THE FACTORS AFFECTING THE PROBLEMATIC INTERNET USAGE AND THE SOCIALIZATION LEVEL AMONG HEARING-IMPAIRED ADOLESCENTS

Yıl 2021, Cilt: 9 Sayı: 2, 402 - 413, 25.06.2021

Tugce Aktas Kucuktas Tülay Bülbül Betül Özen

https://doi.org/10.33715/inonusaglik.813063

Cited By: 1

Öz

This descriptive study was conducted to identify the factors affecting problematic internet usage and the socialization level among hearing-impaired adolescents. The study has been done with one hundred twenty six (97 males and 29 females) hearing-impaired students, aged between 14 and 21. The data were collected using Turkish Sign Language, by the researcher who received Sign Language Interpretation Training. ‘The Problematic Internet Usage Scale’ and ‘Socialization Level Scale’ were used as assessment instruments. The results showed that level of the problematic internet usage and the socialization of the participants were at a moderate level with mean scores of 83.8±19.8 on the Problematic Internet Usage Scale and 31.9±8.9 on the Socialization Level Scale. As hearing-impaired adolescents are encouraged to use more internet in order to increase their socialization level, risks as; problematic internet use, keeping young people away from society, and social exclusion should be taken into consideration.

Anahtar Kelimeler

Adolescent, Hearing-impaired, Problematic internet use, Socialization

İşitme Engelli Adolesanlarda Problemli İnternet Kullanımı ve Sosyalleşme Düzeylerini Etkileyen Faktörler

Öz

Bu tanımlayıcı çalışma, işitme engelli adolesanlarda problemli internet kullanımı ve sosyalleşme düzeylerini etkileyen faktörlerin belirlenmesi amacıyla yapıldı. Çalışma, yaşları 14 ile 21 aralığında olan 126 işitme engelli öğrenci (97 erkek ve 29 kadın) ile yapılmıştır. Veriler, İşaret Dili Tercümanlığı Eğitimi almış araştırmacı tarafından Türk İşaret Dili kullanılarak toplandı. Değerlendirme araçları olarak 'Problemli İnternet Kullanımı Ölçeği' ve 'Sosyalleşme Düzeyi Ölçeği' kullanıldı. Sonuçlar, katılımcıların Problemli İnternet Kullanım Ölçeği’nde 83.8±19.8 ve Sosyalleşme Düzeyi Ölçeği’nde 31.9±8.9 puan ortalamaları ile, problemli internet kullanımının ve sosyalleşme düzeylerinin orta düzeyde olduğunu gösterdi. İşitme engelli adolesanlar sosyalleşme düzeylerini artırmak için daha fazla internet kullanımına yönlendirilirken; problemli internet kullanımı, gençlerin toplumdan uzak tutulması ve sosyal dışlanma gibi riskler göz önüne alınmalıdır.

Anahtar Kelimeler

Adölesan, İşitme Engelli, Problemli Internet Kullanımı, Sosyalleşme

Kaynakça

• Aktürk, A. O., Çi̇çek, S. (2017). Variables that predict perceptions of parents about their own children’s levels of internet addiction. SDU International Journal of Educational Studies, 4(2), 155-165.
• Altıntaş, S., Öztabak, M. (2016). The study of the relationship between problematic internet usage of secondary school students and perceived parental attitudes. Journal of Education and Humanities: Theory and Practice, 7(13), 109-128.
• Batıgün, A. D., Kılıç, N. (2011). The relationships between internet addiction, social support, psychological symptoms and some socio-demographical variables. Turkish Journal of Psychology, 26(67), 1-10.
• Berber, R., Ersoy, A. (2011). Effects of sport to civilization of deaf person. (Unpublished master thesis). Dumlupinar University Institute of Health Sciences, Kutahya.
• Boonvisudhi, T., Kuladee, S. (2017). Association between internet addiction and depression in Thai medical students at Faculty of Medicine, Ramathibodi Hospital. PLoS One, 12(3), e0174209.
• Bruno, A., Scimeca, G., Cava, L., Pandolfo, G., Zoccali, R., Muscatello, M. R. A. (2014). Prevelance of internet addiction in a sample of Southern Italian High School students. International Journal of Mental Health Addiction, 12(6), 708-715.
• Ceyhan, A. A. (2011). Predictors of adolescents’ problematic internet use levels. Journal of Child and Adolescent Mental Health, 18(2), 85-94.
• Ceyhan, E., Ceyhan, A. A., Gurcan, A. (2007). The validity and reliability of the problematic internet usage scale. Educational Sciences: Theory & Practice, 7(1), 387-416.
• Chou, W., Huang, M., Chang, Y., Chen, Y. H., Yen, C. (2017). Social skills deficits and their association with internet addiction and activities in adolescents with attention-deficit/hyperactivity disorder. Journal of Behavioral Addictions, 6(1), 42–50.
• Dufour, M., Gagnon, S. R., Nadeau, L., Legare, A. A., Laverdiere, E. (2018). Clinical profile of adolescents being treated for problematic internet use. Can J Psychiatry, 64(2), 136-144.
• Eldeleklioğlu, J., Vural, M. (2013). Predictive effects of academic achievement, internet use duration, loneliness and shyness on internet addiction. Hacettepe University Journal of Education, 28(1), 141-152.
• Eraslan-Çapan, B., Sarıçalı, M. (2016). The role of social and emotional loneliness in problematic facebook use. Inonu University Journal of the Faculty of Education, 17(3), 53-66.
• Fajardo, I., Parra, E., Canas, J. J. (2010). Do sign language videos improve web navigation for deaf signer users?. Journal of Deaf Studies and Deaf Education, 5(3), 242-262.
• Ferraro, G., Caci, B., D’amico, A., Di Blasi, M. (2007). Internet addiction disorder: An Italian study. Cyber Psychology & Behavior, 10(2), 170-175.
• Guana, S. S. A., Subrahmanyam, K. (2009). Youth internet use: Risks and opportunities. Current Opinion in Psychiatry, 22(4), 351-356.
• Günlü, A., Ceyhan, A. A. (2017). Investigating adolescents’ behaviors on the internet and problematic internet usage. The Turkish Journal on Addictions, 4(1), 75–117.
• Günüç, S., Kayri, M. (2010). The profile of internet dependency in Turkey and development of internet addiction scale: Study of validity & reliability. Hacettepe University Journal of Education, 39,220-232.
• International Telecommunication Union (ITU). (2017). ICT facts and figures. Geneva, Switzerland.
• Karaca, M. F., Bayır, S. (2018). Turkish sign language analysis: Communication and grammar. National Journal of Education Academy, 2(2), 35-58.
• Kıran-Esen, B., 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.
• Kizir, M., Çiftçi-Tekinarslan, I. (2016). Social skills training for individuals with hearing impairment: A review. Current Research in Education, 2(3),149-164.
• Köten, E., Erdoğan, B. (2014). Disabled youth, social exclusion and internet. Istanbul: Istanbul Gelisim University Press.
• Nalwa, K., Anand, A. P. (2003). Internet addiction in students: A cause of concern. Cyber Psychology & Behavior, 6(6), 653-656.
• Odacı, H., Çikrıkci, O. (2017). Differences in problematic internet use based on depression, anxiety and stress levels. The Turkish Journal on Addictions, 4(1), 1‒61.
• Odacı, H., Kalkan, M. (2010). Problematic internet use, loneliness and dating anxiety among young adult university student. Computers & Education, 55(3), 1091-1097.
• Olusanya, B., Neuman, J. K., Saunder, J. (2014). The global burden of disabling hearing impairment:A call to action. Bull World Health Organ, 92(5), 367-373.
• Raghavendra, P., Grace, E., Newman, L. (2013). They think I’m really cool and nice: The impact of internet support on the social networks and loneliness of young people with disabilities. Telecommunications, 63(2), 221-225.
• Sırakaya, M., Seferoğlu, S. S. (2013). Investigation of problematic internet usage of teacher candidates. Hacettepe University Journal of Education, 28(1), 356-368.
• Subaşıoğlu, F. (2000). Access to internet of people with disabilities. Turkish Librarianship, 14(2), 188-204.