Lise Öğrencilerinde Öz-düzenleme Becerilerinin Kişilik Yapıları, Siber Aylaklık ve Nomofobi Entegrasyonlu Bir Model Çerçevesinde İncelenmesi

Yıl 2022, Cilt: 51 Sayı: 1, 501 - 537, 27.04.2022

Yusuf Levent Şahin Fırat Sarsar Fatma Sapmaz Nazire Burçin Hamutoğlu

https://doi.org/10.14812/cuefd.1029012

Cited By: 2

Öz

Öğrenme ortamlarındaki bireysel farklılıkların da eğitim-öğretim süreçlerindeki dönüşümler ile iç içe girerek önemli bir etkileşim alanı oluşturduğu düşünülen bu çalışmada, lise öğrencilerinin öz-düzenleme becerilerinin kişilik yapıları, siber aylaklık ve nomofobi entegrasyonlu bir model çerçevesinde incelenmesi amaçlanmaktadır. Çalışmada yanıt aranılan sorular; (1) Öz-düzenleme becerileri ile kişilik yapıları arasındaki ilişkide siber aylaklık ve nomofobinin aracılık etkisi nedir? (2) Kişilik yapıları ile siber aylaklık düzeyleri arasındaki ilişkide nomofobinin aracılık etkisi nedir? şeklindedir. Yapısal regresyon modeli ile test edilen çalışmada elde edilen bulgular dışa dönük kişilik yapısının öz-düzenleme üzerinde doğrudan ve negatif etkisinin olduğunu, uyumlu kişilik yapısının ise öz-düzenleme üzerinde doğrudan ve pozitif etkisinin olduğunu göstermektedir. Bununla birlikte deneyime açıklık kişilik yapısı, nomofobi üzerinde doğrudan ve pozitif bir etkiye sahip iken; nomofobi değişkeninin de siber aylaklık değişkeni üzerinde doğrudan ve pozitif bir etkiye sahip olduğu görülmektedir. Buna göre, çalışmada elde edilen sonuçlar deneyime açıklık kişilik yapısının nomofobi değişkeni üzerinden siber aylaklık değişkeni üzerinde dolaylı bir etkisinin olduğu da ortaya koymaktadır

Anahtar Kelimeler

Kişilik yapıları, Nomofobi, Öğrenme süreçleri, Öz-düzenleme, Siber aylaklık, Yapısal regresyon

The Examination of Self-Regulation Abilities in High School Students within the Framework of an Integrated Model of Personality Traits, Cyberloafing and Nomophobia

Öz

In this study, where individual differences in learning environments and the periods of transformation of education and learning are considered to become intertwined to create an important area of integration; the aimwas to examine the self-regulation abilities in high school students within the framework of an integrated model of personality traits, cyberloafing, and nomophobia. Questions aimed to be answered are as follows: (1) In the relationship between self-regulations skills and personality traits what are the mediating effects of cyberloafing and nomophobia? (2) What is the mediating effect of nomophobia on the relationships between personality traits and levels of cyberloafing? The findings obtained from the study which were tested using a regression model show that the extrovert personality trait has a direct and negative effect on self-regulation, whilst the agreeableness personality trait has a direct and positive effect on self-regulation. Besides, whilst the personality trait of openness to experience has a direct and positive effect on nomophobia; nomophobia as a variable has a direct and positive effect on the variable cyberloafing. In accordance with this, the results of the study also evidenced that personality trait openness to experience, has an indirect effect on the variable cyberloafing, through the variable of nomophobia.

Anahtar Kelimeler

Personality traits, Nomophobia, Learning processes, Self-regulation, Cyberloafing, Structural regression.

Kaynakça

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