LİSE ÖĞRENCİLERİ ARASINDA AKADEMİK ÖZ-KONTROL VE ÇEVRİMİÇİ TETİKTE OLMA ARASINDAKİ İLİŞKİ: BİR ÇOKLU GRUP ANALİZİ

Abstract

Çevrim içi iletişim ve etkileşim konularına karşı sürekli bir farkındalık durumları çevrim içi tetikte olma durumudur. Çevrim-içi tetikte olma durumu boyutlarının olası ilişkili olduğu yapılarla ilgili çok kısıtlı araştırma vardır. Bu çalışmada çevrim-içi tetikte olmanın kuramsal temeliyle ilişkili olduğu düşünülen akademik öz kontrol ele alınmıştır. Öz kontrol, insanların anlık isteklerine direnmesine, rekabetçi görevleri yönetmesine ve dikkati sürdürmesine yardımcı olan bir yapıdır. Bu bağlamda, bu çalışma, çevrimiçi tetikte olmanın, akademik öz-kontrol ile ilişkili olup olmadığını test etmeyi amaçlamıştır. Ayrıca bu ilişkinin cinsiyete bağlı değişimini incelemiştir. Bu araştırmanın araştırma grubunu 128 lise öğrencisi oluşturmaktadır. Çalışmada kişisel bilgi formu ve iki farklı ölçek kullanılmıştır. Bu çalışmada varsayılan araştırma modeli Kısmi En Küçük Kareler Yapısal Eşitlik Modellemesi (PLS-SEM) ile analiz edilmiştir. Araştırma sonuçları, akademik sebat ile belirginlik, tepkisellik ve takip arasında anlamlı bir ilişkiye sahip olduğunu göstermiştir. H2 hipotezi, akademik dikkat ile çevrim-içi tetikte olma davranışlarının ilişkili olduğunu varsaymaktadır. Sonuçlar, akademik dikkat ile tepkisellik ve belirginlik arasında anlamlı bir ilişkiye sahip olduğunu göstermiştir. Akademik dikkat, takip üzerinde ise anlamlı bir etkiye sahip değildir. Yapısal model, çevrim-içi tetikte olma davranışlarındaki varyansın % 16-31 arasında açıkladığını göstermektedir. Çoklu grup analizlere göre, kadın ve erkek alt örneklemleri için akademik sebat ile takip ve belirginlik arasında ilişkilerin anlamlı olduğu bulunmuştur. Akademik sebat ile tepkisellik arasındaki ilişki erkeklerde anlamlı iken kadınlarda anlamlı değildir. Akademik dikkat ile çevrim-içi tetikte olmanın tüm alt boyutları arasındaki ilişkiler kadınlarda anlamlı iken erkeklerde anlamlı değildir.

Keywords

• çevrim-içi tetikte olma
• akademik öz-kontrol
• lise öğrencileri

THE RELATIONSHIP BETWEEN ACADEMIC SELF-CONTROL AND ONLINE VIGILANCE AMONG HIGH SCHOOL STUDENTS: A MULTI-GROUP ANALYSIS

Abstract

A state of constant awareness of online communication and interaction issues is a state of online vigilance. There is very limited research on constructs with which online vigilance dimensions are likely to be associated. In this study, academic self-control, which is thought to be related to the theoretical basis of online vigilance is discussed. Self-control is a construct that helps people resist impulsive urges, manage competitive tasks, and maintain attention. In this context, this study aimed to test whether online vigilance is associated with academic self-control. This study also examined the variation of this relationship depending on gender. The research group consists of 128high school students. Personal information form and two different scales were used in the study. In this study, the research model was analyzed by Partial Least Squares-Structural Equation Modeling(PLS-SEM). The results of the study showed that there is a significant relationship between academic perseverance and salience, reactibility and monitoring. The results showed that there is a significant relationship between academic attention and reactibility and salience. Academic attention did not have a significant effect on monitoring. The structural model shows that the variance in online vigilance behaviors explains between 16-31%. According to multi-group analyzes, there were significant relationships between academic perseverance and monitoring, salience for female and male sub-samples. While the relationship between academic perseverance and reactibility is significant in males, it is not significant in females. While the relationships between academic attention and all sub-dimensions of online vigilance are significant in women, they are not significant in men.

Keywords

• online vigilance
• academic self-control
• high school students

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