve Lee, J-E. R. (2011). The Facebook Paths to Happiness: Effects of the Number of Facebook Friends and Self-Presentation on Subjective Well-Being. Cyberpsychology, Behavior, and Social Networking, 14, 359–364.
• Kirschner, P. A. ve Karpinski, A. C. (2010). Facebook (R) and academic performance. Computers in Human Behavior, 26(6), 1237–1245.
• Kloomok, S. ve Cosden, M. (1994). Self-Concept in Children with Learning Disabilities: The Relationship Between Global SelfCconcept, Academic “Discounting,” Nonacademic Self-Concept, and Perceived Social Support. Learning Disability Quarterly, 17, 140–153.
• Kozaklı, H. (2006). Üniversite öğrencilerinde yalnızlık ve sosyal destek düzeyleri arasındaki ilişkilerin karşılaştırılması (Yayımlanmamış Yüksek Lisans Tezi), Marmara Üniversitesi, İstanbul.
• Kline, R.B. (2019). Yapısal eşitlik Modellemesinin İlkeler ve Uygulaması. Şen, S. (Çev.). Ankara: Nobel Yayınları.
• Kraut, R., Patterson, M., Lundmark, V. vd. (1998). Internet paradox: a social technology that reduces social involvement and psychological well-being. American Psychologist 53:1017–1031.
• LaRose, R., Mastro, D. A. ve Eastin, M. A. (2001). Understanding Internet usage: A social cognitive approach to uses and gratifications. Social Science Computer Review, 19, 395–413.
• Leung, L. (2007). Stressful Life Events, Motives for Internet Use, and Social Support Among Digital Kids. Cyberpsychology & Behavior, 10 (2), 204-214.
• Morgan, C.T. (2015). Psikolojiye giriş. (Ed.: Karakaş, S. ve Eski, R.). Konya: Eğitim Kitabevi Yayınları.
• Nie, N. H., Hillygus, D. S. ve Erbring, L. (2002). Internet use, interpersonal relations, and sociability: A time diary study (Ed.: Wellman, B. ve Haythornthwaite, C.), The Internet in everyday life (pp. 215–243). Malden, MA: Blackwell.
• Oh, H. J., Ozkaya, E. ve LaRose, R. (2014). How does online social networking enhance life satisfaction? The relationships among online supportive interaction, affect, perceived social support, sense of community, and life satisfaction. Computers in Human Behavior, 30, 69–78.
• Otrar, M. ve Argın, F. S. (2015). Öğrencilerin Sosyal Medyaya İlişkin Tutumlarını Belirlemeye Yönelik Bir Ölçek Geliştirme Çalışması. Eğitim ve Öğretim Araştırmaları Dergisi, 4 (1).
• Pallant, J. (2011). SPSS survival manual a step by step guide to data analysis using SPSS. Australia: Allen & Unwin.
• Papacharissi, Z. ve Rubin A. M. (2000). Predictors of Internet use. Journal of Broadcast Electron Media, 44,175-196.
• Patel, N. (1992). Psychological disturbance, social support and stressors: a community survey of immigrant Asian women and the indigenous population. Counseling Psychology Quarterly, 5, 263–277.
• Peter, J., Valkenburg, P. M. ve Schouten, A. P. (2005). Developing a model of adolescent friendship formation on the Internet. CyberPsychology & Behavior, 8(5), 423-430.
• Pinquart, M. ve Sorensen, S. (2000). Influences of socioeconomic status, social network, and competence on subjective well-being in later life: A meta-analysis. Psycholpgy & Aging, 15(2), 187–224.
• Procidano, M. E. (1997). Assessing perceived social support: The importance of context (Ed.: G. R. Pierce, B. Lakey, I. G. Sarason ve B. R. Sarason), Sourcebook of social support and personality (pp. 93–106). New York: Plenum.
• Rauniar, R., Rawski, G., Yang, J. ve Johnson, B. (2014). Technology acceptance model (TAM) and social media usage: an empirical study on Facebook. Journal of Enterprise Information Management. Vol 27, no 1, 6-30.
• Robinson, J. P., Kestnbaum, M., Newstadtl, A. ve Alvarez, A. S. (2002). The Internet and other uses of time (Ed.: Wellman, B. ve Haythornthwaite, C.), The Internet in everyday life (pp. 244–262). Malden, MA: Blackwell.
• Rothman, H.R. ve Cosden, M. (1995). The relationship between self-perception of a learning disability and achievement, self-concept and social support. Learning Disability Quarterly, 18, 203–212.
• Ruud, C.M. (2013). College Student Social Networking and Its Relationship to Perceived Social Support (Unpublished Doctoral Dissertation), University of Illinois, Urbana-Illinois.
• Sanders, M. G. ve Herting, J. R. (2000). Gender and the effects of school, family, and church support on the academic achievement of African-American urban adolescents (Ed.: Sanders, M.G.), Schooling students placed at risk: Research, policy, and practice in the education of poor and minority adolescents (pp.141-161). Mahwah, NJ: Lawrence Erlbaum Associates.
• Sarason, B. R., Pierce, G. R. ve Samson, I. G. (1990). Social Support: The Sense of Acceptance And the Role of Relationships (Ed.: Sarason, G. ve Pierce, G.R.), Social support:An interactional view (pp. 97-128). New York: Wiley.
• Schumacker, R.E. ve Lomax, R.G. (2010). A Beginner’s Guide to Structural Equation Modeling. New York: Routledge.
• Smith, A. ve Anderson, M. (2018). Social Media Use 2018: Demographics and Statistics, https://www.pewinternet.org/2018/03/01/social-media-usein-2018, Erişim Tarihi: 05.01.2020.
• Stern, S. T. (2007). Instant identity. Adolescent girls and the world of instant messaging. New York, NY: Peter Lang.
• Stepanikova, I., Nie, N. H. ve He, X. (2010). Time on the Internet at home, loneliness, and life satisfaction: Evidence from panel time-diary data. Computers in Human Behavior, 26, 329–338.
• Swickert, R. J., Hittner, J. B., Harris, J. L. ve Her¬ring, J. A. (2002). Relationships among Internet use, personality, and social support. Computers in Human Behavior, 18, 437–451.
• Tabachnick, B.G.ve Fidell, L.S. (2015) Çok Değişkenli İstatistiklerin Kullanımı. Baloğlu, M. (Çev.). Ankara: Nobel Yayınları.
• Tardy, C. H. (1985). Social Support Measurement. American Journal of Community Psychology, 13, 187–202.
• Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. Chicago: The University of Chicago.
• Valenzuela, S., Park, N. ve Kee, K. F. (2009). Is there social capital in a social network site?: Facebook use and college students’ life satisfaction, trust, and participation. Journal of Computer-Mediated Communication, 14, 875–901.
• Van-Cleemput, K. (2010). I’ll see you on IM, text, or call you: A social network approach of adolescents’ use of communication media. Bul¬letin of Science, Technology & Society, 30, 75–85.
• Yeh, Y. C., Ko, H. C., Wu, J. Y. W. ve Cheng, C. P. (2008). Gender differences in relationships of actual and virtual social support to internet addiction mediated through depressive symptoms among college students in Taiwan. CyberPsychology & Behavior, 11, 485-487. Yıldırım, İ. (2004). Algılanan sosyal destek ölçeğinin revizyonu. Eurasian Journal of Educational Research (Eğitim Araştırmaları Dergisi), 17, 221–236.
• Young, K.W. (2006). Social support and life satisfaction. International Journal of Psychosocial Rehabilitation 10(2):155-164.
• Wang, H. ve Wellman, B. (2010). Social connectivity in America. American Behavioral Scientist, 53(8), 1148–1169.