Experimental Research on Gifted Students and Social Media Communication Competence Program

Öz

The aim of this research was to develop a program to increase the social media communication competence levels of gifted students and to examine the effectiveness of the program. A 4- session program was developed within the scope of the research. The developed program was named SOMCOPGIS (Social Media Communication Competence Program for Gifted Students). A total of 32 experimental and control groups were formed using a random assignment method. The groups consisted of adolescent volunteers between the ages of 13 and 18 who all had low social media proficiency levels. In the data analysis non-parametric Friedman, Mann Whitney U tests, Social Media Competence Scale and analysis methods were used. Differences were found between the gifted students who participated in the SOMCOPGIS program and those who did not. It was observed that there was no significant difference in the social media competence scale scores of the adolescents in the control group obtained with the pre-test, post-test and follow-up test scales. This shows that SOMCOPGIS increased the social media communication proficiency level of the adolescents in the experimental group. This increase was found to be permanent with the follow-up test.

Anahtar Kelimeler

• Communication studies
• social media
• competence scale
• gifted program

Kaynakça

1. Alber, J. M., Bernhardt, J. M., Stellefson, M., Weiler, R. M., Anderson-Lewis, C., Miller, M. D., & MacInnes, J. (2014). Designing and testing an inventory for measuring social media competency of certified health education specialists. Journal of Medical Internet Research, 17(9), 221-221. doi: 10.2196/jmir.4943. google scholar
2. Alber, J. M., Bernhardt, J. M., Stellefson, M., Weiler, R. M., Anderson-Lewis, C., Miller, M. D., & MacInnes, J. (2014). Designing and testing an inventory for measuring social media competency of certified health education specialists. Journal ofMedical Internet Research, 17(9), 221-221. google scholar
3. Ali, H., & Alrayes, A. (2019). The role of technology in gifted and talented education: A review of descriptive and empirical research. University of Bahrain - English Language Center The 2nd International Conference Foundation Programs: Innovation and Technology ‘Shaping the Future of ELT’ / 26-38. doi: 10.18502/kss. v3i24.5165 google scholar
4. Anderson, M., & Jingjing, J. (2018). Teens, Social Media & Technology 2018. Retrieved from: https://www. pewresearch.org/internet/2018/05/31/teens-social-media-technology-2018/ google scholar
5. Aydın, G.Ç., & Başol, O. (2014). X ve Y Kuşağı: Çalışmanın anlamında bir değişme var mı? Electronic Journal of Vocational Colleges, 4(4),1-15. google scholar
6. Barrington, Imogen G. (2014) Teacher Perceptions and Responses to the Implementation of the Gifted and Talented Initiative in Gloucestershire and Wiltshire Primary Schools. Masters thesis, University of Gloucestershire. google scholar
7. Baştürk Akca, E., Sayımer, İ., Balaban Salı, J., & Ergün-Başak, B. (2014). Siber zorbalığın nedenleri, türleri ve medya okuryazarlığı eğitiminin önleyici çalışmalardaki yeri. Elektronik Mesleki Gelişim ve Araştırma Dergisi (EJOIR), 2(2), 17-30. google scholar
8. Bilgiç, H.G., & Seferoğlu, S.S. (2020). Z kuşağının sosyal ağlarda karşı karşıya olduğu tehlikeler ve onları bu tehlikelerden korumaya yönelik öneriler. Gençlik ve Dijital Çağ, 53-68. google scholar

9. Binark, M. (2014). Yeni medya çalışmalarında araştırma yöntem ve teknikleri. İstanbul:Ayrıntı Yayınları. google scholar
10. Buchanan, R., Southgate, E., Smith, S.P., Murray, T., & Noble, B. (2017). Post no photos, leave no trace: Children’s digital footprint management strategies. E-Learning and Digital Media, 14(5) 275-290. google scholar
11. Buescher, T. M. (1985). A framework for understanding the social and emotional development of gifted adolescents. Roeper Review, 8(1). 10-15. google scholar
12. Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı- istatistik, araştırma deseni, spss uygulamaları ve yorum (15. Baskı). Ankara: Pegem Akademi. google scholar
13. Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. ve Demirel, F. (2014). Bilimsel araştırma yöntemleri. Ankara: Pegem google scholar
14. Calancie, O., Ewing, L., Narducci L.D., Horgan, S., & Khalid-Khan, S. (2017). Exploring how social networking sites impact youth with anxiety: A qualitative study of Facebook stressors among adolescents with an anxiety disorder diagnosis. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 11(4), doi:10.5817/ CP2017-4-2. google scholar
15. Can, A. (2013). SPSS ile bilimsel araştırma süresince nicel veri analizi. Ankara: Pegem Akademi Yayıncılık. google scholar
16. Carr, C. T., & Hayes, R. A. (2015). Social media: Defining, developing, and divining. Atlantic Journal of Communication, 23, 46-65. https://doi.org/10.1080/15456870.2015.972282 google scholar
17. CCEA Report (2006). Gifted and talented children in (and out) of the classroom. World Wide Web for Gifted and Talented Student, A Report for the Council of Curriculum, Examinations and Assessment. Retrieved from: http://www.nicurriculum.org.uk/docs/inclusion_and_sen/gifted/gifted_children_060306.pdf google scholar
18. Chadwick, S. (2014). Impacts of cyberbullying, Building social and emotional resilience in schools. New York: Springer Cham Heidelberg. google scholar
19. Cohen-Almagor, R. (2018). Social responsibility on the Internet: Addressing the challenge of cyberbullying. Aggression and Violent Behavior, 39, 42-52. doi: 10.1016/j.avb.2018.01.001 google scholar
20. Dauber, S. L., & Benbow, C. P. (1990). Aspects of personality and peer relations of extremely talented adolescents. Gifted Child Quarterly, 34, 10-15. google scholar
21. Diezmann, C.M., & Watters, J.J. (1995). Off with the Fairies or Gifted? The Problems of the Exceptionally Gifted Child. google scholar
22. Erdur-Baker, Ö., & Tanrıkulu, İ. (2010). Psychological consequences of cyber bullying experiences among Turkish secondary school children. Procedia Social and Behavioral Sciences, 2, 2771- 2776. doi: 10.1016/j. sbspro.2010.03.413 google scholar
23. Erol, B. (2019). Bilişsel davranışçı yaklaşıma dayalı psiko-eğitim programının ergenlerin problemli internet kullanım düzeylerine etkisi. (Yayımlanmamış Doktora Tezi). Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara. google scholar
24. Eshet, Y. (2012). Thinking in the digital era: A revised model for digital literacy. Issues in Informing Science and Information Technology, 9, 267-276. doi: 10.28945/1621 google scholar
25. Gama, M. C. S. S. (2006). Educaçâo de superdotados: teoria e pratica (Gifted education: theory and practice), Sâo Paulo: EPU. google scholar
26. Gonzalez-Cabrera, J., Touron, J., Machimbarrena, J.M., Gutierrez-Ortega, M., Âlvarez-Bardon A., & Maite Garaigordobil, M. (2019). Cyberbullying in gifted students: prevalence and psychological well-being in a spanish sample. Int. J. Environ. Res. Public Health 2(16), 2173, 2-14. https://doi.org/10.3390/ijerph16122173 google scholar
27. Güzel, M., & Kara,N. (2017) Özel yetenekli öğrencilerin yeni medya kullanımları ve akademik başarılarına etkisi. Gençlik Araştırmaları Dergisi,5 (12), 115-123. google scholar
28. Han, D. H., Kim, S. M., Lee, Y. S., & Renshaw, P. F. (2012). The effect of family therapy on the changes in the severity of on-line game play and brain activity in adolescents with on-line game addiction. Psychiatry Research: Neuroimaging, 202(2), 126-131. doi: 10.1016/j.pscychresns.2012.02.011. google scholar
29. Islam, S. (2020). UNICEF issues tips on protecting adolescents from increased online risks during COVID-19. Retireved from https://www.unicef.org/laos/press-releases/unicef-issues-tips-protecting-adolescents-increased-online-risks-during-covid-19 google scholar
30. İgit, A. (2020). Sosyal medyanın ötesi/ndekiler: vitrin/dekiler ile dönüşen etkileşimli iletişim süreci. A.İgit ve Ö. Sayılgan (Ed.), Dijital İletişim Kuram ve Araştırmaları kitabı içinde, (s.27-52). Ankara: Nobel. google scholar
31. Kara, N., Geçer, E. & Şahin, Ç. (2020). Social media habits through a new media literacy perspective: A case of gifted students. Athens Journal of Mass Media and Communications, 6(3), 191-208. https://doi.org/10.30958/ ajmmc.6-3-4. google scholar
32. Karakaya, İ. (2009). Bilimsel araştırma yöntemleri. A. Tanrıdöğen (Ed.), Bilimsel araştırma yöntemleri içinde (s.55-84) Ankara: Anı. google scholar
33. Karasar N. (2006). Bilimsel araştırma yöntemi. (16. Baskı). Ankara. Nobel Yayın Dağıtım. google scholar
34. Kelly, Y., Zilanawala, A., Booker, C., & Sacker, A. (2018). Social media use and adolescent mental health: findings from the uk millennium cohort study, E-Clinical Medicine, 6. 59-68. google scholar
35. Kestel, M., & Akbıyık, C. (2016). Siber zorbalığın öğrencilerin akademik, sosyal ve duygusal durumları üzerindeki etkisinin incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 12(3), 844-859. doi: 10.17860/ mersinefd.282384 google scholar
36. Knutson, J. (2019). How to teach your students to think before they post; who are you online? Common Sense Education, Retireved from: https://www.commonsense.org/education/articles/how-to-teach-your-students-to-think-before-they-post. google scholar
37. Koç, İ. (2015). Bilim ve sanat merkezine devam eden özel yetenekli öğrencilerin iletişim becerileriyle ilgili görüşleri, Üstün Yetenekliler Eğitimi Araştırmaları Dergisi, 1 (3), 39-53. google scholar
38. Köroğlu, İ.Ş. (2015). Üstün yetenekli dijital yerlilerin sosyal medya kullanımları üzerine nicel bir çalışma. İletişim Kuram ve Araştırma Dergisi, 40, 267-290. google scholar
39. Kurnaz, A., & Tepe, A. (2019). Üstün zekâlı ve yetenekli öğrencilerde internet bağımlılığı düzeyinin farklı değişkenlere göre incelenmesi. Addicta: The Turkish Journal on Addictions, 6, 665-689. http://dx.doi. org/10.15805/addicta.2019.6.3.0025T google scholar
40. Kuss, D. J., & Griffiths, M. D. (2011). Online social networking and addiction a review of the psychological literature. International of Journal Environmental Research and Public Health, 8, 3528-3552. doi: 10.3390/ ijerph8093528 google scholar
41. Lang, J. D., Cruse, S., McVey, F. D. & McMasters, J. (1999). Industry expectations of new engineers: A survey to assist curriculum designers. Journal ofEngineering Education, 88(1), 43-51. doi:10.1002/j.2168-9830.1999.tb00410x. google scholar
42. Levickaite, R. (2010). Generations X Y Z: How social networks form the concept of the world without borders the case of lithuania. LIMES, 3(2), 170-183. https://doi.org/10.3846/limes.2010.17 google scholar
43. Lewis, S. A. (1999). Selected aspects of communicative competence among gifted adolescents (Order No. 9963716). Available from ProQuest Dissertations & Theses Global. google scholar
44. Livingstone, S., & Blum-Ross, A. (2018). Ekran süresi’ kavramının artık modası geçmiş olduğu sonucuna varabiliriz. TRT Akademi, 3 (6).752-763. google scholar
45. Martinez-Monteagudo, M.C., Delgado, B., Ingles, C.J.,& Escortell, R.(2020). Cyberbullying and social anxiety: A latent class analysis among spanish adolescents. Environmental Research and Public Health, 17(2), 406, 213. https://doi.org/10.3390/ijerph17020406 google scholar
46. Micheli, M., Lutz, C., & Büchi, M. (2018). Digital footprints: An emerging dimension of digital inequality. Journal of Information, Communication & Ethics in Society 16(3), 242-251. https://doi.org/10.1108/ JICES-02-2018-0014. google scholar
47. Morreale, S. P., & Osbon, M. M. & Pearson, J. D. (2000). Why communication is important: a rationale for the centrality of the study of communication. Journal of the Association for Communication Administration, 29, 1-25. google scholar
48. Nolte, M. (2018). Fostering mathematically gifted students with complex fields of problems, Teaching Gifted and Talented Children in a New Educational Era, University of Primorska Press: Koper, 147-156. google scholar
49. O’Keeffe, G. S., & Clarke-Pearson, K. (2011). The impact of social media on children, adolescents, and families. Journal of American Academy of Pediatrics, 127(4), 800-804. google scholar
50. Özcan, D., & Bicen, H. (2016). Giftedness and technology. Procedia Computer Science 102, 630- 634. doi: 10.1016/j. procs.2016.09.453 google scholar
51. Pantic, I., Damjanovic, A., Todorovic, J., Topalovic, D., Bojovic-Jovic, D., Ristic, S., & Pantic, S. (2012). Association between online social networking and depression in high school students: Behavioral physiology viewpoint. Psychiatria Danubina, 24(1), 90-93. google scholar
52. Park, Y. (2016). 8 digital life skills all children need - and a plan for teaching them. Retireved from: https://www. weforum.org/agenda/2016/09/8-digital-life-skills-all-children-need-and-a-plan-for-teaching-them/ google scholar
53. Peker, A., & İskender, M. (2015). İnsani Değerler Yönelimli Psiko-Eğitim Programının Siber Zorbalık Üzerindeki Etkisi. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 19(1), 11-22. google scholar
54. Piske, F.H.R., Stoltz, Tania & Machado, J. (2014). Creative education for gifted children, Scientific Research, Creative Education, 5, 347-352, Federal University of Parana, Curitiba, Brazil, http://dx.doi.org/10.4236/ ce.2014.55044 google scholar
55. Prensky, M. (2001). Digital natives digital immigrants, from on the horizon (MCB University Press, Vol. 9 No. 5, October 2001) Retireved from https://www.marcprensky.com/writing/Prensky%20-%20Digital%20 Natives,%20Digital%20Immigrants%20-%20Part1.pdf google scholar
56. Ribble, M.S., Bailey, G. D., & Ross, T. (2004). Digital citizenship: Addressing appropriate technology behavior, Learning & Leading with Technology, 32(1), 6-9 https://files.eric.ed.gov/fulltext/EJ695788.pdf google scholar
57. Sampasa-Kanyinga, H., Chaput, J.P., & Hamilton, H.A. (2019). Social media use, school connectedness, and academic performance among adolescents. The Journal of Primary Prevention, 40,189-211. doi:10.1007/s10935-019-00543-6 google scholar
58. Sheffield, C. C. (2007). Technology and the gifted adolescent: Higher-order thinking, 21st century literacy, and the digital native. Meridian, 10, 5. Retrieved from: http: //www.ncsu.edu/meridian/sum2007/gifted/index.htm google scholar
59. Singer, F. M., Sheffield, L. J., Freiman, V. & Brandl, M. (2016). Research on and activities formathematically gifted students. Cham, Switzerland: Springer. google scholar Sureda Garcia, I., Lopez Penades, R., Rodriguez Rodriguez, R., & Sureda Negre, J. (2020). Cyberbullying and internet addiction in gifted and nongifted teenagers. Gifted Child Quarterly, doi:10.1177/0016986220919338. google scholar
60. Tarhan, N. & Nurmedov, S. (2011). Bağımlılık: Sanal veya gerçek. İstanbul: Timaş. google scholar
61. Thorisdottir, I.E., Sigurvinsdottir, R., Asgeirsdottir, B.B., Allegrante, J.P.,& Sigfusdottir, I.D. (2019). active and passive social media use and symptoms of anxiety and depressed mood among icelandic adolescents, Cyberpsychology, Behavior, and Social Networking, 22(8), 535- 542. doi: 10.1089/cyber.2019.0079. google scholar
62. Timisi, N. (2003). Yeni iletişim teknolojileri ve demokrasi. Ankara: Dost Kitabevi. google scholar
63. Tuncer, M.U. (2016). Ağ toplumunun çocukları: Z kuşağının kişilerarası iletişim becerilerinin çok boyutlu analizi. Atatürk İletişim Dergisi, 10. 32-45. google scholar
64. Uhis, Y.T., Ellison, N.B., & Subrahmanyam, K. (2017). Benefits and costs of social media in adolescence. Pediatrics, 140 (2), 67-70. doi:10.1s542/peds.2016-1758E. google scholar
65. Xu, S., Yang, H. H., MacLeod, J., & Zhu, S. (2018). Social media competence and digital citizenship among college students. Convergence: The International Journal of Research into New Media Technologies, 135485651775139. doi:10.1177/1354856517751390 google scholar
66. Uzun, Ö., Yıldırım, V., & Uzun E (2016). Dikkat eksikliği hiperaktivite bozukluğu olan ergenlerde sosyal medya kullanım alışkanlıkları ve sosyal medya bağımlılığı, benlik saygısı ve algılanan sosyal destek ilişkisi. TJFM&PC, 10(3):142-147. https://doi.org/10.21763/tjfmpc.16425 google scholar
67. van Dick, J. (2018). Ağ toplumu. İstanbul: Epsilon Yayınevi. google scholar
68. Yetim, S. (2015). Siber zorbalık, Türkiye ve ABD karşılaştırması (ABD v. drew dosyası). TBB Dergisi, (120), 325-384. Retireved from: http://tbbdergisi.barobirlik.org.tr/m2015-120-1516. google scholar
69. Zhou, Q., & Jung, H. (2019). Learning and sharing creative skills with short videos: A case study of user behavior in tiktok and bilibili. International Association of Societies of Design Research Conference. google scholar
70. Zhu, S., Hao Yang, H., Xu, S., & MacLeod, J. (2018). Understanding social media competence in higher education: Development and validation of an instrument. Journal of Educational Computing Research, 0(0) 1-21. doi: 10.1177/0735633118820631 google scholar
71. Ziegler, A., & Phillipson, S. N. (2012). Towards a systemic theory of giftedness, High Ability Studies, 23(1), 3-30. doi: 10.1080/13598139.2012.679085 google scholar