Üniversite Öğrencilerinde Akıllı Telefon Bağımlılık Riskinin Duygu Düzenleme ve Problem Çözme Üzerine Etkisi

Yıl 2025, Cilt: 35 Sayı: 4, 624 - 632, 29.08.2025

Suna Uysal Yalçın , Meryem Parlak , Hilal Nur Derin

https://doi.org/10.54005/geneltip.1643497

Öz

Amaç: Bu çalışma, akıllı telefon bağımlılığı riskinin üniversite öğrencilerinde duygusal düzensizlik ve problem çözme üzerindeki etkisini araştırmayı amaçlamaktadır.
Yöntem: Tanımlayıcı-ilişki arayıcı olarak gerçekleştirilen bu çalışmaya üniversitede öğrenim gören 354 öğrenci katılmıştır. Veriler bilgi formu, Akıllı Telefon Bağımlılığı Ölçeği-kısa form (ATBÖ), Problem Çözme Envanteri (PÇE) ve Duygu Düzenleme Güçlüğü Ölçeği-kısa form (DDGÖ-16) kullanılarak toplanmıştır. Verilerin analizinde frekans, yüzde, ortalama, Pearseon korelasyon ve doğrusal regresyon, bağımsız gruplar t -testi, tek yönlü varyans analizi (ANOVA) ve post hoc (Tukey, LSD) kullanılmıştır.
Bulgular: Öğrencilerin ATBÖ, PÇE ve DDGÖ puan ortalamaları sırasıyla 36,40±12,71, 99,52±24,12, 25,69±14,14’dır. ATBÖ ile PÇÖ ve DDGÖ arasında neden sonuç ilişkisini belirlemek üzere yapılan lineer regresyon analizinde akıllı telefon bağımlılığı riski bulunanların, problem çözme becerilerinde azalma (ß=0,331) ve duygu düzenleme becerilerinde güçlükler düzeyini arttırmaktadır (ß=0,172). Çalışmamızda, akıllı telefon bağımlılığı riskinin artmasının duygu düzenleme güçlüklerinde ve problem çözme becerilerinde azalmaya neden olduğu bulunmuştur.
Sonuç: Bu sonuç, bağımlılıkla mücadele eylem planlarında akıllı telefon bağımlılığı riskinin yol açtığı sorunları ortaya koymakta ve bu riskin azaltılması için önemli veriler sağlamaktadır. Ders müfredatlarına akıllı telefon bağımlılığı ile ilgili derslerin eklenmesi önerilmektedir.

Anahtar Kelimeler

Akıllı telefon , Bağımlılık , Problem çözme , Duygu düzenleme becerileri

Destekleyen Kurum

TUBİTAK 2209-A

Proje Numarası

1919B012222775

The Effect of Smartphone Addiction on Emotion Regulation and Problem Solving in University Students

Öz

Objective: This study aims to investigate the impact of smartphone addiction risk on emotional dysregulation and problem-solving in university students.
Methods: This descriptive-correlational study included 354 students in the university. Data were collected using the information form, Smartphone Addiction Scale-short form (SAS), Problem Solving Inventory (PSI), and Difficulties in Emotion Regulation Scale-brief form (DERS-16). Frequency, percentage, mean, Pearson correlation and linear regression, independent groups t-test, one-way analysis of variance (ANOVA) and post hoc (Tukey, LSD) were used in data analysis.
Results: The mean scores of the students were 36.40±12.71, 99.52±24.12, and 25.69±14.14 for SAS, PSI, and DERS-16, respectively. In the linear regression analysis performed to determine the cause-and-effect relationship between SAS and PSI and DERS-16, those at risk of smartphone addiction increased the level of decrease in problem solving skills (ß=0.331) and difficulties in emotion regulation skills (ß=0.172). In our study, an increased risk of smartphone addiction was found to cause a decrease in emotion regulation difficulties and problem-solving skills.
Conclusion: This result reveals the problems caused by the risk of smartphone addiction in action plans for combating addiction and provides important data for reducing this risk. It is recommended that courses related to smartphone addiction should be added to the course curricula.

Anahtar Kelimeler

Smartphone , Addiction , Problem solving , Emotion regulation skills

Destekleyen Kurum

This research was supported by TUBITAK 2209-A.

Proje Numarası

1919B012222775

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