Research Article
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Year 2021, Volume: 8 Issue: 4, 195 - 209, 31.10.2021

Abstract

References

  • Aljomaa, S. S., Qudah, M. F. A., Albursan, I. S., Bakhiet, S. F., & Abduljabbar, A. S. (2016). Smartphone addiction among university students in the light of some variables. Computers in Human Behavior, 61, 155-164.
  • Altunbaş, G. (2002). The relation of the social support level of university students with certain characteristics of personality, and levels of social skills [Unpublished Master's thesis, Anadolu University].
  • Arıkan, F., & Özgür, H. (2019). Investigation of cyberloafing and cognitive absorption levels of prospective teachers in terms of various variables. Trakya University Journal of Social Science, 21(2) , 863-885. doi: 10.26468/trakyasobed.569532
  • Askew, K. L. (2012). The relationship between cyberloafing and task performance and an examination of the theory of planned behavior as a model of cyberloafing [Graduate Theses and Dissertations, University of South Florida].
  • Barut, B. (2019). Investigation of the relationship between digital game dependence level and social support and emotion regulation in adolescents [Unpublished Master's thesis, Hasan Kalyoncu University].
  • Blau, G., Yang, Y., & Ward-Cook, K. (2006). Testing a measure of cyberloafing. Journal of Allied Health, 35(1), 9-17.
  • Bilgin, O., & Taş, I. (2018). Effects of perceived social support and psychological resilience on social media addiction among university students. Universal Journal of Educational Research, 6(4), 751-758.
  • Büyükçolpan, H. (2019). Nomophobia, attachment styles, depression, and perceived social support among university students [Unpublished Master's thesis, Hacettepe University].
  • Büyüköztürk, Ş. (2012). Sosyal bilimler için veri analizi el kitabı [Manual of data analysis for social sciences]. PegemA Publishing.
  • Can, A. (2017). SPSS ile bilimsel araştırma sürecinde nicel veri analizi [Quantitative data analysis in the process of scientific research with SPSS]. PegemA Publishing.
  • Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98(2), 310.
  • Çivitci, A. (2015). The moderating role of positive and negative affect on the relationship between perceived social support and stress in college students. Educational Sciences: Theory & Practice, 15(3), 565-573.
  • Çok, R., & Kutlu, M. (2018). An examination of the relationship between non-course related internet usage during course iand academic motivation level of university students in terms of various variables. The Journal of International Lingual, Social and Educational Sciences, 4(1), 1-21.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative (4th ed.). Upper Saddle River.
  • Dirik, K. (2016). The evaluation of the relation between adolescents and smartphone addiction in terms of diverse variables [Unpublished Master's thesis, İstanbul Gelişim University].
  • Dokmen, U. (1994). İletişim çatışmaları ve empati [Communication conflicts and empathy]. Sistem Publications.
  • Drouin, M., & Landgraff, C. (2012). Texting, sexting, and attachment in college students' romantic relationships. Computers in Human Behavior, 28(2), 444-449.
  • Eker, D., & Arkar, H. (1995). Factorial structure, validity, and reliability of the multidimensional scale of perceived social support. Turkish Journal of Psychology, 10(34), 45-55.
  • Esen, B. K., & Gündoğdu, M. (2010). The relationship between internet addiction, peer pressure, and perceived social support among adolescents. The International Journal of Educational Researchers, 2(1), 29-36.
  • Fu, L., Wang, P., Zhao, M., Xie, X., Chen, Y., Nie, J., & Lei, L. (2020). Can emotion regulation difficulty lead to adolescent problematic smartphone use? A moderated mediation model of depression and perceived social support. Children and Youth Services Review, 108, 104660.
  • Gökçearslan, Ş., Mumcu, F. K., Haşlaman, T., & Çevik, Y. D. (2016). Modeling smartphone addiction: The role of smartphone usage, self-regulation, general self-efficacy, and cyberloafing in university students. Computers in Human Behavior, 63, 639-649.
  • Gökçearslan, Ş., Uluyol, Ç., & Şahin, S. (2018). Smartphone addiction, cyberloafing, stress, and social support among university students: A path analysis. Children and Youth Services Review, 91, 47-54.
  • Gunuc, S., & Dogan, A. (2013). The relationships between Turkish adolescents' Internet addiction, their perceived social support and family activities. Computers in Human Behavior, 29(6), 2197-2207. https://doi.org/10.1016/j.chb.2013.04.011
  • Hardie, E., & Tee, M. Y. (2007). Excessive internet use: The role of personality, loneliness, and social support networks in internet addiction. Australian Journal of Emerging Technologies & Society, 5(1), 34-47.
  • Haşimoğlu, A., & Aslandoğan, A. (2018). Examining the relation between problems of adolescence and emotion regulation strategies of high school students. Academic Review of Humanities and Social Sciences, 1(2), 71-83.
  • Heflin, H., Shewmaker, J., & Nguyen, J. (2017). Impact of mobile technology on student attitudes, engagement, and learning. Computers and Education, 107, 91-99.
  • Hupcey, J. E. (1998). Clarifying the social support theory-research linkage. Journal of Advanced Nursing, 27(6), 1231-1241.
  • Hupcey J. E. (2000). Felling safe: The psychosocial needs of ICU patients. J Nurs Scholarsh, 32(4), 361-7.
  • Jackson, Y., & Warren J. S. (2000). Appraisal, social support, and life events: Predicting outcome behavior in school-age children. Child Development, 71, 1441-1457.
  • Kalungu, J. M., & Thinguri, R. W. (2017). Critical analysis of the impact of modern technology on students social relationships in Kenyan schools. European Journal of Education Studies, 3(10), 750-764. doi: 10.5281/zenodo.1048865.
  • Kaya, Z., Kaval, A., & Bedir, G. (2019). Investigation of perceived social support and continuous hope levels of prospective teachers preparing for KPSS. EJER Congress 2019 Conference Proceedings.
  • Kim, J. H. (2017). Smartphone-mediated communication vs. face-to-face interaction: Two routes to social support and problematic use of smartphone. Computers in Human Behavior, 67, 282-291.
  • Konan, N., & Çelik, O. T. (2019). The mediator role of ınteraction anxiety in the relationship between social support perception and smartphone addiction. Journal of Education and Future, 15, 63-75.
  • Kwon, J., Chung, C., & Lee, J. (2009). The effects of escape from self and interpersonal relationships on the pathological use of Internet games. Community Mental Health Journal, 47, 113-121.
  • Leung, L. (2007). Stressful life events, motives for internet use, and social support among digital kids. Cyberpsychology & Behavior, 10(2), 204-214.
  • Leung, L., & Lee, P. S. (2005). Multiple determinants of life quality: The roles of internet activities, use of new media, social support, and leisure activities. Telematics and Informatics, 22(3), 161-180.
  • Martinez, R., Graves, M. N., Arıcak, O. T., & Myszak, J. P. (2011). Change in perceived social support and socioemotional adjustment across the elementary to junior high school. Journal of Youth and Adolescence, 40(5), 519-530.
  • Mei, S., Chai, J., Wang, S., Ng, C. H., Ungvari, G. S., & Xiang, Y. (2018). Mobile phone dependence, social support, and impulsivity in Chinese university students. International Journal of Environmental Research and Public Health, 15 (3), 504. https://doi.org/10.3390/ijerph15030504
  • Mete, H. B. (2017). The relation between internet addiction, perceived social support, and rejection sensitivity of university students [Unpublished Master's thesis, Hacettepe University].
  • Muus, R. E. (1980). Adolescent behavior and society. Random House.
  • Oktan, V. (2015). Problematic internet use, loneliness, and perceived social support among university students. Kastamonu Education Journal, 23(1), 281-292.
  • Ott, T., Magnusson, A. G., Weilenmann, A., & Af Segerstad, Y. H. (2018). "It must not disturb, it's as simple as that": Students’ voices on mobile phones in the infrastructure for learning in Swedish upper secondary school. Education and Information Technologies, 23(1), 517-536.
  • Özdemir, I. (2013). Comparing perceived social support, coping strategies, anxiety levels, and psychological symptoms of university students living with their parents and away from their parents [Unpublished Master’s thesis, Hacettepe University].
  • Pawlowska, B., Potembska, E., & Szymanska, J. (2018). Demographic and family-related predictors of online gaming addiction in adolescents. Pol J Public Health, 128(1), 9-13
  • Ragan, E. D., Jennings, S. R., Massey, J. D., & Doolittle, P. E. (2014). Unregulated use of laptops over time in large lecture classes. Computers & Education, 78, 78-86.
  • Reinecke, L. (2009). Games at work: The recreational use of computer games during working hours. Cyberpsychology & Behavior, 12(4), 461-465.
  • Rosen, B. C. (1965). Adolescence and religion: The Jewish teenager in American society. Schenkman Publishing Company.
  • Rosen, L. D., Lim, A. F., Carrier, L. M., & Cheever, N. A. (2011). An empirical examination of the educational impact of text message-induced task switching in the classroom: Educational implications and strategies to enhance learning. Psicología Educativa, 17(2), 163-177.
  • Sana, F., Weston, T., & Cepeda, N. J. (2013). Laptop multitasking hinders classroom learning for both users and nearby peers. Computers Education, 62, 24-31.
  • Sarason, I. G., & Sarason, B. R. (1982) Concomitants of social support: Attitudes, personality characteristics, and life experiences. Journal of Personality, 50(3), 331-344.
  • Saritepeci, M. (2019). Predictors of cyberloafing among high school students: Unauthorized access to school network, metacognitive awareness and smartphone addiction. Education and Information Technologies, https://doi.org/10.1007/s10639-019-10042-0
  • Seçer, İ. (2015). SPSS ve LISREL ile pratik veri analizi (2. Ed.) [Practical data analysis with SPSS and LISREL]. Ankara: Anı Publishing.
  • Seo, D. G., Park, Y., Kim, M. K., & Park, J. (2016). Mobile phone dependency and its impacts on adolescents’ social and academic behaviors. Computers in Human Behavior, 63, 282-292.
  • Shaw, L. H., & Gant, L. M. (2002). In defense of the Internet: The relationship between internet communication and depression, loneliness, self-esteem, and perceived social support. Cyber Psychology & Behavior, 5(2), 157-171.
  • Shumaker, S. A., & Brownell, A. (1984). Toward a theory of social support: Closing conceptual gaps. Journal of Social Issues, 40(4), 11-36.
  • Su, W., Han, X., Yu, H., Wu, Y., & Potenza, M. N. (2020). Do men become addicted to internet gaming and women to social media? A meta-analysis examining gender-related differences in specific internet addiction. Computers in Human Behavior, 113, 106480.
  • Şenel, S., Günaydın, S., Sarıtaş, M. T., & Çiğdem, H. (2019). The factors predicting cyberloafing behaviors of undergraduate students. Kastamonu Education Journal, 27(1), 95-105.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. Pearson.
  • Tanrıkulu, M. (2019). Factors related to internet use and addiction in adolescents: Attachment, self-regulation, and perceived social support [Unpublished Master’s thesis, Ufuk University].
  • Tanrıverdi, S. (2012). The examining of the relation between the internet addiction and the perceived social support on the secondary education students [Unpublished Master’s thesis, Yüzüncüyıl University].
  • Tanrıverdi, Ö., & Karaca, F. (2018). Investigation of cognitive suspense and cyberloafing activity levels according to demographic characteristics of adolescents. Addicta: The Turkish Journal on Addiction, 5, 285-315. doi:10.15805/addicta.2018.5.2.0052
  • Wang, S., & Zhang, D. (2020). The impact of perceived social support on students’ pathological Internet use: The mediating effect of perceived personal discrimination and moderating effect of emotional intelligence. Computers in Human Behavior, 106247. doi:10.1016/j.chb.2020.106247
  • Wu, J., Mei, W., & Ugrin, J. C. (2018). Student cyberloafing in and out of the classroom in China and the relationship with student performance. Cyberpsychology, Behavior, and Social Networking, 21(3), 199-204.
  • Yapıcı, Ş. (2010). Türk toplumunda aile ve eğitim ilişkisi. Turkish Studies, 5(4), 1544-1570.
  • Yavuz, O. (2018). Investigation of the levels of perceived social support and ınternet and game addiction in gifted students. Life Skills Journal of Psychology, 2(4), 281-296.
  • Yıldırım, Ş. (1997). Reliability and validity of the perceived social support scale. Hacettepe University Journal of Education, 13, 81-87.
  • Yıldırım, E. (2019). Relationship between online gaming addiction and perceived social support and basic psychological needs [Unpublished Master’s thesis, Yıldız Technical University].
  • Yılmaz, A. B. (2017). Investigation of cyberloafing levels of graduate students in terms of various variables: A mixed method study. Ahi Evran University Journal of Kırşehir Education Faculty (KEFAD/JKEF), 18(2), 113-134.
  • Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). The multidimensional scale of perceived social support. Journal of Personality Assessment, 52(1), 30-41.
  • Zorlu-Yam, Z., & Tüzel-İşeri, E. (2019). The relationship between perceived social support levels and social efficacy and social outcome expectations: A study on education faculty students. International Journal of Turkish Educational Studies, 7(13), 51-66.

Perceived Social Support as a Predictor of Teacher Candidates' Smartphone Cyberloafing

Year 2021, Volume: 8 Issue: 4, 195 - 209, 31.10.2021

Abstract

This study investigated whether teacher candidates' perceived social support (PSS) predicts smartphone use during lectures. To achieve the aim of the study, a relational survey model was used. The study sample composed of students studying at the College of Education in Elazığ Province, Turkey, during the 2019-2020 academic semester. The correlation analysis was conducted to determine the relationships among the variables, and hierarchical linear regression analysis was used to determine the predictive effects of demographic characteristics (gender and class) and PSS on smartphone cyberloafing. The results of the study revealed a significant, negative, and low relationship between PSS and smartphone cyberloafing. Social support from family negatively predicted smartphone cyberloafing during lectures, while social support from significant others positively predicted it. Finally, the family and significant other subscales significantly predicted interactive, browsing, and entertainment cyberloafing. In contrast, the friends subscale predicted only interactive cyberloafing. The belief that a sense of trust in family and needed family support in times of need could decrease smartphone cyberloafing and lead teacher candidates to focus more on teaching. Educational institutions should develop policies that involve families at every stage of education, and decisions should be made with the support of experts, institutions, or organizations on problematic issues.

References

  • Aljomaa, S. S., Qudah, M. F. A., Albursan, I. S., Bakhiet, S. F., & Abduljabbar, A. S. (2016). Smartphone addiction among university students in the light of some variables. Computers in Human Behavior, 61, 155-164.
  • Altunbaş, G. (2002). The relation of the social support level of university students with certain characteristics of personality, and levels of social skills [Unpublished Master's thesis, Anadolu University].
  • Arıkan, F., & Özgür, H. (2019). Investigation of cyberloafing and cognitive absorption levels of prospective teachers in terms of various variables. Trakya University Journal of Social Science, 21(2) , 863-885. doi: 10.26468/trakyasobed.569532
  • Askew, K. L. (2012). The relationship between cyberloafing and task performance and an examination of the theory of planned behavior as a model of cyberloafing [Graduate Theses and Dissertations, University of South Florida].
  • Barut, B. (2019). Investigation of the relationship between digital game dependence level and social support and emotion regulation in adolescents [Unpublished Master's thesis, Hasan Kalyoncu University].
  • Blau, G., Yang, Y., & Ward-Cook, K. (2006). Testing a measure of cyberloafing. Journal of Allied Health, 35(1), 9-17.
  • Bilgin, O., & Taş, I. (2018). Effects of perceived social support and psychological resilience on social media addiction among university students. Universal Journal of Educational Research, 6(4), 751-758.
  • Büyükçolpan, H. (2019). Nomophobia, attachment styles, depression, and perceived social support among university students [Unpublished Master's thesis, Hacettepe University].
  • Büyüköztürk, Ş. (2012). Sosyal bilimler için veri analizi el kitabı [Manual of data analysis for social sciences]. PegemA Publishing.
  • Can, A. (2017). SPSS ile bilimsel araştırma sürecinde nicel veri analizi [Quantitative data analysis in the process of scientific research with SPSS]. PegemA Publishing.
  • Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98(2), 310.
  • Çivitci, A. (2015). The moderating role of positive and negative affect on the relationship between perceived social support and stress in college students. Educational Sciences: Theory & Practice, 15(3), 565-573.
  • Çok, R., & Kutlu, M. (2018). An examination of the relationship between non-course related internet usage during course iand academic motivation level of university students in terms of various variables. The Journal of International Lingual, Social and Educational Sciences, 4(1), 1-21.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative (4th ed.). Upper Saddle River.
  • Dirik, K. (2016). The evaluation of the relation between adolescents and smartphone addiction in terms of diverse variables [Unpublished Master's thesis, İstanbul Gelişim University].
  • Dokmen, U. (1994). İletişim çatışmaları ve empati [Communication conflicts and empathy]. Sistem Publications.
  • Drouin, M., & Landgraff, C. (2012). Texting, sexting, and attachment in college students' romantic relationships. Computers in Human Behavior, 28(2), 444-449.
  • Eker, D., & Arkar, H. (1995). Factorial structure, validity, and reliability of the multidimensional scale of perceived social support. Turkish Journal of Psychology, 10(34), 45-55.
  • Esen, B. K., & Gündoğdu, M. (2010). The relationship between internet addiction, peer pressure, and perceived social support among adolescents. The International Journal of Educational Researchers, 2(1), 29-36.
  • Fu, L., Wang, P., Zhao, M., Xie, X., Chen, Y., Nie, J., & Lei, L. (2020). Can emotion regulation difficulty lead to adolescent problematic smartphone use? A moderated mediation model of depression and perceived social support. Children and Youth Services Review, 108, 104660.
  • Gökçearslan, Ş., Mumcu, F. K., Haşlaman, T., & Çevik, Y. D. (2016). Modeling smartphone addiction: The role of smartphone usage, self-regulation, general self-efficacy, and cyberloafing in university students. Computers in Human Behavior, 63, 639-649.
  • Gökçearslan, Ş., Uluyol, Ç., & Şahin, S. (2018). Smartphone addiction, cyberloafing, stress, and social support among university students: A path analysis. Children and Youth Services Review, 91, 47-54.
  • Gunuc, S., & Dogan, A. (2013). The relationships between Turkish adolescents' Internet addiction, their perceived social support and family activities. Computers in Human Behavior, 29(6), 2197-2207. https://doi.org/10.1016/j.chb.2013.04.011
  • Hardie, E., & Tee, M. Y. (2007). Excessive internet use: The role of personality, loneliness, and social support networks in internet addiction. Australian Journal of Emerging Technologies & Society, 5(1), 34-47.
  • Haşimoğlu, A., & Aslandoğan, A. (2018). Examining the relation between problems of adolescence and emotion regulation strategies of high school students. Academic Review of Humanities and Social Sciences, 1(2), 71-83.
  • Heflin, H., Shewmaker, J., & Nguyen, J. (2017). Impact of mobile technology on student attitudes, engagement, and learning. Computers and Education, 107, 91-99.
  • Hupcey, J. E. (1998). Clarifying the social support theory-research linkage. Journal of Advanced Nursing, 27(6), 1231-1241.
  • Hupcey J. E. (2000). Felling safe: The psychosocial needs of ICU patients. J Nurs Scholarsh, 32(4), 361-7.
  • Jackson, Y., & Warren J. S. (2000). Appraisal, social support, and life events: Predicting outcome behavior in school-age children. Child Development, 71, 1441-1457.
  • Kalungu, J. M., & Thinguri, R. W. (2017). Critical analysis of the impact of modern technology on students social relationships in Kenyan schools. European Journal of Education Studies, 3(10), 750-764. doi: 10.5281/zenodo.1048865.
  • Kaya, Z., Kaval, A., & Bedir, G. (2019). Investigation of perceived social support and continuous hope levels of prospective teachers preparing for KPSS. EJER Congress 2019 Conference Proceedings.
  • Kim, J. H. (2017). Smartphone-mediated communication vs. face-to-face interaction: Two routes to social support and problematic use of smartphone. Computers in Human Behavior, 67, 282-291.
  • Konan, N., & Çelik, O. T. (2019). The mediator role of ınteraction anxiety in the relationship between social support perception and smartphone addiction. Journal of Education and Future, 15, 63-75.
  • Kwon, J., Chung, C., & Lee, J. (2009). The effects of escape from self and interpersonal relationships on the pathological use of Internet games. Community Mental Health Journal, 47, 113-121.
  • Leung, L. (2007). Stressful life events, motives for internet use, and social support among digital kids. Cyberpsychology & Behavior, 10(2), 204-214.
  • Leung, L., & Lee, P. S. (2005). Multiple determinants of life quality: The roles of internet activities, use of new media, social support, and leisure activities. Telematics and Informatics, 22(3), 161-180.
  • Martinez, R., Graves, M. N., Arıcak, O. T., & Myszak, J. P. (2011). Change in perceived social support and socioemotional adjustment across the elementary to junior high school. Journal of Youth and Adolescence, 40(5), 519-530.
  • Mei, S., Chai, J., Wang, S., Ng, C. H., Ungvari, G. S., & Xiang, Y. (2018). Mobile phone dependence, social support, and impulsivity in Chinese university students. International Journal of Environmental Research and Public Health, 15 (3), 504. https://doi.org/10.3390/ijerph15030504
  • Mete, H. B. (2017). The relation between internet addiction, perceived social support, and rejection sensitivity of university students [Unpublished Master's thesis, Hacettepe University].
  • Muus, R. E. (1980). Adolescent behavior and society. Random House.
  • Oktan, V. (2015). Problematic internet use, loneliness, and perceived social support among university students. Kastamonu Education Journal, 23(1), 281-292.
  • Ott, T., Magnusson, A. G., Weilenmann, A., & Af Segerstad, Y. H. (2018). "It must not disturb, it's as simple as that": Students’ voices on mobile phones in the infrastructure for learning in Swedish upper secondary school. Education and Information Technologies, 23(1), 517-536.
  • Özdemir, I. (2013). Comparing perceived social support, coping strategies, anxiety levels, and psychological symptoms of university students living with their parents and away from their parents [Unpublished Master’s thesis, Hacettepe University].
  • Pawlowska, B., Potembska, E., & Szymanska, J. (2018). Demographic and family-related predictors of online gaming addiction in adolescents. Pol J Public Health, 128(1), 9-13
  • Ragan, E. D., Jennings, S. R., Massey, J. D., & Doolittle, P. E. (2014). Unregulated use of laptops over time in large lecture classes. Computers & Education, 78, 78-86.
  • Reinecke, L. (2009). Games at work: The recreational use of computer games during working hours. Cyberpsychology & Behavior, 12(4), 461-465.
  • Rosen, B. C. (1965). Adolescence and religion: The Jewish teenager in American society. Schenkman Publishing Company.
  • Rosen, L. D., Lim, A. F., Carrier, L. M., & Cheever, N. A. (2011). An empirical examination of the educational impact of text message-induced task switching in the classroom: Educational implications and strategies to enhance learning. Psicología Educativa, 17(2), 163-177.
  • Sana, F., Weston, T., & Cepeda, N. J. (2013). Laptop multitasking hinders classroom learning for both users and nearby peers. Computers Education, 62, 24-31.
  • Sarason, I. G., & Sarason, B. R. (1982) Concomitants of social support: Attitudes, personality characteristics, and life experiences. Journal of Personality, 50(3), 331-344.
  • Saritepeci, M. (2019). Predictors of cyberloafing among high school students: Unauthorized access to school network, metacognitive awareness and smartphone addiction. Education and Information Technologies, https://doi.org/10.1007/s10639-019-10042-0
  • Seçer, İ. (2015). SPSS ve LISREL ile pratik veri analizi (2. Ed.) [Practical data analysis with SPSS and LISREL]. Ankara: Anı Publishing.
  • Seo, D. G., Park, Y., Kim, M. K., & Park, J. (2016). Mobile phone dependency and its impacts on adolescents’ social and academic behaviors. Computers in Human Behavior, 63, 282-292.
  • Shaw, L. H., & Gant, L. M. (2002). In defense of the Internet: The relationship between internet communication and depression, loneliness, self-esteem, and perceived social support. Cyber Psychology & Behavior, 5(2), 157-171.
  • Shumaker, S. A., & Brownell, A. (1984). Toward a theory of social support: Closing conceptual gaps. Journal of Social Issues, 40(4), 11-36.
  • Su, W., Han, X., Yu, H., Wu, Y., & Potenza, M. N. (2020). Do men become addicted to internet gaming and women to social media? A meta-analysis examining gender-related differences in specific internet addiction. Computers in Human Behavior, 113, 106480.
  • Şenel, S., Günaydın, S., Sarıtaş, M. T., & Çiğdem, H. (2019). The factors predicting cyberloafing behaviors of undergraduate students. Kastamonu Education Journal, 27(1), 95-105.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. Pearson.
  • Tanrıkulu, M. (2019). Factors related to internet use and addiction in adolescents: Attachment, self-regulation, and perceived social support [Unpublished Master’s thesis, Ufuk University].
  • Tanrıverdi, S. (2012). The examining of the relation between the internet addiction and the perceived social support on the secondary education students [Unpublished Master’s thesis, Yüzüncüyıl University].
  • Tanrıverdi, Ö., & Karaca, F. (2018). Investigation of cognitive suspense and cyberloafing activity levels according to demographic characteristics of adolescents. Addicta: The Turkish Journal on Addiction, 5, 285-315. doi:10.15805/addicta.2018.5.2.0052
  • Wang, S., & Zhang, D. (2020). The impact of perceived social support on students’ pathological Internet use: The mediating effect of perceived personal discrimination and moderating effect of emotional intelligence. Computers in Human Behavior, 106247. doi:10.1016/j.chb.2020.106247
  • Wu, J., Mei, W., & Ugrin, J. C. (2018). Student cyberloafing in and out of the classroom in China and the relationship with student performance. Cyberpsychology, Behavior, and Social Networking, 21(3), 199-204.
  • Yapıcı, Ş. (2010). Türk toplumunda aile ve eğitim ilişkisi. Turkish Studies, 5(4), 1544-1570.
  • Yavuz, O. (2018). Investigation of the levels of perceived social support and ınternet and game addiction in gifted students. Life Skills Journal of Psychology, 2(4), 281-296.
  • Yıldırım, Ş. (1997). Reliability and validity of the perceived social support scale. Hacettepe University Journal of Education, 13, 81-87.
  • Yıldırım, E. (2019). Relationship between online gaming addiction and perceived social support and basic psychological needs [Unpublished Master’s thesis, Yıldız Technical University].
  • Yılmaz, A. B. (2017). Investigation of cyberloafing levels of graduate students in terms of various variables: A mixed method study. Ahi Evran University Journal of Kırşehir Education Faculty (KEFAD/JKEF), 18(2), 113-134.
  • Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). The multidimensional scale of perceived social support. Journal of Personality Assessment, 52(1), 30-41.
  • Zorlu-Yam, Z., & Tüzel-İşeri, E. (2019). The relationship between perceived social support levels and social efficacy and social outcome expectations: A study on education faculty students. International Journal of Turkish Educational Studies, 7(13), 51-66.
There are 70 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Article
Authors

Songül Karabatak 0000-0002-1303-2429

Müslim Alanoğlu 0000-0003-1828-4593

Publication Date October 31, 2021
Published in Issue Year 2021 Volume: 8 Issue: 4

Cite

APA Karabatak, S., & Alanoğlu, M. (2021). Perceived Social Support as a Predictor of Teacher Candidates’ Smartphone Cyberloafing. International Journal of Psychology and Educational Studies, 8(4), 195-209.