Research Article
BibTex RIS Cite

Emergency Remote Teaching Process Due to Earthquake and Face-to-Face Education After the Earthquake: Alexithymia and Nomophobia in Physical Education and Sports Teacher Candidates

Year 2024, Volume: 7 Issue: 2, 1 - 20
https://doi.org/10.55142/jogser.1492999

Abstract

In Turkey, emergency remote teaching (ERT) was first implemented at all levels of education for one and a half years due to the COVID-19 pandemic. The second ERT was limited only to universities due to the earthquake that affected 10 provinces centred in Kahramanmaraş, so that student dormitories could provide shelter to earthquake victims. It is important to examine the effects of ERT, which is carried out only based on technological infrastructure, on the students of the Physical Education and Sports (PES) Department, which is a discipline that includes theory and practice. In this context, the study aimed to examine the levels of alexithymia, which means the difficulty of identifying and expressing emotions, and nomophobia, which means the anxiety of being without a smartphone, in the process of earthquake-induced ERT and post-earthquake face-to-face education (FFE) in PES teacher candidates. The research was designed according to the explanatory design in mixed method and conducted as a longitudinal study. The study group of the research consists of first, second- and third-year PES teacher candidates who experienced the earthquake-induced ERT process in Muğla Sıtkı Koçman University, Faculty of Sport Sciences, Department of PES in the spring semester of the 2022-2023 academic year (n=125). The reason why the fourth grades were not included was that they would graduate in the autumn term of the 2023-2024 academic year when quantitative and qualitative measurements would be taken. Demographic information form, “Perth Alexithymia Scale”, “Nomophobia Scale” and semi-structured interview form were used as data collection tools. When the quantitative findings were analysed, it was found that the PES teacher candidates were prone to alexithymia and experienced moderate nomophobia symptoms during the earthquake-induced ERT process. Although they were also prone to alexithymia and had moderate nomophobia during the post-earthquake FFE, there was a significant decrease compared to the earthquake-induced ERT process. The results of the quantitative data were analysed in detail in the qualitative part of the study due to the explanatory design. In the qualitative part, individual in-depth interviews were conducted and the main themes of ‘need for autonomy’, ‘lack of time management’, ‘desire to alleviate loneliness’ and ‘impulsive behaviour’ were reached as the reasons why PPS teacher candidates showed alexithymia and nomophobia symptoms. The study emphasises the potential negative effects of ERT practices on PES teacher candidates. In the light of the findings, it is recommended to investigate other aspects of the negative effects of ERT on PES teacher candidates.

References

  • Atıcı, A. R. ve Erbaş, M. K. (2021). Covid-19 sürecinde spor bilimleri fakültesi öğrencilerinin nomofobi düzeylerinin incelenmesi. Aksaray University Journal of Sport and Health Researches, 2(1), 50-61.
  • Audet, É. C., S. L. Levine, E. Metin, S. Koestner, and S. Barcan (2021). Zooming their way through university: Which big 5 traits facilitated students’ adjustment to online courses during the COVID-19 Pandemic. Personality and Individual Differences 180 (October), 110969. https://doi.org/10.1016/j.paid.2021.110969
  • Aygüneş, A., Mirzeoğlu, A. D. ve Güneş, B. (2022). Uzaktan Eğitim ile Yürütülen Öğretmenlik Uygulaması Dersine İlişkin Paydaş Görüşleri. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, 12(1), 271-292. https://doi.org/10.30783/nevsosbilen.1064915
  • Bacaksız F., Tuna R., and Alan H. (2022). Nomophobia, netless phobia, and fear of missing out in nursing students: A cross-sectional study in distance education. Nurse Educ Today. 118:105523. https://doi.org/10.1016/j.nedt.2022.105523
  • Bilge, Y. ve Bilge, Y. (2020). Aleksitiminin dikkat-değerlendirme modelinin ölçümü: Perth aleksitimi ölçeğinin Türkçe psikometrik özellikleri. Anadolu Psikiyatri Dergisi, 21(2), 71-79. https://doi.org/10.5455/apd.133183
  • Büyüköztürk, Ş., Kılıç Çakmak, E. Akgün Ö. E., Karadeniz, Ş. ve Demirel, F. (2022). Eğitimde bilimsel araştırma yöntemleri (32. baskı). Ankara: Pegem Akademi.
  • Creswell, J. W. (2015). Revisiting mixed methods and advancing scientific practices. In Sharlene Nagy Hesse-Biber, & R. Burke Johnson (Eds), The Oxford Handbook of Multimethod and Mixed Methods Research Inquiry (pp. 51-71). Oxford Library of Psychology
  • Creswell, J. W., & Clark, V. P. (2011). Mixed methods research (2. edition). SAGE Publications.
  • Cívico Ariza, A., Cuevas Monzonís, N., Colomo Magaña, E., and Gabarda Méndez, V. (2021). Jóvenes y uso problemático de las tecnologías durante la pandemia: una preocupación familiar. Hachetetepé, (22), 1204. https://doi.org/10.25267/Hachetetepe.2021.i22.1204
  • Cülha, A. ve Yılmaz, S. (2021). Uygulamalı Derslerde Uzaktan Eğitime İlişkin Öğretmen Adaylarının Görüşleri: Beden Eğitimi Örneği. Beden Eğitimi ve Spor Bilimleri Dergisi, 23(3), 81-92.
  • Di Giacinto, A., Lai, C., Cieri, F., Cinosi, E., Massaro, G., Angelini, V., Pasquini, A., Stuppia, L., and di Giannantonio, M. (2015). Difficulty describing feelings and post-traumatic symptoms after a collective trauma in survivors of L'Aquila earthquake. J Ment Health, 24(3), 150-4. https://doi.org/10.3109/09638237.2015.1019055
  • Ding, Y., Huang, H., Zhang, Y., Peng, Q., Yu, J., Lu, G., Wu, H., and Chen, C. (2022). Correlations between smartphone addiction and alexithymia, attachment style, and subjective well-being: A meta-analysis. Frontiers in Psychology, 2(13), 971735. https://doi.org/10.3389/fpsyg.2022.971735
  • Erdoğdu, F. ve Atabay, M. (2023). Deprem sonrası öğretmen adaylarının uzaktan eğitime yönelik görüşleri. İçinde Çetinkaya, E. (Ed.), Tüm yönleriyle depremler ve etkileri (ss. 81-92). Berikan Yayınevi.
  • Freyberger, H. (1977). Supportive psychotherapeutic techniques in primary and secondary alexithymia. Psychother, 28, 337-342. https://doi.org/10.1159/000287080 (Proceedings of the 11th European Conference on Psychosomatic Research, Heidelberg, 1976)
  • Fıratlı Türker, E. (2023). 6 Şubat 2023 depremleri sonrasında zorunlu uzaktan eğitime geçiş nedenlerine göre üniversite öğrencilerinin uzaktan eğitim algılarının farklılaşmasının incelenmesi. Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi, 10(3), 271-300.
  • Gao, T., Li, J., Zhang, H., Gao, J., Kong, Y., Hu, Y., and Mei, S. (2018). The influence of alexithymia on mobile phone addiction: The role of depression, anxiety and stress. J Affect Disord, 1(225), 761-766. https://doi.org/10.1016/j.jad.2017.08.020
  • Genç, F. ve Yiğitbaş, Ç. (2022). Are nomophobia and alexithymia related? The case of health students. Clinical and Experimental Health Sciences, 12(1), 46-52. https://doi.org/10.33808/clinexphealthsci.781664
  • Guest, G., Bunce, A., and Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Sage Journals, 18(1): 59-82. https://doi.org/10.1177/1525822X05279903
  • Huang, H., Wan, X., Lu, G., Ding, Y., and Chen, C. (2022). The relationship between alexithymia and mobile phone addiction among mainland Chinese students: A meta-analysis. Front Psychiatry, 10(13), 754542. https://doi.org/10.3389/fpsyt.2022.754542
  • Karabatak, S., Ay, S., and Karabatak, M. (2022). The relationship between nomophobia and perceived socialization in the online learning environment. Proceedings of the 0th International Symposium on Digital Forensics and Security (ISDFS), İstanbul Türkiye. 10.1109/ISDFS55398.2022.9800824
  • Karasar, N. (2017). Bilimsel algı çerçevesi ile bilimsel araştırma yöntemi: Kavramlar, ilkeler, teknikler (32. Basım). Ankara: Nobel Yayıncılık.
  • King, A. L. S., Valenca, A. M., Silva, A. C. O., Baczynski, T., Carvalho, M. R., and Nardi, A. E. (2013). Nomophobia: Dependency on virtual environments or social phobia? Computers in Human Behavior, 29(1), 140-144. https://doi.org/10.1016/j.chb.2012.07.025
  • Köyönü, B., Özge, E., Özbal, A. F. ve Ektirici, A. (2022). Eyvah telefonum kayboldu! Üniversite öğrencilerinin nomofobi düzeylerinin incelenmesi. Kilis 7 Aralık Üniversitesi Beden Eğitimi ve Spor Bilimleri Dergisi, 6(2), 76-87.
  • La Rosa, V. L., Gori, A., Faraci, P., Vicario, C. M., and Craparo, G. (2022). Traumatic distress, alexithymia, dissociation, and risk of addiction during the first wave of COVID-19 in Italy: Results from a cross-sectional online survey on a non-clinical adult sample. Int J Ment Health Addict, 20(5), 3128-3144. https://doi.org/10.1007/s11469-021-00569-0
  • Li, L., Niu, Z., Griffiths, M. D., Wang, W., Chang, C., and Mei, S. (2021). A network perspective on the relationship between gaming disorder, depression, alexithymia, boredom, and loneliness among a sample of Chinese university students. Technology in Society, 67, 101740. https://doi.org/10.1016/j.techsoc.2021.101740
  • Limniou, M., T. Varga Atkins, C. Hands, and M. Elshamaa (2021). Learning, student digital capabilities and academic performance over the COVID-19 pandemic. Education Sciences, 11(7), 361. https://doi.org/10.3390/educsci11070361
  • Lune, H., and Berg, B. L. (2017). Qualitative research methods for the social sciences (9. Ed.). Pearson Publication.
  • Marzilli, E., Cerniglia, L., Cimino, S., and Tambelli, R. (2022). Internet addiction among young adult university students during the COVID-19 pandemic: The role of peritraumatic distress, attachment, and alexithymia. International Journal of Environmental Research and Public Health, 19(23), 15582. https://doi.org/10.3390/ijerph192315582
  • Marty, P., and M’Uzan, M. (1963). La ‘pensée opératoire’. Rev Fr Psychanal, 27.
  • Navas-Echazarreta, N., Juárez-Vela, R., Subirón-Valera, A. B., Rodríguez-Roca, B., Antón-Solanas, I., Fernández-Rodrigo, M. T., and Satústegui-Dordá, P. J. (2023). Nomophobia in university students during COVID-19 outbreak: A cross-sectional study. Frontiers in Public Health, 11, 1242092.
  • Nemiah, J. C., and Sifneos, P. E. (1970a) Psychosomatic illness: a problem in communication. Psychother Psychosom, 18(1), 154-60. https://doi.org/10.1159/000286074
  • Nemiah, J. C., and Sifneos, P. E. (1970b). Affects and fantasy in patients with psychosomatic disorders. In O. Hill (Ed.), Modern trends in psychosomatic medicine. London: Butterworths Publication.
  • Nguyen, B. T. N., Nguyen, T. T., and Le, U. T. T. (2022). Nomophobia and stress among Vietnamese high school students in Covid-19 pandemic: A mediation model of loneliness. Journal of Biochemical Technology, 13(1-2022), 34-40.
  • Orhan, N. ve Abacı, S. H. (2023). Spor bilimleri fakültesi öğrencilerinde akıllı telefon bağımlılığının zaman yönetimi ve akademik başarılarına etkisi. Spor ve Performans Araştırmaları Dergisi, 14(2), 145-164. https://doi.org/10.17155/omuspd.1192951
  • Öztürk, H., Kırcı, A. ve Turan, L. (2021). Covid-19 sürecinde uzaktan eğitim neye benziyor? Öğretmen adaylarının algıları. Studies in Educational Research and Development, 5(2), 85-110.
  • Pérez Cabrejos, R. G., Rodríguez Galán, D. B., Colquepisco Paúcar, N. T., and Enríquez Ludeña, R. L. (2021). Consecuencias de la nomofobia en adolescentes: una revisión sistemática. Revista Conrado, 17(81), 203-210. https://conrado.ucf.edu.cu/index.php/conrado/article/view/1887
  • Priego Parra, B. A., Triana Romero, A., Pinto Gálvez, S. M., Ramos, C. D., Salas Nolasco, O., Reyes, M. M., Ramos de la Medina, A., and Remes Troche, J. M. (2020). Anxiety, depression, attitudes, and internet addiction during the initial phase of the 2019 Coronavirus disease (COVID-19) epidemic: A cross-sectional study in México. Public and Global Health; San Francisco. https://doi.org/10.1101/2020.05.10.20095844
  • Qutishat, M., Rathinasamy, L., Razmy, A. M., and Packianathan, S. (2020). University student’s nomophobia prevalence, sociodemographic factors and relationship with academic performance at a University in Oman. International Journal of Africa Nursing Sciences, 13, 100206. https://doi.org/10.1016/j.ijans.2020.100206
  • Rodríguez-García, A. M., Moreno-Guerrero, A. J., and López Belmonte J. (2020). Nomophobia: An individual's growing fear of being without a smartphone-a systematic literature review. Int J Environ Res Public Health. 17(2), 580. https://doi.org/10.3390/ijerph17020580
  • Ruesch, J. (1948). The infantile personality: The core problem of psychosomatic medicine. Psychosom Med., 10(3):134-44. https://doi.org/10.1097/00006842-194805000-00002
  • Sui, W., Munn, J., and Irwin, J. D. (2022). Exploring and predicting Canadian university students’ trait anxiety and nomophobia during COVID-19. International Journal of Health Promotion and Education, 1-13. https://doi.org/10.1080/14635240.2022.2065514
  • Tunç, A. Ç. ve Günay, M. (2020). Investigation of nomophobia and loneliness levels of students performing physical activity. International Journal of Applied Exercise Physiology, 9(8), 62-69.
  • Tang, W., Hu, T., Yang, L., and Xu, J. (2020). The role of alexithymia in the mental health problems of home-quarantined university students during the COVID-19 pandemic in China. Personality and Individual Differences, 165, 110131. https://doi.org/10.1016/j.paid.2020.110131
  • Terock, J., Janowitz, D., Grabe, H. J., Freyberger H. J., Schneider W., and Klauer, T. (2017). Alexithymia and psychotherapeutic treatment motivation: Main and interactional effects on treatment outcome. Psychother Psychosom, 86(3), 185. https://doi.org/10.1159/000457961
  • Terock, J., Van Der Auwera, S., Janowitz, D., Wittfeld, K., Frenzel, S., Klinger König, J., and Grabe, H. J. (2020). Childhood trauma and adult declarative memory performance in the general population: The mediating effect of alexithymia. Child Abuse & Neglect, 101, 104311. https://doi.org/10.1016/j.chiabu.2019.104311
  • Türker, Ü. (2022). Beden eğitimi öğretmeni adaylarının SARS-CoV-2 pandemisinde ve sonrasında akademik motivasyonlarının karşılaştırılması. Akdeniz Spor Bilimleri Dergisi, 5(Özel Sayı 1), 429-443. https://doi.org/10.38021/asbid.1205490
  • Ulaş, M. ve Yılmaz, A. (2022). Salgın Döneminde Spor Bilimleri Fakültesi Öğrencilerinin Uzaktan Eğitim Deneyimleri. SPORMETRE Beden Eğitimi ve Spor Bilimleri Dergisi, 20(3), 18-37. https://doi.org/10.33689/spormetre.994345
  • Xiao, W., Zhou, H., Li, X., and Lin, X. (2021). Why are individuals with alexithymia symptoms more likely to have mobile phone addiction? The multiple mediating roles of social interaction anxiousness and boredom proneness. Psychology Research and Behavior Management, 14, 1631-1641. https://doi.org/10.2147/PRBM.S328768
  • Yıldırım, C., and Correia, A. P. (2015). Exploring the dimensions of nomophobia: Development and validation of a self-reported questionnaire. Computers in human behavior, 49, 130-137. https://doi.org/10.1016/j.chb.2015.02.059
  • Yıldırım, C., Sumuer, E., Adnan, M., and Yıldırım, S. (2016). A growing fear: Prevalence of nomophobia among Turkish college students. Information Development, 32(5), 1322–1331. https://doi.org/10.1177/0266666915599025
  • Yıldırım, A. ve Şimşek, H. (2021). Sosyal bilimlerde nitel araştırma yöntemleri (12. Baskı). Seçkin Sosyal Bilimler.
  • YÖK (2023). YÖK Başkanı Özvar, 2022-2023 eğitim ve öğretim yılı bahar dönemine ilişkin alınan yeni kararları açıkladı. 01.12.2023 tarihinden https://www.yok.gov.tr/Sayfalar/Haberler/2023/yok-baskani-ozvar-2022-2023-egitim-ogretim-bahar-donemi-ne-iliskin-alinan-yeni-kararlari-acikladi.aspx adresinden erişildi.
  • Zhang, C. H., Li, G., Fan, Z. Y., Tang, X. J., and Zhang, F. (2021). Mobile phone addiction mediates the relationship between alexithymia and learning burnout in Chinese medical students: A structural equation model analysis. Psychology Research and Behavior Management, 14, 455-465. https://doi.org/10.2147/prbm.s304635 Zdankiewicz Ścigała, E. and Ścigała, D. K. (2018). Trauma, temperament, alexithymia, and dissociation among persons addicted to alcohol: mediation model of dependencies. Frontiers in Psychology, 9, 1570. https://doi.org/10.3389/fpsyg.2018.01570.

Deprem Kaynaklı Acil Uzaktan Öğretim ve Deprem Sonrası Yüz Yüze Eğitim: Beden Eğitimi ve Spor Öğretmen Adaylarında Aleksitimi ve Nomofobi

Year 2024, Volume: 7 Issue: 2, 1 - 20
https://doi.org/10.55142/jogser.1492999

Abstract

Türkiye'de acil uzaktan öğretim (AUÖ) ilk kez COVID-19 salgını nedeniyle tüm eğitim kademelerinde bir buçuk yıl boyunca uygulanmıştır. İkinci AUÖ ise Kahramanmaraş merkezli 10 ili etkileyen deprem nedeniyle öğrenci yurtlarının depremzedelere barınma olanağı sağlaması için yalnızca üniversitelerle sınırlı kalmıştır. Yalnızca teknolojik altyapıya dayalı bir şekilde yürütülen AUÖ’nün teori ve uygulamayı kapsayan bir disiplin olan Beden Eğitimi ve Spor (BES) Bölümü’nün öğrencileri üzerindeki etkilerinin incelenmesi önem arz etmektedir. Bu kapsamda çalışmada BES öğretmen adaylarında deprem kaynaklı AUÖ ve deprem sonrası yüz yüze eğitim (YYE) sürecinde duyguları tanımlama ve ifade etme güçlüğü anlamına gelen aleksitimi ve akıllı telefonsuz kalma kaygısı anlamına gelen nomofobi düzeylerinin incelenmesi amaçlanmıştır. Araştırma, karma yöntemde açıklayıcı desene göre tasarlanmış ve boylamsal bir çalışma olarak yürütülmüştür. Araştırmanın çalışma grubunu 2022-2023 eğitim-öğretim yılı bahar döneminde Muğla Sıtkı Koçman Üniversitesi, Spor Bilimleri Fakültesi, BES Bölümü’nde deprem kaynaklı AUÖ sürecini deneyimleyen birinci, ikinci ve üçüncü sınıf BES öğretmen adayları oluşturmaktadır (n=125). Dördüncü sınıfların dahil edilmemesinin nedeni nicel ve nitel ölçümlerin alınacağı 2023-2024 eğitim-öğretim yılı güz döneminde mezun durumda olmalarıdır. Veri toplama araçları olarak demografik bilgi formu, “Perth Aleksitimi Ölçeği”, “Nomofobi Ölçeği” ve yarı yapılandırılmış görüşme formu kullanılmıştır. Nicel bulgular incelendiğinde BES öğretmen adaylarının deprem kaynaklı AUÖ sürecinde aleksitimiye eğilimli oldukları ve orta düzeyde nomofobi semptomları yaşadıkları tespit edilmiştir. Deprem sonrası YYE sırasında da aleksitimiye eğilimli ve orta düzeyde nomofobiye sahip olmalarına karşın deprem kaynaklı AUÖ sürecine göre anlamlı bir azalma olduğu tespit edilmiştir. Ortaya konan nicel verilerin sonuçları açıklayıcı desen gereği araştırmanın nitel bölümünde ayrıntılı bir şekilde irdelenmiştir. Nitel bölümde bireysel derinlemesine görüşmeler yapılmış olup BES öğretmen adaylarının aleksitimi ve nomofobi semptomları göstermelerinin nedenleri olarak “özerklik ihtiyacı”, “zaman yönetimi eksikliği”, “yalnızlığı hafifletme isteği” ve “dürtüsel davranış” ana temalarına ulaşılmıştır. Çalışma, AUÖ uygulamalarının BES öğretmen adaylarındaki potansiyel olumsuz etkilerini vurgulamaktadır. Bulgular ışığında AUÖ uygulamalarının BES öğretmen adayları üzerinde meydana getirebileceği olumsuz etkilerin diğer yönleriyle de araştırılması önerilmektedir.

References

  • Atıcı, A. R. ve Erbaş, M. K. (2021). Covid-19 sürecinde spor bilimleri fakültesi öğrencilerinin nomofobi düzeylerinin incelenmesi. Aksaray University Journal of Sport and Health Researches, 2(1), 50-61.
  • Audet, É. C., S. L. Levine, E. Metin, S. Koestner, and S. Barcan (2021). Zooming their way through university: Which big 5 traits facilitated students’ adjustment to online courses during the COVID-19 Pandemic. Personality and Individual Differences 180 (October), 110969. https://doi.org/10.1016/j.paid.2021.110969
  • Aygüneş, A., Mirzeoğlu, A. D. ve Güneş, B. (2022). Uzaktan Eğitim ile Yürütülen Öğretmenlik Uygulaması Dersine İlişkin Paydaş Görüşleri. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, 12(1), 271-292. https://doi.org/10.30783/nevsosbilen.1064915
  • Bacaksız F., Tuna R., and Alan H. (2022). Nomophobia, netless phobia, and fear of missing out in nursing students: A cross-sectional study in distance education. Nurse Educ Today. 118:105523. https://doi.org/10.1016/j.nedt.2022.105523
  • Bilge, Y. ve Bilge, Y. (2020). Aleksitiminin dikkat-değerlendirme modelinin ölçümü: Perth aleksitimi ölçeğinin Türkçe psikometrik özellikleri. Anadolu Psikiyatri Dergisi, 21(2), 71-79. https://doi.org/10.5455/apd.133183
  • Büyüköztürk, Ş., Kılıç Çakmak, E. Akgün Ö. E., Karadeniz, Ş. ve Demirel, F. (2022). Eğitimde bilimsel araştırma yöntemleri (32. baskı). Ankara: Pegem Akademi.
  • Creswell, J. W. (2015). Revisiting mixed methods and advancing scientific practices. In Sharlene Nagy Hesse-Biber, & R. Burke Johnson (Eds), The Oxford Handbook of Multimethod and Mixed Methods Research Inquiry (pp. 51-71). Oxford Library of Psychology
  • Creswell, J. W., & Clark, V. P. (2011). Mixed methods research (2. edition). SAGE Publications.
  • Cívico Ariza, A., Cuevas Monzonís, N., Colomo Magaña, E., and Gabarda Méndez, V. (2021). Jóvenes y uso problemático de las tecnologías durante la pandemia: una preocupación familiar. Hachetetepé, (22), 1204. https://doi.org/10.25267/Hachetetepe.2021.i22.1204
  • Cülha, A. ve Yılmaz, S. (2021). Uygulamalı Derslerde Uzaktan Eğitime İlişkin Öğretmen Adaylarının Görüşleri: Beden Eğitimi Örneği. Beden Eğitimi ve Spor Bilimleri Dergisi, 23(3), 81-92.
  • Di Giacinto, A., Lai, C., Cieri, F., Cinosi, E., Massaro, G., Angelini, V., Pasquini, A., Stuppia, L., and di Giannantonio, M. (2015). Difficulty describing feelings and post-traumatic symptoms after a collective trauma in survivors of L'Aquila earthquake. J Ment Health, 24(3), 150-4. https://doi.org/10.3109/09638237.2015.1019055
  • Ding, Y., Huang, H., Zhang, Y., Peng, Q., Yu, J., Lu, G., Wu, H., and Chen, C. (2022). Correlations between smartphone addiction and alexithymia, attachment style, and subjective well-being: A meta-analysis. Frontiers in Psychology, 2(13), 971735. https://doi.org/10.3389/fpsyg.2022.971735
  • Erdoğdu, F. ve Atabay, M. (2023). Deprem sonrası öğretmen adaylarının uzaktan eğitime yönelik görüşleri. İçinde Çetinkaya, E. (Ed.), Tüm yönleriyle depremler ve etkileri (ss. 81-92). Berikan Yayınevi.
  • Freyberger, H. (1977). Supportive psychotherapeutic techniques in primary and secondary alexithymia. Psychother, 28, 337-342. https://doi.org/10.1159/000287080 (Proceedings of the 11th European Conference on Psychosomatic Research, Heidelberg, 1976)
  • Fıratlı Türker, E. (2023). 6 Şubat 2023 depremleri sonrasında zorunlu uzaktan eğitime geçiş nedenlerine göre üniversite öğrencilerinin uzaktan eğitim algılarının farklılaşmasının incelenmesi. Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi, 10(3), 271-300.
  • Gao, T., Li, J., Zhang, H., Gao, J., Kong, Y., Hu, Y., and Mei, S. (2018). The influence of alexithymia on mobile phone addiction: The role of depression, anxiety and stress. J Affect Disord, 1(225), 761-766. https://doi.org/10.1016/j.jad.2017.08.020
  • Genç, F. ve Yiğitbaş, Ç. (2022). Are nomophobia and alexithymia related? The case of health students. Clinical and Experimental Health Sciences, 12(1), 46-52. https://doi.org/10.33808/clinexphealthsci.781664
  • Guest, G., Bunce, A., and Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Sage Journals, 18(1): 59-82. https://doi.org/10.1177/1525822X05279903
  • Huang, H., Wan, X., Lu, G., Ding, Y., and Chen, C. (2022). The relationship between alexithymia and mobile phone addiction among mainland Chinese students: A meta-analysis. Front Psychiatry, 10(13), 754542. https://doi.org/10.3389/fpsyt.2022.754542
  • Karabatak, S., Ay, S., and Karabatak, M. (2022). The relationship between nomophobia and perceived socialization in the online learning environment. Proceedings of the 0th International Symposium on Digital Forensics and Security (ISDFS), İstanbul Türkiye. 10.1109/ISDFS55398.2022.9800824
  • Karasar, N. (2017). Bilimsel algı çerçevesi ile bilimsel araştırma yöntemi: Kavramlar, ilkeler, teknikler (32. Basım). Ankara: Nobel Yayıncılık.
  • King, A. L. S., Valenca, A. M., Silva, A. C. O., Baczynski, T., Carvalho, M. R., and Nardi, A. E. (2013). Nomophobia: Dependency on virtual environments or social phobia? Computers in Human Behavior, 29(1), 140-144. https://doi.org/10.1016/j.chb.2012.07.025
  • Köyönü, B., Özge, E., Özbal, A. F. ve Ektirici, A. (2022). Eyvah telefonum kayboldu! Üniversite öğrencilerinin nomofobi düzeylerinin incelenmesi. Kilis 7 Aralık Üniversitesi Beden Eğitimi ve Spor Bilimleri Dergisi, 6(2), 76-87.
  • La Rosa, V. L., Gori, A., Faraci, P., Vicario, C. M., and Craparo, G. (2022). Traumatic distress, alexithymia, dissociation, and risk of addiction during the first wave of COVID-19 in Italy: Results from a cross-sectional online survey on a non-clinical adult sample. Int J Ment Health Addict, 20(5), 3128-3144. https://doi.org/10.1007/s11469-021-00569-0
  • Li, L., Niu, Z., Griffiths, M. D., Wang, W., Chang, C., and Mei, S. (2021). A network perspective on the relationship between gaming disorder, depression, alexithymia, boredom, and loneliness among a sample of Chinese university students. Technology in Society, 67, 101740. https://doi.org/10.1016/j.techsoc.2021.101740
  • Limniou, M., T. Varga Atkins, C. Hands, and M. Elshamaa (2021). Learning, student digital capabilities and academic performance over the COVID-19 pandemic. Education Sciences, 11(7), 361. https://doi.org/10.3390/educsci11070361
  • Lune, H., and Berg, B. L. (2017). Qualitative research methods for the social sciences (9. Ed.). Pearson Publication.
  • Marzilli, E., Cerniglia, L., Cimino, S., and Tambelli, R. (2022). Internet addiction among young adult university students during the COVID-19 pandemic: The role of peritraumatic distress, attachment, and alexithymia. International Journal of Environmental Research and Public Health, 19(23), 15582. https://doi.org/10.3390/ijerph192315582
  • Marty, P., and M’Uzan, M. (1963). La ‘pensée opératoire’. Rev Fr Psychanal, 27.
  • Navas-Echazarreta, N., Juárez-Vela, R., Subirón-Valera, A. B., Rodríguez-Roca, B., Antón-Solanas, I., Fernández-Rodrigo, M. T., and Satústegui-Dordá, P. J. (2023). Nomophobia in university students during COVID-19 outbreak: A cross-sectional study. Frontiers in Public Health, 11, 1242092.
  • Nemiah, J. C., and Sifneos, P. E. (1970a) Psychosomatic illness: a problem in communication. Psychother Psychosom, 18(1), 154-60. https://doi.org/10.1159/000286074
  • Nemiah, J. C., and Sifneos, P. E. (1970b). Affects and fantasy in patients with psychosomatic disorders. In O. Hill (Ed.), Modern trends in psychosomatic medicine. London: Butterworths Publication.
  • Nguyen, B. T. N., Nguyen, T. T., and Le, U. T. T. (2022). Nomophobia and stress among Vietnamese high school students in Covid-19 pandemic: A mediation model of loneliness. Journal of Biochemical Technology, 13(1-2022), 34-40.
  • Orhan, N. ve Abacı, S. H. (2023). Spor bilimleri fakültesi öğrencilerinde akıllı telefon bağımlılığının zaman yönetimi ve akademik başarılarına etkisi. Spor ve Performans Araştırmaları Dergisi, 14(2), 145-164. https://doi.org/10.17155/omuspd.1192951
  • Öztürk, H., Kırcı, A. ve Turan, L. (2021). Covid-19 sürecinde uzaktan eğitim neye benziyor? Öğretmen adaylarının algıları. Studies in Educational Research and Development, 5(2), 85-110.
  • Pérez Cabrejos, R. G., Rodríguez Galán, D. B., Colquepisco Paúcar, N. T., and Enríquez Ludeña, R. L. (2021). Consecuencias de la nomofobia en adolescentes: una revisión sistemática. Revista Conrado, 17(81), 203-210. https://conrado.ucf.edu.cu/index.php/conrado/article/view/1887
  • Priego Parra, B. A., Triana Romero, A., Pinto Gálvez, S. M., Ramos, C. D., Salas Nolasco, O., Reyes, M. M., Ramos de la Medina, A., and Remes Troche, J. M. (2020). Anxiety, depression, attitudes, and internet addiction during the initial phase of the 2019 Coronavirus disease (COVID-19) epidemic: A cross-sectional study in México. Public and Global Health; San Francisco. https://doi.org/10.1101/2020.05.10.20095844
  • Qutishat, M., Rathinasamy, L., Razmy, A. M., and Packianathan, S. (2020). University student’s nomophobia prevalence, sociodemographic factors and relationship with academic performance at a University in Oman. International Journal of Africa Nursing Sciences, 13, 100206. https://doi.org/10.1016/j.ijans.2020.100206
  • Rodríguez-García, A. M., Moreno-Guerrero, A. J., and López Belmonte J. (2020). Nomophobia: An individual's growing fear of being without a smartphone-a systematic literature review. Int J Environ Res Public Health. 17(2), 580. https://doi.org/10.3390/ijerph17020580
  • Ruesch, J. (1948). The infantile personality: The core problem of psychosomatic medicine. Psychosom Med., 10(3):134-44. https://doi.org/10.1097/00006842-194805000-00002
  • Sui, W., Munn, J., and Irwin, J. D. (2022). Exploring and predicting Canadian university students’ trait anxiety and nomophobia during COVID-19. International Journal of Health Promotion and Education, 1-13. https://doi.org/10.1080/14635240.2022.2065514
  • Tunç, A. Ç. ve Günay, M. (2020). Investigation of nomophobia and loneliness levels of students performing physical activity. International Journal of Applied Exercise Physiology, 9(8), 62-69.
  • Tang, W., Hu, T., Yang, L., and Xu, J. (2020). The role of alexithymia in the mental health problems of home-quarantined university students during the COVID-19 pandemic in China. Personality and Individual Differences, 165, 110131. https://doi.org/10.1016/j.paid.2020.110131
  • Terock, J., Janowitz, D., Grabe, H. J., Freyberger H. J., Schneider W., and Klauer, T. (2017). Alexithymia and psychotherapeutic treatment motivation: Main and interactional effects on treatment outcome. Psychother Psychosom, 86(3), 185. https://doi.org/10.1159/000457961
  • Terock, J., Van Der Auwera, S., Janowitz, D., Wittfeld, K., Frenzel, S., Klinger König, J., and Grabe, H. J. (2020). Childhood trauma and adult declarative memory performance in the general population: The mediating effect of alexithymia. Child Abuse & Neglect, 101, 104311. https://doi.org/10.1016/j.chiabu.2019.104311
  • Türker, Ü. (2022). Beden eğitimi öğretmeni adaylarının SARS-CoV-2 pandemisinde ve sonrasında akademik motivasyonlarının karşılaştırılması. Akdeniz Spor Bilimleri Dergisi, 5(Özel Sayı 1), 429-443. https://doi.org/10.38021/asbid.1205490
  • Ulaş, M. ve Yılmaz, A. (2022). Salgın Döneminde Spor Bilimleri Fakültesi Öğrencilerinin Uzaktan Eğitim Deneyimleri. SPORMETRE Beden Eğitimi ve Spor Bilimleri Dergisi, 20(3), 18-37. https://doi.org/10.33689/spormetre.994345
  • Xiao, W., Zhou, H., Li, X., and Lin, X. (2021). Why are individuals with alexithymia symptoms more likely to have mobile phone addiction? The multiple mediating roles of social interaction anxiousness and boredom proneness. Psychology Research and Behavior Management, 14, 1631-1641. https://doi.org/10.2147/PRBM.S328768
  • Yıldırım, C., and Correia, A. P. (2015). Exploring the dimensions of nomophobia: Development and validation of a self-reported questionnaire. Computers in human behavior, 49, 130-137. https://doi.org/10.1016/j.chb.2015.02.059
  • Yıldırım, C., Sumuer, E., Adnan, M., and Yıldırım, S. (2016). A growing fear: Prevalence of nomophobia among Turkish college students. Information Development, 32(5), 1322–1331. https://doi.org/10.1177/0266666915599025
  • Yıldırım, A. ve Şimşek, H. (2021). Sosyal bilimlerde nitel araştırma yöntemleri (12. Baskı). Seçkin Sosyal Bilimler.
  • YÖK (2023). YÖK Başkanı Özvar, 2022-2023 eğitim ve öğretim yılı bahar dönemine ilişkin alınan yeni kararları açıkladı. 01.12.2023 tarihinden https://www.yok.gov.tr/Sayfalar/Haberler/2023/yok-baskani-ozvar-2022-2023-egitim-ogretim-bahar-donemi-ne-iliskin-alinan-yeni-kararlari-acikladi.aspx adresinden erişildi.
  • Zhang, C. H., Li, G., Fan, Z. Y., Tang, X. J., and Zhang, F. (2021). Mobile phone addiction mediates the relationship between alexithymia and learning burnout in Chinese medical students: A structural equation model analysis. Psychology Research and Behavior Management, 14, 455-465. https://doi.org/10.2147/prbm.s304635 Zdankiewicz Ścigała, E. and Ścigała, D. K. (2018). Trauma, temperament, alexithymia, and dissociation among persons addicted to alcohol: mediation model of dependencies. Frontiers in Psychology, 9, 1570. https://doi.org/10.3389/fpsyg.2018.01570.
There are 53 citations in total.

Details

Primary Language Turkish
Subjects Physical Training and Sports Pedagogy
Journal Section Articles
Authors

Seray Can 0000-0002-3649-3789

Fatma İlker Kerkez 0000-0002-5485-1834

Early Pub Date August 26, 2024
Publication Date
Submission Date May 31, 2024
Acceptance Date August 21, 2024
Published in Issue Year 2024 Volume: 7 Issue: 2

Cite

APA Can, S., & Kerkez, F. İ. (2024). Deprem Kaynaklı Acil Uzaktan Öğretim ve Deprem Sonrası Yüz Yüze Eğitim: Beden Eğitimi ve Spor Öğretmen Adaylarında Aleksitimi ve Nomofobi. Journal of Global Sport and Education Research, 7(2), 1-20. https://doi.org/10.55142/jogser.1492999

18798      18709 1879918800                           percent_0

18711 Journal of Global Sport and Education Research (JOGSER) is licensed under a Creative Commons Attribution 4.0 International License.