Çocuklarda Sosyal Medya Kullanım Amaçları ve Teknoloji ile Kendi Kendine Öğrenmenin Sağlık Okuryazarlığı Üzerine Etkisi

Öz

Giriş: Sağlık okuryazarlığı; yeni bilgiler elde etmeye, daha pozitif tutumlara, daha fazla öz yetkinliğe, olumlu sağlık davranışlarına ve daha iyi sağlık sonuçlarına ulaşmak için bir yol olarak tanımlanmaktadır. Yapılan çalışmalar sosyal medya kullanım amacı ve teknoloji ile kendi kendine öğrenme çocukların sağlık okur-yazarlığını etkilediğini vurgulamaktadır. Amaç: Bu çalışma öğrencilerin sosyal medya kullanım amaçları ve teknoloji ile kendi kendine öğrenmelerinin sağlık okuryazarlığına etkisini değerlendirmek amacıyla yapılmıştır. Yöntem: Çalışma Türkiye’nin Ege bölgesinde yer alan iki ayrı ortaokulda 507 öğrenci ile yapılmıştır. Çalışmada veri toplama aracı olarak “Tanımlayıcı Bilgi Formu”, “Sosyal Medya Kullanım Amaçları Ölçeği”, “Çocuklar İçin Teknolojiyle Kendi Kendine Öğrenme Ölçeği” ve “Okul Çağındaki Çocuklar İçin Sağlık Okuryazarlığı Ölçeği” kullanılmıştır. Bulgular: Regresyon analizi sonucunda, çocukların sosyal medya kullanım amacı toplam puan ortalamaları ve sağlık okur-yazarlığı arasında pozitif orta derecede anlamlı bir ilişki (β = .60, p <.001), teknoloji ile kendi kendine öğrenme ve sağlık okur yazarlığı arasında pozitif orta derecede anlamlı bir korelasyon bulunmuştur (β = .58, p < .001). Öğrencilerin sağlık okur-yazarlığını sırasıyla en çok sosyal medya kullanım amaçları ve teknoloji ile kendi kendine öğrenme toplam puan ortalamalarının etkilediği saptanmıştır. Modelin genelinde sağlık okuryazarlığını etkileyen faktörlerin %46’sının (F= 92.915, p <.001) sosyal medya kullanım amaçları ve teknoloji ile kendi kendine öğrenme ile açıklandığı bulunmuştur. Sonuç: Çocukların sağlık okuryazarlığı ile sosyal medya kullanım amaçları ve teknoloji ile kendi kendine öğrenme arasında pozitif yönde anlamlı bir ilişki olduğu belirlenmiştir.

Anahtar Kelimeler

• Sosyal Medya
• Kendi Kendine Öğrenme
• Sağlık Okuryazarlığı

Social Media Use Purposes of Children and The Impact of Their Self-Directed Learning with Technology on Health Literacy

Öz

Background: Health literacy is described as a means to obtain new information and reach more positive attitudes, more competence, positive health behaviors and better health outcomes. Social media use and self-directed learning with technology affecting health literacy of children. Objectives: This study is to examine the effect of social media and their self-directed learning with technology on health literacy. Methods: The study was conducted with a total of 507 students from two secondary schools located in Turkey's Aegean region. Descriptive Information Form”, “Social Media Purpose Use Scale”, “Self-Directed Learning with Technology Scale” and “Health Literacy Scale for School-Aged Children” were used as data collection tools. Results: Result of the regression analysis showed, there was a positive moderate significant correlation between the mean total scores of the purpose of social media use (β =.60, p <.001) and health literacy there was a positive moderate significant correlation between self-directed learning with technology (β =.58, p <.001) and health literacy. The health literacy of the students was mostly affected from the mean total scores of the purpose of social media use and the self-directed learning with technology, respectively. It was found that 46% (F = 215.872, p < .001) of the factors affecting the health literacy in the overall model could be accounted by the purpose of social media use and self-directed learning with technology. Conclusion: It is reported that there is a positive significant correlation between health literacy of the children and the purposes of social media use and self-directed learning with technology.

Anahtar Kelimeler

• Social Media
• Self-directed Learning
• Health Literacy

Kaynakça

1. 1. WHO Regional Office for Europe. (2013). Health literacy: the solid facts. Copenhagen: WHO Regional Office for Europe. URL: http://www.euro.who.int/__data/assets/pdf_file/0008/190655/e96854.pdf 16 April 2020
2. 2. McDaid D. (2016). Investing in health literacy. What do we know about the co-benefits to the education sector of actions targeted at children and young people? URL: http://www.euro.who.int/__data/assets/pdf_file/0006/315852/Policy-Brief-19-Investing-health-literacy.pdf 16 April 2020
3. 3. Bröder J, Okan O, Bauer U, Bruland D, Schlupp S, Bollweg TM, et al. Health literacy in childhood and youth: a systematic review of definitions and models. BMC Public Health 2017; 17(1): 361.
4. 4. Perry EL, Carter PA, Becker HA, Garcia AA, Mackert M, Johnson KE. Health literacy in adolescents with sickle cell disease. J Pediatr Nurs 2017; 36: 191-196.
5. 5. Sharif I, Blank AE. Relationship between child health literacy and body mass index in overweight children. Patient Educ Couns 2010; 79(1): 43–48.
6. 6. Hanson M, Gluckman P. Developmental origins of noncommunicable disease: population and public health implications. Am J Clin Nutr 2011; 94(6): 1754S–1758.
7. 7. Levin-Zamir D, Bertschi I. Media health literacy, e-health literacy, and the role of the social environment in context. Int J Environ Res Public Health 2018 3; 15(8): 1643.
8. 8. Eren Şişman E. Developing social media use purposes scale and examining based on some personal variables. H. U. Journal of Education 2014; 29(4): 230-243.

9. 9. Wang Q, Chen W, Liang Y. (2019). The effects of social media on college students. Research & Analysis. URL: http://scholarsarchive.jwu.edu/mba_student/5. 11 April 2020
10. 10. Fairbrother H, Curtis P, Goyder E. Making health information meaningful: Children's health literacy practices. SSM Popul Health 2016; 16(2): 476–484.
11. 11. American Academy of Pediatrics. (2012). Health Literacy and Pediatrics. URL: https://www.aap.org/en-us/professional-resources/Research/research-resources/Pages/Health-Literacy-and-Pediatrics.aspx 11 April 2020
12. 12. Fernández-Luque L, Bau T. Health and social media: perfect storm of information. Healthc Inform Res. 2015; 21(2): 67-73.
13. 13. Sistek-Chandler C. Connecting the digital dots with social media and Web 2.0 technologies. Journal of Research in Innovative Teaching. 2012; 5(1): 78-87.
14. 14. Osborne H. Social media and health literacy. AMWA Journal. 2017; 32(3): 124-125.
15. 15. Lau AY, Siek KA, Fernandez-Luque L, Tange H, Chhanabhai P, Li SY, et al. The role of social media for patients and consumer healt. Yearb Med Inform. 2011; 6(1): 131–138.
16. 16. Teo T, Tan SC, Lee CB, Chai CS, Koh JHL. The self-directed learning with technology scale (SDLTS) for young students: An initial development and validation. Computers & Education. 2010; 55(4): 1764–1771.
17. 17. Song L, Hill JR. A conceptual model for understanding self-directed learning in online environments. Journal of Interactive Online Learning, 2007; 6(1): 27–41.
18. 18. Aslantekin F, Yumrutaş M. Health literacy and measurment. TAF Prev Med Bull, 2014; 13(4): 327-334.
19. 19. Paakkari L, Paakkari O. Health literacy as a learning outcome in schools. Health Education, 2012; 112(2): 133–52.
20. 20. Kickbusch I, Pelikan JM, Apfel F, Tsouros A. (2013). Health Literacy: the solid facts. Copenhagen: World Health Organisation.
21. 21. Blom-Hoffman J, Wilcox KR, Dunn L, Leff SS, Power TJ. Family involvement in school-based health promotion: bringing nutrition information home. School Psych Rev 2008; 37(4): 567-577.
22. 22. Centers for Disease Control and Prevention. (2019). Social Media at CDC. URL: https://www.cdc.gov/socialmedia/. 16 September 2020
23. 23. Busch V, de Leeuw JR, de Harder A, Schrijvers AJ. Changing multiple adolescent health behaviors through school-based interventions: a review of the literature. J Sch Health 2013; 83(7): 514-23.
24. 24. Velardo, S., & Drummond, M. (2015). ‘Teacher health literacy: The importance of multiple healthy role models within the school environment’. Conference: Values into Action- A Brighter Future: Edited Proceedings of the 29th ACHPER International Conference. Adelaide, SA: ACHPER SA. 29th ACHPER International Conference. Adelaide. Apr 2015At: Adelaide
25. 25. Sanders LM, Federico S, Klass P, Abrams MA, Dreyer B. Literacy and child health: A systematic review. Arch Pediatr Adolesc Med 2009; 163(2): 131-140.
26. 26. Demir O, Yurdugül H. Self-directed learning with technology scale for young students: A validation study. E-international Journal of Educational Research 2013; 4(3): 58-73.
27. 27. Paakkari O, Torppa M, Kannas L, Paakkari L. Subjective health literacy: Development of a brief instrument for school-aged children. Scandinavian Journal of Public Health 2016; 44: 751–757.
28. 28. Haney MO. Psychometric testing of the Turkish version of the health literacy for school-aged children. Journal of Child Health Care 2018; 22(1): 97-107.
29. 29. Jacobs W, Amuta AO, Jeon KC. Health information seeking in the digital age: An analysis of health information seeking behavior among US adults. Cogent Social Sciences 2017; 3: 1302785
30. 30. Boonwattanopas N. Use of online social media and ehealth literacy of urban youth in phuket province, Thailand. Eau Heritage Journal Science and Technology 2016; 10(1): 48-62.
31. 31. Centers for Disease Control and Prevention. (2013). Social Media at CDC. URL: https://www.cdc.gov/socialmedia/ 11 April 2020
32. 32. Boulos K. On Social media in health literacy. Webmed Central Health Informatics 2012; 3(1): WMC002936
33. 33. Chen X, Hay JL, Waters EA, Kiviniemi MT, Biddle C, Schofield E, et al. Health literacy and use and trust in health information. Journal of Health Communication 2018; 23:8, 724-734.
34. 34. Rosenbaum JE, Johnson BK, Deane AE. Health literacy and digital media use: assessing the health literacy skills instrument short form and its correlates among African American college students. Digital health. 2018; 14: 4,2055207618770765.
35. 35. Johnson KA. The effect of Twitter posts on students’ perceptions of instructor credibility. Learning, Media and Technology. 2011; 36(1): 21-38.
36. 36. Vonderwell S, Turner S. Active learning and preservice teachers’ experiences in an online course: a case study. Journal of Technology and Teacher Education, 2005; 13(1), 65-84.
37. 37. Timothy T, Cheea TS, Beng LC, Sing CC, Ling KJH, Li CW, et al. The self-directed learning with technology scale (SDLTS) for young students: An initial development and validation. Computers & Education, 2010; 55(4): 1764-1771.
38. 38. Abrams MA, Klass P, Dreyer BP. Health literacy and children: introduction. Pediatrics. 2009; 124(3): 262-4.
39. 39. Ananiadou K, Claro M. (2009). 21st century skills and competences for new millennium learners in oecd countries, OECD Education Working Papers (Report no:41). France, Paris: OECD Publishing. http://dx.doi.org/10.1787/218525261154
40. 40. Bonk CJ, Lee MM, Kou XX, Shuya Xu, Feng-Ru S. Understanding the self-directed online learning preferences, goals, achievements, and challenges of mit open course ware subscribers. Educational Technology & Society 2015; 18(2): 349-365.
41. 41. Voogt J, Roblin NP. A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies 2012; 44: 299–321.
42. 42. Collins A, Halverson R. The second educational revolution: Rethinking education in the age of technology. Journal of Computer Assisted Learning 2010; 26:18–27.
43. 43. Mancuso JM. Health literacy: a concept/dimensional analysis. Nurs Health Sci 2008; 10(3): 248-55.