ECZACILIK ÖĞRENCİLERİNİN İNTERNET ÖZ-YETERLİKLERİ

Yıl 2021, , 34 - 40, 18.01.2021

Nilay Tarhan

https://doi.org/10.33483/jfpau.842976

Öz

Amaç: Bu çalışmada eczacılık öğrencilerinin internet öz-yeterlik düzeylerinin tespit edilmesi, eczacılık öğrencileri örnekleminde İnternet Öz-yeterliği Ölçeğinin faktör yapısının belirlenerek bazı değişkenlerin alt boyutlar üzerindeki etkisinin incelenmesi amaçlanmıştır. 

Gereç ve Yöntem: Birinci sınıfta bulunan eczacılık öğrencilerine Türkçe geçerlik ve güvenirliği Akın ve arkadaşları (2014) tarafından yapılmış İnternet Öz-yeterliği Ölçeğini içeren anket formu uygulanmıştır. Açıklayıcı faktör analizi (AFA), t testi ve ANOVA analizi yapılmış ve ölçek puanları hesaplanmıştır.

Sonuç ve Tartışma: AFA sonucunda 4 faktörlü bir yapı ortaya çıkmış olup tüm faktör yüklerinin 0,5’ten fazla olduğu görülmüştür. İnternette 3-5 saat arasında zaman geçirenlerin 3 saatten az zaman geçirenlere göre iletişim faktörüne daha yüksek yanıt verdikleri, üretkenlik faktöründe kadınların erkeklerden daha yüksek ortalamaya sahip olduğu belirlenmiştir. Ölçek puanlarının ortalaması 78,25 standart sapması ise 19,11 olarak bulunmuştur. Eczacı adaylarının internet öz-yeterliklerinin eczacılık eğitimlerini ve gelecekteki eczacılık hizmetlerini etkileyebileceği göz önüne alındığında bu konuya önem verilmelidir.

Anahtar Kelimeler

Eczacılık, eczacılık eğitimi, eczacılık hizmetleri, internet öz-yeterliği

INTERNET SELF-EFFICACY OF PHARMACY STUDENTS

Öz

Objective: This study aimed to determine the internet self-efficacy levels of pharmacy students, to define the factor structure of the Internet Self-Efficacy Scale in pharmacy students sample, and to examine the effects of some variables on sub-dimensions.

Material and Method: A questionnaire including the Internet Self-efficacy Scale that Turkish validity and reliability were made by Akın et al. (2014), was applied to the first year pharmacy students. Explanatory factor analysis (EFA), t test and ANOVA analysis were performed and scale scores were calculated.

Result and Discussion: As a result of EFA, a 4-factor structure emerged and it was observed that all factor loadings were more than 0.5. It was determined that those who spend 3-5 hours on internet responded to the communication factor higher than those who spent less than 3 hours, and women had a higher average than men in generativity factor. Mean scale score was 78.25 and the standard deviation was 19.11. Considering that the internet self-efficacy of pharmacist candidates may affect their pharmacy education and future pharmacy services, importance should be given to this issue.

Anahtar Kelimeler

Internet self-efficacy, pharmacy, pharmacy education, pharmacy services

Kaynakça

• 1. Jokisch, M. R., Schmidt, L. I., Doh, M., Marquard, M., Wahl, H. W. (2020). The role of internet self-efficacy, innovativeness and technology avoidance in breadth of internet use: Comparing older technology experts and non-experts. Computers in Human Behavior, 106408.
• 2. Zhang, Y., Qin, X., Ren, P. (2018). Adolescents' academic engagement mediates the association between Internet addiction and academic achievement: The moderating effect of classroom achievement norm. Computers in Human Behavior, 89, 299-307.
• 3. Zheng, F., Khan, N. A., Hussain, S. (2020). The COVID 19 pandemic and digital higher education: exploring the impact of proactive personality on social capital through internet self-efficacy and online interaction quality. Children and Youth Services Review, 105694.
• 4. Saade, R., Kira, D. (2009). Computer anxiety in e-learning: the effect of computer self-efficacy. Journal of Information Technology Education, 8(1), 177–191.
• 5. Hsiao, B., Zhu, Y. Q., Chen, L. Y. (2017). Untangling the relationship between Internet anxiety and Internet identification in students: the role of Internet self-efficacy. Information Research, 22(2), paper 753.
• 6. Bandura, A. (1997). Self-efficacy; The exercise of control. New York: Freeman.
• 7. Aşkar, P., Umay, A. (2001). İlköğretim matematik öğretmenliği öğrencilerinin bilgisayarla ilgili öz-yeterlik algısı. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 21(21), 1-8.
• 8. Tsai, M. J., Tsai, C.C. (2003). Information searching strategies in web-based science learning: the role of Internet self-efficacy. Innovations in Education and Teaching International, 40(1), 43–50.
• 9. Alivernini, F., Lucidi, F. (2011). Relationship between social context, self-efficacy, motivation, academic achievement, and intention to drop out of high school: A longitudinal study. The Journal of Educational Research, 104(4), 241-252.
• 10. Yavuzalp, N., Bahcivan, E. (2020). The online learning self-efficacy scale: ıts adaptation into turkish and ınterpretation according to various variables. Turkish Online Journal of Distance Education, 21(1), 31-44.
• 11. Ekizoglu, N., Ozcinar, Z. (2010). The relationship between the teacher candidates’ computer and internet based anxiety and perceived self-efficacy. Procedia-Social and Behavioral Sciences, 2(2), 5881-5890.
• 12. Shcherbakova, N., Shepherd, M. (2014). Community pharmacists, Internet and social media: an empirical investigation. Research in Social and Administrative Pharmacy, 10(6), e75-e85.
• 13. Anderson, J. G. (2007). Social, ethical and legal barriers to e-health. International journal of medical informatics, 76, 480-483.
• 14. İzzettin, F. V., Yılmaz, Z. K., Okuyan, B., Sancar, M. (2019). Evaluation of satisfaction and internet self-efficacy of inquirers using an internet-based drug information centre. Journal of Taibah University medical sciences, 14(1), 67-72.
• 15. Chiu, Y. L., Liang, J. C., Mao, P. C. M., Tsai, C. C. (2016). Improving health care providers' capacity for self-regulated learning in online continuing pharmacy education: the role of internet self-efficacy. Journal of Continuing Education in the Health Professions, 36(2), 89-95.
• 16. Aslan, D., Yeğenoğlu, S., Küçük Biçer, B., Sözen Şahne, B., Acar Vaizoğlu, S., Özçelikay, G. (2013). Internet use of pharmacy students and its assessment with cognitive absorption scale. Acta Medica, 2, 53–58.
• 17. Cavaco, A. M. D. N., Schaafsma, E., Kucuk Bicer, B., Sözen Sahne, B., Volmer, D., Ozcelikay, G., Kurlovics, J., Krauja, N., Postma, M., Yegenoglu, S. (2017). Internet and computer use amongst european pharmacy undergraduates: exploring similarities and differences. Farmacia,65(3), 407-413.
• 18. Kim, Y., Glassman, M. (2013). Beyond search and communication: Development and validation of the Internet Self-efficacy Scale (ISS). Computers in Human Behavior, 29, 1421-1429.
• 19. Akın A, Kaya, M., Akın Ü., Sahranç, Ü., Uğur, E. (2014). İnternet öz-yeterliği ölçeği Türkçe formu’nun geçerlik ve güvenirliği. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 3(2), 404-415.
• 20. Sirakaya, M., Başarmak, U., Baltaci, Ö. (2015). Analysis of teacher candidates’ educational internet self-efficacy beliefs in terms of various variables. Procedia-Social and Behavioral Sciences, 174, 3094-3101.
• 21. Tsai, M. J., Tsai, C. C. (2010). Junior high school students’ Internet usage and self-efficacy: A re-examination of the gender gap. Computers & Education, 54(4), 1182-1192.