Lise Öğrencilerine Verilen Teknoloji Bağımlılığı Farkındalık Eğitiminin Etkinliğinin Değerlendirilmesi: Randomize Kontrollü Deneysel Araştırma

Year 2023, Volume: 20 Issue: 54, 518 - 528, 31.07.2023

Derya Yanık , Rukiye Arslan

https://doi.org/10.26466/opusjsr.1278107

Abstract

Bu araştırmada; lise öğrencilerine verilen Teknoloji Bağımlılığı Farkındalık Eğitiminin etkinliğinin değerlendirilmesi amaçlandı. Bu araştırma, randomize kontrollü deneysel bir araştırma olarak Türkiye’nin Güneydoğusunda bulunan bir ilde Milli Eğitim Müdürlüğüne bağlı iki farklı lisede gerçekleştirildi. Araştırma toplam 54 (28 kontrol, 26 deney) öğrenci ile tamamlandı. Araştırmada veri toplama formu olarak; Sosyodemografik Bilgi Formu ve Young İnternet Bağımlılığı Testi Kısa Formu kullanıldı. Deney grubunda bulunan öğrencilere 5 hafta boyunca Teknoloji Bağımlılığı Farkındalık Eğitimi verildi, kontrol grubunda bulunan öğrencilere ise herhangi bir müdahale yapılmadı. Eğitimler grup eğitimi olarak gerçekleştirildi. Araştırma verilerinin analizinde; sayı, yüzde, ortalama, standart sapma gibi tanımlayıcı istatistikler ile bağımlı ve bağımsız gruplarda t testi analizleri kullanıldı. Deney grubunda bulunan lise öğrencilerinin Young İnternet Bağımlılığı Testi Kısa Formu son test puan ortalamasının ön teste oranla azaldığı belirlendi. Sonuç olarak Teknoloji Bağımlılığı Farkındalık Eğitiminin lise öğrencilerinde teknoloji bağımlılığını azaltmada etkili ve kullanılabilir bir müdahale olduğu söylenebilir.

Keywords

Ergenlik, Teknoloji Bağımlılığı, Psikoeğitim.

Efficacy of Technology Addiction Awareness Training Given to High School Students: Randomized Controlled Experimental Study

Abstract

It was aimed to evaluate the efficacy of Technology Addiction Awareness Training given to high school students in this study. This study was conducted in two different high schools of National Education Directorate of a province in the Southeastern Region of Turkiye as a randomized controlled experimental study. The research was finalized with 54 students (28 control, 26 Experimental). As data collection tools, Socio-demographic Information Form and Young Internet Addiction Test Short Form were used in the research. The students in the experimental group were given Technology Addiction Awareness Training for 5 weeks, but no intervention was made to the students in control group. The trainings were carried out as group education. Descriptive statistics such as number, percentage, mean, standard deviation were used in the analyses of data, and t test was used in dependent and independent groups After the Technology Addiction Awareness Training of the high school students in the experimental group, it was determined that the Young Internet Addiction Test Short Form post-test score average decreased compared to the pre-test. As a result, it is possible to say that Technology Addiction Awareness Training can be an effective and useable intervention in reducing technology addiction in high school students.

Keywords

Adolescence, Technology Addiction, Pyscho-education

References

• Aboujaoude, E. (2010). Problematic Internet use: an overview. World psychiatry: official journal of the World Psychiatric Association (WPA), 9(2), 85–90. https://doi.org/10.1002/j.2051-5545.2010.tb00278.x
• Aygün, A., & Pekşen-Akça, R. (2022). The concept of nomophobia in the digital age. (Dalkılıç M. eds) In: Contemporary Trends in Education Sciences, Wall Bookstore, Ankara, 157-164.
• Bağatarhan, T., & Siyez, D. M. (2017). Programs for preventing ınternet addiction during adolescence: a systematic review. Addicta: The Turkish Journal on Addictions, 4, 243–265. doı: 10.15805/addicta.2017.4.2.0015.
• Bayhan, P. S., & Artan, İ. (2005). Child Development and Education. Istanbul: Morpa Publications.
• Bee, H., & Boyd, D. (2009). Child Development Psychology. (Trans.: Gündüz, O). Istanbul: Kaknüs Publications.
• Boyacı, M. (2019). Internet addiction research in turkey: a content analysis study. Addicta: The Turkish Journal on Addictions, 6, 777−795. doi:10.15805/addicta.2019.6.3.0030
• Browne, D.T., May, S.S., Colucci, L., Hurst-Della Pietra, P., Christakis, D.A., Asamoah, T., Hale, L., Delrahim-Howlett, K., Emond, J.A., Fiks, A.G., Madigan, S., Perlman, G., Rumpf, H., Thompson, D.A., Uzzo, S.M., Stapleton, J., Neville, R.D., & Prime, H. (2021). From screen time to the digital level of analysis: a scoping review of measures for digital media use in children and adolescents. BMJ Open, 11.
• Dicle, A. N. (2018). The effect of ınternet addıctıon preventıon psycho-traınıng program on unıversıty students. The Journal of Academic Social Science, 85, 271-284.
• Dilmen-Bayar, B. (2019). The relationship between technology addiction and social anxiety in adolescent girls. Malatya: İnönü University dissertation.
• Dursun, A., & Eraslan-Çapan, B. (2018). Digital Game Addiction and Psychological Needs for Teeanergers. İnönü University Journal of the Faculty of Education, 19(2), 128-140. doi: 10.17679/inuefd.336272
• Ektiricioğlu C., Arslantaş H., & Yüksel, R. (2020). The disorder of the era in adolescents: technology addiction. Archives Medical Review Journal, 29(1): 51-64. doi:10.17827/aktd.498947
• Erses, T., & Müezzin, E. (2018). The effect of human values psycho-education program on ınternet usage in adolescents. International Journal of Humanities and Education, 4(7), 313-326.
• Ertemel, A.V., & Eroğlu-Pektaş, G. Ö. (2018). Mobile technology addiction in terms of consumer behavior in the digitizing world: a qualitative research on university students. Journal of Yıldız Graduate School of Social Sciences, 2(2), 18-34.
• Hamarta, E., Akbulut, O. F., & Baltacı, Ö. (2021). Examination of national level problematic internet use prevention programs. Journal of School Psychological Counseling, 4(1), 1-34.
• Henderson, M., Selwyn, N., & Aston, R. (2017). “What works and why? student perceptions of ‘useful’ digital technology in university teaching and learning.” Studies in Higher Education, 42(8), 1567-1579. https://DOI.org/10.1080/03075079.2015.1007946.
• Kalaitzaki, A. E., & Birtchnell, J. (2014). The impact of early parenting bonding on young adults internet addiction, through the mediation effects of negative relating to others and sadness. Addict Behav, 39(3), 733-736.
• Karadağ, Y. E., & Noyan, C. O. (2023). Effect of technology addiction prevention psychoeducation program on 8th grade students. Journal of Depence, 24(1), 43-52. doi: 10.51982/bagimli.1090570.
• King, D. L., Delfabbro, P. H., Wu, A. M., Doh, Y.Y., et al. (2017). Treatment of Internet gaming disorder: an international systematic review and CONSORT evaluation. Clin Psychol Rev, 54, 123-133.
• Kutlu, M., Savcı M., Demir, Y., & Aysan, F. (2016). Turkish adaptation of Young’s Internet Addiction Test-Short Form: a reliability and validity study on university students and adolescents. Anatolian journal of psychiatry, 17(Ek1), 69-76.
• Lukavsk´a, K., Hrabec, O., Lukavský, J., Demetrovics, Z., Kir´aly, O. (2022). The associations of adolescent problematic internet use with parenting: A meta-analysis. Addictive Behaviors 135, 1-12.
• Morgan, C., & Cotten, S. R. (2003). The relationship between internet activities and depressive symptoms in a sample of college freshmen. CyberPsychology & Behavior, 6(2), 133-142. https://doi.org/10.1089/109493103321640329
• Özcan, K., Balcı-Çelik, S. (2021). The effect of psychoeducational program on online game addiction levels of the high school students based on motivational ınterviewing techiıques. Ondokuz Mayis University Journal of Education Faculty, 40(1), 257-274. doi: 10.7822/omuefd.759822
• Park, G. R., & Kim, H. S. (2011). Effects of a group counseling ıntegration program on self-determination and ınternet addiction in high school students with tendency to ınternet addiction. Journal of Korean Academy of Nursing, 41(5), 694-703. https://doi.org/10.4040/jkan.2011.41.5.694.
• Pawlikowski, M., Altstötter-Gleich, C., & Brand M. (2013). Validation and psychometric properties of a short version of Young’s Internet Addiction Test. Comput Human Behav, 29(3), 1212-1223.
• Pekşen-Akça, R. (2022). Children and digital animation. (Arslan, R., Pekşen Akça, R., & Sağlam, M. eds) in: Child and Animation. Educating Publications, Ankara, 131-146.
• Savcı, M., & Aysan, F. (2017).Technological addictions and social connectedness: predictor effect of internet addiction, social media addiction, digital game addiction and smartphone addiction on social connectedness. Dusunen Adam The Journal of Psychiatry and Neurological Sciences. 30, 202-216. https://doi.org/10.5350/DAJPN2017300304
• Şenyurt, Y. S. & Şahin, C. (2022). Views of classroom teachers on the use of web 2.0 tools in the distance education process in the covid-19 epidemic. International journal of science and education, 5 (1), 34-49. doi: 10.47477/ubed.1082738
• Sezer-Efe, Y., Erdem, E., & Vural, B. (2021). Cyberbullying and ınternet addiction in high school students. Journal of Depence, 22(4), 465-473.
• Tabachnick, B.G. & Fidell, L.S. (2013). Using Multivariate Statistics, 6th Edition, Pearson.
• Trumello, C., Vismara, L., Sechi, C., Ricciardi, P., Marino, V., Babore, A. (2021). Internet addiction: the role of parental care and mental health in adolescence. Int. J. Environ. Res. Public Health, 18, 12876. https://doi.org/10.3390/ ijerph182412876
• Uluçay, D. M. & Kobak, K. (2020). Digital detox: a new trend against technology addiction and an evaluation for young adults. Ankara University Journal of Ilef, 7 (2), 325-350. doi: 10.24955/ilef.827235
• Yektaş, Ç., & Yüncü, Z. (2021). Technology addiction: treatment approaches and prevention methods. Özçetin A, eds. Technology Addiction. 1st Edition. Ankara: Türkiye Clinics, p.58-62.