The Relationship between University Students’ Social Media-Specific Epistemological Beliefs and Technology Addiction
Yıl 2024,
Cilt: 13 Sayı: 3, 629 - 645, 31.07.2024
Emine Merve Uslu
,
Tuba Özgün
Öz
The current study explores the relationship between university students’ social media-specific epistemological beliefs and technology addiction levels. This study was conducted using a correlational survey model with 350 university students studing at a state university in Turkey. SPSS-23 software was used to analyze the data. The findings highlighted that the relationship between university students’ social media-specific epistemological beliefs and technology addictions is above average and high. The social media-specific epistemological beliefs of pre-service teachers differed significantly according to gender, department, grade, place of living for a long time, and father’s educational status. Technology addictions differed significantly according to gender, department, and place of living for a long time. The study found a significant and positive relationship between university students’ social media-specific epistemological beliefs and technology addictions. The simplicity and certainty of social media-based knowledge and the source of knowledge were significant predictors of technology addiction. As a result, the data of the study will contribute to the literature on social media-specific epistemological beliefs and technology addiction and will shed light on future studies. Instead of knowledge and comprehension activities, it is suggested to create learning environments in which individuals actively participate in practices with activities that will enable the evaluation of application analysis, synthesis, and cognitive skills.
Kaynakça
- Akkaş, İ. (2019). Teknoloji Bağımlılığı [Technology Addiction]. Salon Publishing.
- Al-Menayes, J. J. (2015). Motivations for using social media: An exploratory factor analysis. International Journal of Psychological Studies, 7(1), 43.
- Allen, K. A., Ryan, T., Gray, D. L., Mclnerney, D. M., Waters, L. (2014). Social media use and social connectedness in adolescents: The positives and the potential pitfalls. The Australian Educational and Developmental Psychologist, 31(1), 18-31.
- Altın, M., Kıvrak, A. O. (2018). The social media addiction among Turkish university students. Journal of Education and Training Studies, 6(12), 13-20.
- Arslantas, H. A. (2016). Epistemological beliefs and academic achievement. Journal of Education and Training Studies, 4(1), 215-220.
- Aslan, C. (2017). Examining Epistemological Beliefs of Teacher Candidates According to Various Variables. Eurasian Journal of Educational Research 67, 37-50.
- Atman-Uslu, N., & Yıldız-Durak, H. (2022). The relationships between university students’ information-seeking strategies, social-media-specific epistemological beliefs, information literacy, and personality traits. Library & Information Science Research, 44(2), 101155.
- Bacanlı-Kurt, C. (2010). Öğretmenlerin epistemolojik inançları ve değişime direnme tutumları arasındaki ilişkinin incelenmesi [Examining the relationship between teachers' epistemological beliefs and their attitudes to resist change]. Unpublished Master Thesis, Gazi University.
- Balcı, Ş., & Gülnar, B. (2009). Üniversite öğrencileri arasında internet bağımlılığı ve internet bağımlılarının profili [Internet addiction and profile of internet addicts among university students]. Selçuk İletişim, 6(1), 5-22.
- Beard, K. W. (2005). Internet addiction: a review of current assessment techniques and potential assessment questions. CyberPsychology & Behavior, 8(1), 7-14.
- Boyd, D. M., & Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal of computer‐mediated Communication, 13(1), 210-230.
- Bråten, I., Brandmo, C., & Kammerer, Y. (2019). A validation study of the internet- specific epistemic justification inventory with Norwegian preservice teachers. Journal of Educational Computing Research, 57, 877-900.
- Bulut, A. E. & Yılmaz, M. (2019). Fen lisesi öğrencilerinin epistemolojik inanç tutumlarının belirlenmesi ve çeşitli değişkenler açısından incelenmesi [Determining the epistemological belief attitudes of science high school students and examining them in terms of various variables]. Gazi Journal of Educational Sciences, 5(3), 67-80.
- Cao, X., Gong, M., Yu, L., & Dai, B. (2020). Exploring the mechanism of social media addiction: An empirical study from WeChat users. Internet Research, 30(4), 1305-1328.
- Conley, A. M., Pintrich, P. R., Vekiri, I., & Harrison, D. (2004). Changes in epistemological beliefs in elementary science students. Contemporary Educational Psychology, 29(2), 186-204.
- Çelik, I. (2020). Social media-specific epistemological beliefs: A scale development study. Journal of Educational Computing Research, 58, 478-501.
- Chai, C. S., Khine, M. S., & Teo, T. (2006). Epistemological beliefs on teaching and learning: A survey among pre‐service teachers in Singapore. Educational Media International, 43(4), 285-298.
- Chiu, Y. L., Liang, J. C., & Tsai, C. C. (2013). Internet-specific epistemic beliefs and self- regulated learning in online academic information searching. Metacognition and Learning, 8, 235-260.
- Chiu, Y. L., Liang, J. C., & Tsai, C. C. (2016). Exploring the roles of education and internet search experience in students’ internet-specific epistemic beliefs. Computers in Human Behavior, 62, 286-291.
- Çiftçi, H. (2018). Üniversite öğrencilerinde sosyal medya bağımlılığı [University students’ social media addiction]. MANAS Social Research Journal, 7(4), 417-434.
- Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2021). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları (6. bs.) [Multivariate statistics for social sciences: SPSS and LISREL applications 6th ed.)]. Pegem Academy Publishing.
- Demirci, K., Orhan, H., Demirdas, A., Akpinar, A., & Sert, H. (2014). Validity and reliability of the Turkish Version of the Smartphone Addiction Scale in a younger population. Bulletin of Clinical Psychopharmacology, 24(3), 226-234.
- Deng, F., Chai, C. S., Tsai, C. C., & Lee, M. H. (2014). The relationships among Chinese practicing teachers’ epistemic beliefs, pedagogical beliefs and their beliefs about the use of ICT. Journal of Educational Technology & Society, 17(2), 245-256.
- Durmuş, H., Günay, O., Yıldız, S., Timur, A., Balcı, E., & Karaca, S. (2018). Üniversite öğrencilerinde internet bağımlılığı ve üniversite yaşamı boyunca değişimi [Internet addiction in university students and its change during university life]. Anadolu Psychiatry Journal, 19(4), 383-389.
- Ekinci, N. ve Tican, C. (2017). Sınıf öğretmenlerin epistemolojik inançları ve düşünme becerilerinin öğretimine yönelik sınıf içi uygulamaları [Classroom practices for teaching epistemological beliefs and thinking skills of classroom teachers]. Journal of the Human and Social Science Researches, 6(3), 1747-1773.
- Eroğlu, S. E. & Güven, K. (2006). Üniversite öğrencilerinin epistemolojik inançlarının bazı değişkenler açısından incelenmesi [Examination of university students' epistemological beliefs in terms of some variables]. Selçuk University Social Science Journal, 16, 295-312.
- Ekti̇ri̇ci̇oğlu, C., Arslantaş, H., & Yüksel, R. (2020). Ergenlerde çağın hastalığı: Technology Addiction. Arşiv Kaynak Tarama Dergisi [The disease of the age in adolescents: Technology Addiction]. Archives Medical Review Journal, 29(1), 51-64.
- Eryılmaz, S., & Çukurluöz, Ö. (2018) Lise öğrencilerinin dijital bağımlılıklarının incelenmesi: Ankara ili, Çankaya ilçesi örneği [Examining the digital addictions of high school students: The case of Ankara, Çankaya]. Elektronik Sosyal Bilimler Dergisi, 17(67), 889-912.
- Esmaeili Rad, M., & Ahmadi, F. (2018). A new method to measure and decrease the online social networking addiction. Asia‐Pacific Psychiatry, 10(4), 1-9.
- Faiz, M. & Karasu-Avcı, E. (2019). Attitudes of social studies teacher candidates towards social media. International Journal of New Approaches in Social Studies, 3(2), 146-166.
- Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education.
- Geçgel, H., Kana, F., Öztürk, N. E., & Akkaş, İ. (2020). Öğretmen adaylarının okuma motivasyonları ve sosyal medyaya özgü epistemolojik inançları arasındaki ilişkinin incelenmesi [Examination of the relationship between pre-service teachers' reading motivations and their epistemological beliefs specific to social media]. Dil Eğitimi ve Araştırmaları Dergisi, 6(2), 478-507.
- Gerhart, N. (2017). Technology addiction: How social network sites impact our lives. Informing Science, 20, 179-194.
- Griffiths, M. (2005). A “components” model of addiction within a biopsychosocial framework. Journal of Substance Use, 10(4), 191-197.
- Güçlü, G. (2015). As a life-long learning material technology addiction and reflection to the life. Unpublished master thesis, Cumhuriyet University.
- Haand, R., & Shuwang, Z. (2020). The relationship between social media addiction and depression: A quantitative study among university students in Khost, Afghanistan. International Journal of Adolescence and Youth, 25(1), 780-786.
- Hakan, K., & Münire, E. (2012). Profiling individual differences in undergraduates’ epistemological beliefs: gender, domain and grade differences. Procedia-Social and Behavioral Sciences, 31, 738-744.
- Hamissi, J., Babaie, M., Hosseini, M., & Babaie, F. (2013). The relationship between emotional intelligence and technology addiction among university students. International Journal of Collaborative Research on Internal Medicine & Public Health, 5(5), 310-319.
- Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88-140.
- Hornik, S., Johnson, R. D., & Wu, Y. (2007). When technology does not support learning: Conflicts between epistemological beliefs and technology support in virtual learning environments. Journal of Organizational and End User Computing, 19(2), 23-46.
- Hou, Y., Xiong, D., Jiang, T., Song, L., & Wang, Q. (2019). Social media addiction: Its impact, mediation, and intervention. Cyberpsychology: Journal of psychosocial research on cyberspace, 13(1), 5-25.
- Işıksal, M., Kurt, G., Doğan, O. ve Çakıroğlu, E. (2007). Epistemological conceptions of pre-service elementary mathematics teachers: effects of university and grade level. Elementary Education Online, 6(2), 313-321.
- Jamir, L., Duggal, M., Nehra, R., Singh, P., & Grover, S. (2019). Epidemiology of technology addiction among school students in rural India. Asian journal of psychiatry, 40, 30-38.
- Jehng, J. C. J., Johnson, S. D., & Anderson, R. C. (1993). Schooling and students′ epistemological beliefs about learning. Contemporary educational psychology, 18(1), 23-35.
- Kalaman, S., Keklik, C. & Özkul, R. (2019). Türkiye’nin Akdeniz Bölgesi’ndeki ortaokul öğrencilerinin internete yönelik epistemolojik inançları [Epistemological beliefs of secondary school students towards the Internet in the Mediterranean Region]. Ege Üniversitesi İletişim Fakültesi Yeni Düşünceler Hakemli E-Dergisi, 12, 33-43.
- Kanadlı, S. & Akbaş A. (2015). Fen bilgisi öğretmen adaylarının epistemolojik inançları, öğrenme yaklaşımları ve LYS puanları arasındaki ilişkiler [The relationships between pre-service science teachers' epistemological beliefs, learning approaches and LYS scores]. Mersin University Faculty of Education Journal, 11(1), 116-131.
- Karadağ, E., & Kılıç, B. (2019). Students’ technology addiction according to teachers views. Psikiyatride Güncel Yaklaşımlar, 11(1), 101-117.
- Karaoğlan-Yılmaz, F. G., & Kılıç-Çakmak, E. (2016). Internet-specific epistemological beliefs and online information searching strategies of pre-service teachers: Gender and department differences. Participatory Educational Research, 3(2), 63-80.
- Keskin, İ. & Aydın, M. (2016). Examination of pre-service teachers' scientific epistemological beliefs in terms of some variables: The example of mathematics and social studies teaching. Journal of Education and Humanities: Theory and Practice, 7(13), 29-48.
- Kılıç-Çakmak, E., Karaoğlan-Yılmaz, F. G. & Yılmaz, R. (2015). İnternete yönelik epistemolojik inanç ölçeğinin uyarlama çalışması [An adaptation study of the epistemological belief scale for the Internet] Educational Technology Theory and Practice, 5(1), 53-71.
- Kırık, A., Arslan, A., Çetinkaya, A., & Gül, M. (2015). A quantitative research on the level of social media addiction among young people in Turkey. International Journal of Sport Culture and Science, 3(3), 108-122.
- Kim, S., & Park, H. (2013). Effects of various characteristics of social commerce (s-commerce) on consumers’ trust and trust performance. International Journal of Information Management, 33(2), 318-332.
- Köse, Ö. B., & Doğan, A. (2019). The relationship between social media addiction and self-esteem among Turkish university students. Addicta: The Turkish Journal of Addictions, 6, 175-190.
- Liu, C., & Ma, J. (2020). Social media addiction and burnout: The mediating roles of envy and social media use anxiety. Current Psychology, 39(6), 1883-1891.
- Lee, M. H., Tsai, C. C., & Chai, C. S. (2012). A comparative study of Taiwan, Singapore, and China preservice teachers’ epistemic beliefs. Asia-Pacific Education Researcher, 21(3), 599-609.
- Lin, X., Featherman, M., & Sarker, S. (2013). Information sharing in the context of social media: an application of the theory of reasoned action and social capital theory. In: SIGHCI 2013 Proceedings, 17, 1-5.
- Mason, L., Gava, M., & Boldrin, A. (2008). On warm conceptual change: the interplay of text, epistemological beliefs, and topic interest. Journal of Educational Psychology, 100(2), 291-309.
- McGee, S., Howard, B. C., Schwartz, N., & Purcell, S. (2000). The experience of constructivism: Transforming teacher epistemology. Journal of Research on Computing in Education, 32(4), 455-465.
- Obee, J. (2012). Social networking: The ultimate teen guide (No. 32). Scarecrow Press.
- Özçelik-Demir, A. (2021). Altıncı ve yedinci sınıf ortaokul öğrencilerinin sosyal becerileri ile teknoloji bağımlılığı arasındaki ilişkinin incelenmesi [Investigation of the relationship between social skills and technology addiction of sixth and seventh grade secondary school students]. Unpublished Master Thesis, Uludağ University.
- Paulsen, M. B., & Wells, C. T. (1998). Domain differences in the epistemological beliefs of college students. Research in Higher Education, 365-384.
- Potas, N., Açıkalın, Ş. N., Erçetin, Ş. Ş., Koçtürk, N., Neyişci, N., Çevik, M. S., & Görgülü, D. (2022). Technology addiction of adolescents in the COVID-19 era: Mediating effect of attitude on awareness and behavior. Current Psychology, 41(4), 1687-1703.
- Sahin, C. (2018). Social media addiction scale-student form: the reliability and validity study. Turkish Online Journal of Educational Technology-TOJET, 17(1), 169-182.
- Sapancı, A. (2012). Öğretmen adaylarının epistemolojik inançları ile bilişüstü düzeylerinin akademik başarıyla ilişkisi [The relationship between pre-service teachers' epistemological beliefs and their metacognitive levels with academic achievement]. Social Science Journal, 10(1) 311-331.
- Saputri, R. A. M., & Yumarni, T. (2023). Social media addiction and mental health among university students during the COVID-19 pandemic in Indonesia. International Journal of Mental Health and Addiction, 21(1), 96-110.
- Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498-504.
- Schommer, M. (1994). Synthesizing epistemological belief research: Tentative understandings and provocative confusions. Educational Psychology Review, 6(4), 293-319.
- Shaw, M., & Black, D. W. (2008). Internet addiction: Definition, assessment, epidemiology and clinical management. CNS Drugs, 22(5), 353-365.
- Simsek, A., Elciyar, K., & Kizilhan, T. (2019). A comparative study on social media addiction of high school and university students. Contemporary educational technology, 10(2), 106-119.
- Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. Boston: Pearson.
- Taşdemir, A. & Boysak, M.E. (2017). Examination of epistemological beliefs of pre-service primary class teachers in terms of some variables and attitudes toward science. TAY Journal, 1(1), 99-116.
- Tezci, E., Erdener, M. A., & Atici, S. (2016). The effect of pre-service teachers’ epistemological beliefs on teaching approaches. Universal Journal of Educational Research, 4(12), 205-215.
- Tkacová, H., Králik, R., Tvrdoň, M., Jenisová, Z., & Martin, J. G. (2022). Credibility and involvement of social media in education—Recommendations for mitigating the negative effects of the pandemic among high school students. International Journal of Environmental Research and Public Health, 19(5), 2767.
- Topkaya, Y. (2015). Examining social studies and science and technology preservice teachers' epistemological beliefs regarding different variables. Educational Research and Reviews, 10(18), 2550-2557.
- Tumkaya, S. (2012). The investigation of the epistemological beliefs of university students according to gender, grade, fields of study, academic success and their learning styles. Educational Sciences: Theory and Practice, 12(1), 88-95.
- Turel, O., Serenko, A., & Giles, P. (2011). Integrating technology addiction and use: An empirical investigation of online auction users. MIS quarterly, 1043-1061.
- Tutgun-Ünal, A., & Deniz, L. (2020). Social media usage levels and preferences of social media generations. OPUS International Journal of Society Studies, 15(22), 1289-1319.
- Wang, J. L., Jackson, L. A., Gaskin, J., & Wang, H. Z. (2014). The effects of Social Networking Site (SNS) use on college students’ friendship and well-being. Computers in Human Behavior, 37, 229-236.
- We Are Social, H. (2022). Digital 2022. https://wearesocial.com/uk/blog/2022/01/digital-2022-another-year-of-bumper-growth-2/.
- Yengin, D. (2019). Teknoloji bağımlılığı olarak dijital bağımlılık [Digital addiction as technology addiction]. Turkish Online Journal of Design Art and Communication, 9(2), 130-144.
- Yıldız-Durak, H. (2019). Examining the acceptance and use of online social networks by preservice teachers within the context of unified theory of acceptance and use of technology model. Journal of Computing in Higher Education, 31(1), 173-209.
- Yıldız-Durak, H., & Saritepeci, M. (2019). Modeling the effect of new media literacy levels and social media usage status on problematic internet usage behaviours among high school students. Education and information technologies, 24(4), 2205-2223.
- Yılmaz, R. (2016). Examination of teachers' epistemological beliefs towards the Internet. In Proceedings of the 10th International Computer and Instructional Technologies Symposium 16-18 May 2016 (pp. 966-979).
- Yordamlı, D. & Şenşekerci, E. (2021). Correlation between social studies teacher candidates epistemological beliefs and their information literacy levels. Journal of Uludağ University Faculty of Education, 34 (3), 1281-1331.
- Yorulmaz, A., Can, S., & Çokçalışkan, H. (2017). The relationship between the pre-service classroom teachers’ techno pedagogical instructional competencies and epistemological beliefs. Journal of Education and Training Studies, 5(9), 27-35.
- Zhao, N., & Zhou, G. (2021). COVID-19 stress and addictive social media use (SMU): Mediating role of active use and social media flow. Frontiers in Psychiatry, 12, 635546.
Üniversite Öğrencilerinin Sosyal Medyaya Özgü Epistemolojik İnançları ile Teknoloji Bağımlılığı Arasındaki İlişki Öz
Yıl 2024,
Cilt: 13 Sayı: 3, 629 - 645, 31.07.2024
Emine Merve Uslu
,
Tuba Özgün
Öz
Bu çalışma, üniversite öğrencilerinin sosyal medyaya özgü epistemolojik inançları ile teknoloji bağımlılık düzeyleri arasındaki ilişkiyi incelemektedir. Bu çalışma, Türkiye'de bir devlet üniversitesinde öğrenim gören 350 üniversite öğrencisi ile ilişkisel tarama modeli kullanılarak gerçekleştirilmiştir. Verilerin analizinde SPSS-23 yazılımı kullanıldı. Bulgular, üniversite öğrencilerinin sosyal medyaya özgü epistemolojik inançları ile teknoloji bağımlılıkları arasındaki ilişkinin ortalamanın üzerinde ve yüksek olduğunu vurgulamıştır. Öğretmen adaylarının sosyal medyaya özgü epistemolojik inançları cinsiyete, bölüme, sınıfa, uzun süre yaşanılan yere ve baba eğitim durumuna göre anlamlı farklılık göstermektedir. Teknoloji bağımlılıkları cinsiyete, bölüme ve uzun süre yaşanılan yere göre anlamlı farklılık göstermektedir. Çalışma, üniversite öğrencilerinin sosyal medyaya özgü epistemolojik inançları ile teknoloji bağımlılıkları arasında anlamlı ve pozitif bir ilişki bulmuştur. Sosyal medya temelli bilginin ve bilgi kaynağının basitliği ve kesinliği, teknoloji bağımlılığının anlamlı yordayıcılarıdır. Sonuç olarak çalışmanın verileri sosyal medyaya özgü epistemolojik inançlar ve teknoloji bağımlılığı ile ilgili literatüre katkı sağlayacak ve bundan sonraki çalışmalara ışık tutacaktır. Bilgi ve kavrama etkinlikleri yerine uygulama analiz, sentez ve bilişsel becerilerinin değerlendirilmesine olanak sağlayacak etkinliklerle bireylerin uygulamalara aktif olarak katıldıkları öğrenme ortamlarının oluşturulması önerilmektedir.
Kaynakça
- Akkaş, İ. (2019). Teknoloji Bağımlılığı [Technology Addiction]. Salon Publishing.
- Al-Menayes, J. J. (2015). Motivations for using social media: An exploratory factor analysis. International Journal of Psychological Studies, 7(1), 43.
- Allen, K. A., Ryan, T., Gray, D. L., Mclnerney, D. M., Waters, L. (2014). Social media use and social connectedness in adolescents: The positives and the potential pitfalls. The Australian Educational and Developmental Psychologist, 31(1), 18-31.
- Altın, M., Kıvrak, A. O. (2018). The social media addiction among Turkish university students. Journal of Education and Training Studies, 6(12), 13-20.
- Arslantas, H. A. (2016). Epistemological beliefs and academic achievement. Journal of Education and Training Studies, 4(1), 215-220.
- Aslan, C. (2017). Examining Epistemological Beliefs of Teacher Candidates According to Various Variables. Eurasian Journal of Educational Research 67, 37-50.
- Atman-Uslu, N., & Yıldız-Durak, H. (2022). The relationships between university students’ information-seeking strategies, social-media-specific epistemological beliefs, information literacy, and personality traits. Library & Information Science Research, 44(2), 101155.
- Bacanlı-Kurt, C. (2010). Öğretmenlerin epistemolojik inançları ve değişime direnme tutumları arasındaki ilişkinin incelenmesi [Examining the relationship between teachers' epistemological beliefs and their attitudes to resist change]. Unpublished Master Thesis, Gazi University.
- Balcı, Ş., & Gülnar, B. (2009). Üniversite öğrencileri arasında internet bağımlılığı ve internet bağımlılarının profili [Internet addiction and profile of internet addicts among university students]. Selçuk İletişim, 6(1), 5-22.
- Beard, K. W. (2005). Internet addiction: a review of current assessment techniques and potential assessment questions. CyberPsychology & Behavior, 8(1), 7-14.
- Boyd, D. M., & Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal of computer‐mediated Communication, 13(1), 210-230.
- Bråten, I., Brandmo, C., & Kammerer, Y. (2019). A validation study of the internet- specific epistemic justification inventory with Norwegian preservice teachers. Journal of Educational Computing Research, 57, 877-900.
- Bulut, A. E. & Yılmaz, M. (2019). Fen lisesi öğrencilerinin epistemolojik inanç tutumlarının belirlenmesi ve çeşitli değişkenler açısından incelenmesi [Determining the epistemological belief attitudes of science high school students and examining them in terms of various variables]. Gazi Journal of Educational Sciences, 5(3), 67-80.
- Cao, X., Gong, M., Yu, L., & Dai, B. (2020). Exploring the mechanism of social media addiction: An empirical study from WeChat users. Internet Research, 30(4), 1305-1328.
- Conley, A. M., Pintrich, P. R., Vekiri, I., & Harrison, D. (2004). Changes in epistemological beliefs in elementary science students. Contemporary Educational Psychology, 29(2), 186-204.
- Çelik, I. (2020). Social media-specific epistemological beliefs: A scale development study. Journal of Educational Computing Research, 58, 478-501.
- Chai, C. S., Khine, M. S., & Teo, T. (2006). Epistemological beliefs on teaching and learning: A survey among pre‐service teachers in Singapore. Educational Media International, 43(4), 285-298.
- Chiu, Y. L., Liang, J. C., & Tsai, C. C. (2013). Internet-specific epistemic beliefs and self- regulated learning in online academic information searching. Metacognition and Learning, 8, 235-260.
- Chiu, Y. L., Liang, J. C., & Tsai, C. C. (2016). Exploring the roles of education and internet search experience in students’ internet-specific epistemic beliefs. Computers in Human Behavior, 62, 286-291.
- Çiftçi, H. (2018). Üniversite öğrencilerinde sosyal medya bağımlılığı [University students’ social media addiction]. MANAS Social Research Journal, 7(4), 417-434.
- Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2021). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları (6. bs.) [Multivariate statistics for social sciences: SPSS and LISREL applications 6th ed.)]. Pegem Academy Publishing.
- Demirci, K., Orhan, H., Demirdas, A., Akpinar, A., & Sert, H. (2014). Validity and reliability of the Turkish Version of the Smartphone Addiction Scale in a younger population. Bulletin of Clinical Psychopharmacology, 24(3), 226-234.
- Deng, F., Chai, C. S., Tsai, C. C., & Lee, M. H. (2014). The relationships among Chinese practicing teachers’ epistemic beliefs, pedagogical beliefs and their beliefs about the use of ICT. Journal of Educational Technology & Society, 17(2), 245-256.
- Durmuş, H., Günay, O., Yıldız, S., Timur, A., Balcı, E., & Karaca, S. (2018). Üniversite öğrencilerinde internet bağımlılığı ve üniversite yaşamı boyunca değişimi [Internet addiction in university students and its change during university life]. Anadolu Psychiatry Journal, 19(4), 383-389.
- Ekinci, N. ve Tican, C. (2017). Sınıf öğretmenlerin epistemolojik inançları ve düşünme becerilerinin öğretimine yönelik sınıf içi uygulamaları [Classroom practices for teaching epistemological beliefs and thinking skills of classroom teachers]. Journal of the Human and Social Science Researches, 6(3), 1747-1773.
- Eroğlu, S. E. & Güven, K. (2006). Üniversite öğrencilerinin epistemolojik inançlarının bazı değişkenler açısından incelenmesi [Examination of university students' epistemological beliefs in terms of some variables]. Selçuk University Social Science Journal, 16, 295-312.
- Ekti̇ri̇ci̇oğlu, C., Arslantaş, H., & Yüksel, R. (2020). Ergenlerde çağın hastalığı: Technology Addiction. Arşiv Kaynak Tarama Dergisi [The disease of the age in adolescents: Technology Addiction]. Archives Medical Review Journal, 29(1), 51-64.
- Eryılmaz, S., & Çukurluöz, Ö. (2018) Lise öğrencilerinin dijital bağımlılıklarının incelenmesi: Ankara ili, Çankaya ilçesi örneği [Examining the digital addictions of high school students: The case of Ankara, Çankaya]. Elektronik Sosyal Bilimler Dergisi, 17(67), 889-912.
- Esmaeili Rad, M., & Ahmadi, F. (2018). A new method to measure and decrease the online social networking addiction. Asia‐Pacific Psychiatry, 10(4), 1-9.
- Faiz, M. & Karasu-Avcı, E. (2019). Attitudes of social studies teacher candidates towards social media. International Journal of New Approaches in Social Studies, 3(2), 146-166.
- Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education.
- Geçgel, H., Kana, F., Öztürk, N. E., & Akkaş, İ. (2020). Öğretmen adaylarının okuma motivasyonları ve sosyal medyaya özgü epistemolojik inançları arasındaki ilişkinin incelenmesi [Examination of the relationship between pre-service teachers' reading motivations and their epistemological beliefs specific to social media]. Dil Eğitimi ve Araştırmaları Dergisi, 6(2), 478-507.
- Gerhart, N. (2017). Technology addiction: How social network sites impact our lives. Informing Science, 20, 179-194.
- Griffiths, M. (2005). A “components” model of addiction within a biopsychosocial framework. Journal of Substance Use, 10(4), 191-197.
- Güçlü, G. (2015). As a life-long learning material technology addiction and reflection to the life. Unpublished master thesis, Cumhuriyet University.
- Haand, R., & Shuwang, Z. (2020). The relationship between social media addiction and depression: A quantitative study among university students in Khost, Afghanistan. International Journal of Adolescence and Youth, 25(1), 780-786.
- Hakan, K., & Münire, E. (2012). Profiling individual differences in undergraduates’ epistemological beliefs: gender, domain and grade differences. Procedia-Social and Behavioral Sciences, 31, 738-744.
- Hamissi, J., Babaie, M., Hosseini, M., & Babaie, F. (2013). The relationship between emotional intelligence and technology addiction among university students. International Journal of Collaborative Research on Internal Medicine & Public Health, 5(5), 310-319.
- Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88-140.
- Hornik, S., Johnson, R. D., & Wu, Y. (2007). When technology does not support learning: Conflicts between epistemological beliefs and technology support in virtual learning environments. Journal of Organizational and End User Computing, 19(2), 23-46.
- Hou, Y., Xiong, D., Jiang, T., Song, L., & Wang, Q. (2019). Social media addiction: Its impact, mediation, and intervention. Cyberpsychology: Journal of psychosocial research on cyberspace, 13(1), 5-25.
- Işıksal, M., Kurt, G., Doğan, O. ve Çakıroğlu, E. (2007). Epistemological conceptions of pre-service elementary mathematics teachers: effects of university and grade level. Elementary Education Online, 6(2), 313-321.
- Jamir, L., Duggal, M., Nehra, R., Singh, P., & Grover, S. (2019). Epidemiology of technology addiction among school students in rural India. Asian journal of psychiatry, 40, 30-38.
- Jehng, J. C. J., Johnson, S. D., & Anderson, R. C. (1993). Schooling and students′ epistemological beliefs about learning. Contemporary educational psychology, 18(1), 23-35.
- Kalaman, S., Keklik, C. & Özkul, R. (2019). Türkiye’nin Akdeniz Bölgesi’ndeki ortaokul öğrencilerinin internete yönelik epistemolojik inançları [Epistemological beliefs of secondary school students towards the Internet in the Mediterranean Region]. Ege Üniversitesi İletişim Fakültesi Yeni Düşünceler Hakemli E-Dergisi, 12, 33-43.
- Kanadlı, S. & Akbaş A. (2015). Fen bilgisi öğretmen adaylarının epistemolojik inançları, öğrenme yaklaşımları ve LYS puanları arasındaki ilişkiler [The relationships between pre-service science teachers' epistemological beliefs, learning approaches and LYS scores]. Mersin University Faculty of Education Journal, 11(1), 116-131.
- Karadağ, E., & Kılıç, B. (2019). Students’ technology addiction according to teachers views. Psikiyatride Güncel Yaklaşımlar, 11(1), 101-117.
- Karaoğlan-Yılmaz, F. G., & Kılıç-Çakmak, E. (2016). Internet-specific epistemological beliefs and online information searching strategies of pre-service teachers: Gender and department differences. Participatory Educational Research, 3(2), 63-80.
- Keskin, İ. & Aydın, M. (2016). Examination of pre-service teachers' scientific epistemological beliefs in terms of some variables: The example of mathematics and social studies teaching. Journal of Education and Humanities: Theory and Practice, 7(13), 29-48.
- Kılıç-Çakmak, E., Karaoğlan-Yılmaz, F. G. & Yılmaz, R. (2015). İnternete yönelik epistemolojik inanç ölçeğinin uyarlama çalışması [An adaptation study of the epistemological belief scale for the Internet] Educational Technology Theory and Practice, 5(1), 53-71.
- Kırık, A., Arslan, A., Çetinkaya, A., & Gül, M. (2015). A quantitative research on the level of social media addiction among young people in Turkey. International Journal of Sport Culture and Science, 3(3), 108-122.
- Kim, S., & Park, H. (2013). Effects of various characteristics of social commerce (s-commerce) on consumers’ trust and trust performance. International Journal of Information Management, 33(2), 318-332.
- Köse, Ö. B., & Doğan, A. (2019). The relationship between social media addiction and self-esteem among Turkish university students. Addicta: The Turkish Journal of Addictions, 6, 175-190.
- Liu, C., & Ma, J. (2020). Social media addiction and burnout: The mediating roles of envy and social media use anxiety. Current Psychology, 39(6), 1883-1891.
- Lee, M. H., Tsai, C. C., & Chai, C. S. (2012). A comparative study of Taiwan, Singapore, and China preservice teachers’ epistemic beliefs. Asia-Pacific Education Researcher, 21(3), 599-609.
- Lin, X., Featherman, M., & Sarker, S. (2013). Information sharing in the context of social media: an application of the theory of reasoned action and social capital theory. In: SIGHCI 2013 Proceedings, 17, 1-5.
- Mason, L., Gava, M., & Boldrin, A. (2008). On warm conceptual change: the interplay of text, epistemological beliefs, and topic interest. Journal of Educational Psychology, 100(2), 291-309.
- McGee, S., Howard, B. C., Schwartz, N., & Purcell, S. (2000). The experience of constructivism: Transforming teacher epistemology. Journal of Research on Computing in Education, 32(4), 455-465.
- Obee, J. (2012). Social networking: The ultimate teen guide (No. 32). Scarecrow Press.
- Özçelik-Demir, A. (2021). Altıncı ve yedinci sınıf ortaokul öğrencilerinin sosyal becerileri ile teknoloji bağımlılığı arasındaki ilişkinin incelenmesi [Investigation of the relationship between social skills and technology addiction of sixth and seventh grade secondary school students]. Unpublished Master Thesis, Uludağ University.
- Paulsen, M. B., & Wells, C. T. (1998). Domain differences in the epistemological beliefs of college students. Research in Higher Education, 365-384.
- Potas, N., Açıkalın, Ş. N., Erçetin, Ş. Ş., Koçtürk, N., Neyişci, N., Çevik, M. S., & Görgülü, D. (2022). Technology addiction of adolescents in the COVID-19 era: Mediating effect of attitude on awareness and behavior. Current Psychology, 41(4), 1687-1703.
- Sahin, C. (2018). Social media addiction scale-student form: the reliability and validity study. Turkish Online Journal of Educational Technology-TOJET, 17(1), 169-182.
- Sapancı, A. (2012). Öğretmen adaylarının epistemolojik inançları ile bilişüstü düzeylerinin akademik başarıyla ilişkisi [The relationship between pre-service teachers' epistemological beliefs and their metacognitive levels with academic achievement]. Social Science Journal, 10(1) 311-331.
- Saputri, R. A. M., & Yumarni, T. (2023). Social media addiction and mental health among university students during the COVID-19 pandemic in Indonesia. International Journal of Mental Health and Addiction, 21(1), 96-110.
- Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498-504.
- Schommer, M. (1994). Synthesizing epistemological belief research: Tentative understandings and provocative confusions. Educational Psychology Review, 6(4), 293-319.
- Shaw, M., & Black, D. W. (2008). Internet addiction: Definition, assessment, epidemiology and clinical management. CNS Drugs, 22(5), 353-365.
- Simsek, A., Elciyar, K., & Kizilhan, T. (2019). A comparative study on social media addiction of high school and university students. Contemporary educational technology, 10(2), 106-119.
- Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. Boston: Pearson.
- Taşdemir, A. & Boysak, M.E. (2017). Examination of epistemological beliefs of pre-service primary class teachers in terms of some variables and attitudes toward science. TAY Journal, 1(1), 99-116.
- Tezci, E., Erdener, M. A., & Atici, S. (2016). The effect of pre-service teachers’ epistemological beliefs on teaching approaches. Universal Journal of Educational Research, 4(12), 205-215.
- Tkacová, H., Králik, R., Tvrdoň, M., Jenisová, Z., & Martin, J. G. (2022). Credibility and involvement of social media in education—Recommendations for mitigating the negative effects of the pandemic among high school students. International Journal of Environmental Research and Public Health, 19(5), 2767.
- Topkaya, Y. (2015). Examining social studies and science and technology preservice teachers' epistemological beliefs regarding different variables. Educational Research and Reviews, 10(18), 2550-2557.
- Tumkaya, S. (2012). The investigation of the epistemological beliefs of university students according to gender, grade, fields of study, academic success and their learning styles. Educational Sciences: Theory and Practice, 12(1), 88-95.
- Turel, O., Serenko, A., & Giles, P. (2011). Integrating technology addiction and use: An empirical investigation of online auction users. MIS quarterly, 1043-1061.
- Tutgun-Ünal, A., & Deniz, L. (2020). Social media usage levels and preferences of social media generations. OPUS International Journal of Society Studies, 15(22), 1289-1319.
- Wang, J. L., Jackson, L. A., Gaskin, J., & Wang, H. Z. (2014). The effects of Social Networking Site (SNS) use on college students’ friendship and well-being. Computers in Human Behavior, 37, 229-236.
- We Are Social, H. (2022). Digital 2022. https://wearesocial.com/uk/blog/2022/01/digital-2022-another-year-of-bumper-growth-2/.
- Yengin, D. (2019). Teknoloji bağımlılığı olarak dijital bağımlılık [Digital addiction as technology addiction]. Turkish Online Journal of Design Art and Communication, 9(2), 130-144.
- Yıldız-Durak, H. (2019). Examining the acceptance and use of online social networks by preservice teachers within the context of unified theory of acceptance and use of technology model. Journal of Computing in Higher Education, 31(1), 173-209.
- Yıldız-Durak, H., & Saritepeci, M. (2019). Modeling the effect of new media literacy levels and social media usage status on problematic internet usage behaviours among high school students. Education and information technologies, 24(4), 2205-2223.
- Yılmaz, R. (2016). Examination of teachers' epistemological beliefs towards the Internet. In Proceedings of the 10th International Computer and Instructional Technologies Symposium 16-18 May 2016 (pp. 966-979).
- Yordamlı, D. & Şenşekerci, E. (2021). Correlation between social studies teacher candidates epistemological beliefs and their information literacy levels. Journal of Uludağ University Faculty of Education, 34 (3), 1281-1331.
- Yorulmaz, A., Can, S., & Çokçalışkan, H. (2017). The relationship between the pre-service classroom teachers’ techno pedagogical instructional competencies and epistemological beliefs. Journal of Education and Training Studies, 5(9), 27-35.
- Zhao, N., & Zhou, G. (2021). COVID-19 stress and addictive social media use (SMU): Mediating role of active use and social media flow. Frontiers in Psychiatry, 12, 635546.