The mediating role of coping skills in the relationship between technology addiction and emotion regulation skills in gifted adolescents

Abstract

Gifted adolescents are individuals who can combine knowledge, skills and creativity and use them effectively in one or more of the valuable areas of human performance. The importance of examining technology addiction, emotion regulation and coping skills in adolescents is increasing. The main purpose of this study is to examine the mediating role of coping skills in the relationship between technology addiction and emotion regulation skills in gifted adolescents. In this direction, the relational screening model was applied in this study. The study group of the study is 246 adolescents between the ages of 10-18 who study at Science and Art Centers and volunteered to participate in the study. In the study, “Demographic Information Form”, “Technology Addiction Scale”, “Emotion Regulation Scale in Children and Adolescents” and “Coping Scale for Adolescents” were applied and data were obtained. In demographic variables, the means of two groups were compared and independent sample t-test was performed. One-way ANOVA test was used in comparisons of more than two independent groups. In the evaluation of the dependent variable by the independent variable/variables, both univariate and multivariate regression analysis were performed. Pearson correlation coefficient was calculated in the relationship analysis of the scales. As a result of the data analysis, it was determined that the level of technology addiction of adolescents was significantly high. The "negative coping" and "avoidant coping" levels of adolescents were significantly high. "Active coping" levels were significantly low. When the mediating role of coping skills in the relationship between technology addiction and emotion regulation skills in gifted adolescents was examined; according to the results obtained, it was determined that there was a negative and significant relationship between technology addiction and active coping. It was determined that there was a positive and significant relationship between technology addiction and negative coping. Coping strategy does not play a mediating role in the relationship between technology addiction and emotion regulation skills. However, in the analyses performed; it was shown that "avoidant coping strategy" played a full mediating role in the relationship between technology addiction and emotion regulation skills. When the mediating role of active coping strategies in the relationship between technology addiction and emotion regulation skills was examined; it was determined that active coping strategies did not play a mediating role. It is anticipated that the research will provide important information infrastructure for interventions regarding technology addiction, emotion regulation and coping skills of gifted adolescents.

Keywords

• technology addiction
• emotional regulation
• coping skills
• Gifted adolescents

References

1. Ackerman, C. M. (1997). Identifying gifted adolescents using personality characteristics: Dabrowski’s overexcitabilities. Roeper Review, 19(4), 229-236.
2. Akarsu, B., & Akarsu, B. (2019). Bilimsel araştırma tasarımı: Nicel, nitel ve karma araştırma yaklaşımları [Scientific research design: Quantitative, qualitative, and mixed research approaches]. Cinius Publishing.
3. Arslankoç, S., Doruk, Ç. S., & Koçak, O. (2023). Dijital bağımlılık ve öz-kontrol ilişkisinde psikolojik sağlamlığın aracı rolü [The mediating role of psychological resilience in the relationship between digital addiction and self-control]. Dicle University Social Sciences Institutes Journal, 34, 467-496.
4. Aydın, F. (2017). Teknoloji bağımlılığının sınıf ortamında yarattığı sorunlara ilişkin öğrenci görüşleri [Student opinions on the problems caused by technology addiction in the classroom environment]. (Master's thesis, Ankara University, Turkey).
5. Ayhan-Bostancı, G. (2020). 9-12 yaş arasındaki özel yetenekli çocukların bilgisayar bağımlılıkları ile sosyal beceri düzeyleri arasındaki ilişki [The relationship between computer addiction and social skill levels in gifted children aged 9-12]. (Master's thesis, Çağ University, Turkey).
6. Bar-On, R., & Kobus-Maree, J. G. (2009). In search of emotional-social giftedness: A potentially viable and valuable concept. In L. Shavinina (Ed.), International Handbook on Giftedness (pp. 559-570). Springer.
7. Bedel, A., Işık, E., & Hamarta, E. (2014). Ergenler İçin Başa Çıkma Ölçeğinin (EBÇÖ) geçerlik ve güvenirlik çalışması [The validity and reliability study of the Coping Scale for Adolescents (CSA)]. Education and Science, 39(176), 227-235.
8. Braunstein, L. M., Gross, J. J., & Ochsner, K. N. (2017). Explicit and implicit emotion regulation: A multi-level framework. Social Cognitive and Affective Neuroscience, 12, 1545-1557. https://doi.org/10.1093/scan/nsx096

9. Clark, B. (2015). Growing up gifted: Developing the potential of children at school and at home. (F. Kaya & Ü. Oğurlu, Trans.). Nobel.
10. Cresswell, J. W. (2007). Qualitative inquiry and research design (2nd ed.). Sage.
11. Davis, G. A. (2014). Üstün yetenekli çocuklar ve eğitimi: Öğretmenler ve ebeveynler için el kitabı [Handbook for teachers and parents on the education of gifted children]. (M. Işık Koç, Trans.). Özgür Publishing.
12. Eren, F., Çete, A. Ö., Avcil, S., & Baykara, B. (2018). Emotional and behavioral characteristics of gifted children and their families. Archives of Neuropsychiatry, 55(2), 105-117.
13. Falsetti, S. A., & Resnick, H. (1997). Frequency and severity of panic attack symptoms in a treatment-seeking sample of trauma victims. Journal of Traumatic Stress, 10, 683-689.
14. Gavriel-Fried, B., & Ronen, T. (2016). Positive emotions as a moderator of the associations between self-control and social support among adolescents with risk behaviors. International Journal of Mental Health and Addiction, 14, 121-134. https://doi.org/10.1007/s11469-015-9580-z
15. Hill, C. L., & Updegraff, J. A. (2012). Mindfulness and its relationship to emotional regulation. Emotion, 12(1), 81-97.
16. Hökelekli, H., & Gündüz, T. (2004). Üstün yetenekli çocukların karakter özellikleri ve değerler eğitimi [Character traits and values education of gifted children]. In Proceedings of the Gifted Children Conference (p. 131). Child Foundation Publishing.
17. Hughes, D. J., Kratsiotis, I. K., Niven, K., & Holman, D. (2020). Personality traits and emotion regulation: A targeted review and recommendations. Emotion, 20, 63-67. https://doi.org/10.1037/emo0000644
18. Ivcevic, Z., & Brackett, M. (2014). Predicting school success: Comparing conscientiousness, grit, and emotion regulation ability. Journal of Research in Personality, 52, 29-36. https://doi.org/10.1016/j.jrp.2014.06.005
19. Jost, M. (2006). İleri zekâlı çocukları tespit etmek ve desteklemek [Identifying and supporting highly intelligent children]. İlya Publishing.
20. Karabulut-Coşkun, B., & Akar, İ. (2022). Internet addiction in gifted students: A systematic review of the literature. Technology, Innovation and Special Education Research, 2(1), 78-92.
21. Khan, H. U. (2019). Measuring internet addiction in Europe-based knowledge societies: A case study of France. International Journal of Business Information Systems, 32(2), 199-216.
22. Kiewra, K. A., & Rom, B. A. (2019). A glimpse inside the lives of the academically talented: What merit scholars and their parents reveal. High Ability Studies, 1-20. https://doi.org/10.1080/13598139.2019.1661224
23. Kitsantas, A., Bland, L., & Chirinos, D. S. (2017). Gifted students’ perceptions of gifted programs: An inquiry into their academic and social-emotional functioning. Journal for the Education of the Gifted, 40(3), 266-288.
24. Kurnaz, A., & Tepe, A. (2019). Examining internet addiction in gifted and talented students through different variables. Addicta: The Turkish Journal on Addictions, 6, 665-689. https://doi.org/10.15805/addicta.2019.6.3.0025
25. McMahon, T. P., & Naragon-Gainey, K. (2019). The multilevel structure of daily emotion-regulation-strategy use: An examination of within-and between-person associations in naturalistic settings. Clinical Psychological Science, 7, 321-339.
26. Moqbel, M., & Kock, N. (2018). Unveiling the dark side of social networking sites: Personal and work-related consequences of social networking site addiction. Information & Management, 55(1), 109-119.
27. Mudrak, J., & Zabrodska, K. (2015). Childhood giftedness, adolescent agency: A systemic multiple-case study. Gifted Child Quarterly, 59(1), 1-17.
28. Özbay, Y., Palancı, M., Kandemir, M., & Çakır, O. (2012). Üniversite öğrencilerinin öznel iyi oluşlarının duygusal düzenleme, mizah, sosyal öz-yeterlik ve başa çıkma davranışları ile yordanması [Predicting subjective well-being of university students through emotional regulation, humor, social self-efficacy, and coping behaviors]. Turkish Journal of Educational Sciences, 10(2), 325-345.
29. Özer, M. (2023). Türkiye’de özel yeteneklilere yetenek geliştirme desteğinde bilim ve sanat merkezleri: mevcut durum ve iyileştirme alanları [Science and art centers for talent development support for the gifted in Turkey: Current status and areas for improvement]. Ministry of National Education.
30. Parker, J. D. A., & Endler, N. S. (1992). Coping with coping assessment: A critical review. European Journal of Personality, 6(5), 321-344.
31. Pfeiffer, S. I. (2002). Identifying gifted and talented students. Journal of Applied School Psychology, 19(1), 31-50. https://doi.org/10.1300/J008v19n01_03
32. Renzulli, S. J. (1998). The three-ring conception of giftedness. In S. M. Baum, S. M. Reis, & L. R. Maxfield (Eds.), Nurturing the gifts and talents of primary grade students (pp. 133-172). Creative Learning Press.
33. Rey, L., Neto, F., & Extremera, N. (2020). Cyberbullying victimization and somatic complaints: A prospective examination of cognitive emotion regulation strategies as mediators. International Journal of Clinical and Health Psychology, 20(2), 135-139.
34. Roberts, J., Petnji, L., & Manolis, C. (2014). The invisible addiction: Cell-phone activities and addiction among male and female college students. Journal of Behavioral Addictions, 254-265.
35. Tetik, S. (2019). Çocuk ve Ergenlerde Duygu Düzenleme Ölçeği’nin Türkçeye uyarlanması [Adaptation of the Emotion Regulation Scale for Children and Adolescents into Turkish]. (Master's thesis, Çukurova University, Adana).
36. Yavuz, O. (2018). Özel yetenekli öğrencilerde internet ve oyun bağımlılığı ile algılanan sosyal destek düzeylerinin incelenmesi [Examining the levels of internet and gaming addiction and perceived social support among gifted students]. Life Skills Journal of Psychology, 2(4), 281-296.
37. Zammuner, V. L. (2019). Adolescents’ coping strategies influence their psychosocial well-being. Current Journal of Applied Science and Technology, 36(3), 1-17.