The Mediator Role of Interaction Anxiety in the Relationship between Social Support Perception and Smartphone Addiction

Year 2019, Issue: 15, 63 - 75, 25.01.2019

Osman Tayyar Çelik , Necdet Konan

https://doi.org/10.30786/jef.397445

Cited By: 9

Abstract

Preservice teachers prepare for a profession that
requires intense communication and interaction. They are expected to gain
competencies in their profession in this process. These competencies include
the technical knowledge particular to the profession, and communication and
social skills. It is thus important to investigate the factors that affect the
academic and social interaction, the learning environment and the psycho-social
development of university students, and in particular, preservice teachers.
This study aims to investigate the relationship among preservice teachers’
social support perceptions, interaction anxiety and smartphone addiction. The
students from the faculty of education and the students with the pedagogical formation
training in İnönü University during the 2017-2018 academic year constituted the
population of the study and the participants were 496 preservice teachers who
were selected from this population using the random sampling technique.
Hypotheses were developed to investigate the relationship among the research
variables. After testing the hypotheses, the results indicated that the
preservice teachers’ social support perceptions and interaction anxiety
significantly predicts their smartphone addiction, that their social support
perceptions significantly predict their interaction anxiety, and that their
interaction anxiety has a mediator effect on the relationship between their
social support perceptions and smartphone addiction.

Keywords

Social support perception, interaction anxiety, smartphone addiction, preservice teachers

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