Uzaktan Eğitim Alan Üniversite Öğrencilerinin Sosyal Kaygı Düzeylerinin Belirlenmesi

Year 2021, Volume: 13 Number: Supplement 1 (Research Issue), 257 - 269, 29.12.2021

Reyhan Eskiyurt , Erdinç Alaca

https://doi.org/10.18863/pgy.985543

Cited By: 2

Abstract

Covid-19 pandemisinin dünya çapında hızlı bir şekilde yayılması sonucunda yaşamın tüm alanları etkilenmiş olup sosyal medya platformları, sözsüz ipuçlarının varlığı açısından yeni bir tür sosyal durum yaratmaktadır. Sosyal etkileşim ve izolasyondaki olası değişiklikler göz önüne alındığında, sosyal kaygı ile ilişkili duygular pandemi sırasında etkilenebilmektedir. Bu çalışma uzaktan eğitim alan üniversite öğrencilerinin sosyal kaygı düzeylerini belirlemek amacıyla yürütülmüştür. Çalışmaya 2020-2021 eğitim öğretim yılında uzaktan eğitim alan 670 üniversite öğrencisi katılmıştır. Çalışma verileri Liebowitz Sosyal Kaygı Ölçeği (LSKÖ) ve Olumsuz Değerlendirilme Korkusu Ölçeği (ODKÖ) kullanılarak toplanmıştır. Öğrencilerin LSKÖ toplam puanı 94.10±.95, ODKÖ toplam puanı ise 30.38±9.07 bulunmuştur. Öğrencilerin en çok kaygı yaşadığı sosyal durumlar: önceden hazırlanmaksızın bir toplantıda kalkıp konuşmak, seyirci önünde hareket, gösteri ya da konuşma yapmak, dikkatleri üzerinde toplamak, bir gruba önceden hazırlanmış sözlü bilgi sunmak olarak bulunmuştur. Öğrencilerin çevrim içi eğitimi olumsuz değerlendirme korkusuyla baş etmek için güvenlik sağlayıcı bir ortam olarak değerlendirdikleri sonucuna ulaşılmıştır. Bu durum sosyal kaygılı bireyin kaygı düzeyinin artmasına ve yüz yüze eğitime geçildiğinde sınıf ortamında meydana gelebilecek olan gerçek sosyal durumlarda zorlukların yaşanmasına yol açabilir. Sosyal kaygısı olan öğrencilerin pandemi sürecinde çevrim içi sosyal durumlara maruziyetlerinin artırılması önerilmektedir.

Keywords

sosyal kaygı, uzaktan eğitim, üniversite öğrencileri, pandemi

Determination of Social Anxiety Levels of Distance Education University Students

Abstract

The rapid spread of the Covid-19 pandemic worldwide has affected all areas of life. Social media platforms create a new kind of social situation in terms of the presence of nonverbal cues. Emotions associated with social anxiety can be affected during the pandemic, due to possible changes in social interaction and isolation. This study was conducted to determine the social anxiety levels of university students receiving distance education. 670 university students who receiving distance education in the 2020-2021 academic year participated in the study. Study data were collected using the Liebowitz Social Anxiety Inventory (LSAS) and The Brief Fear of Negative Evaluation Scale (BFNE). The total score of the students’ LSAS was 94.10 ± .95, and the total score of BFNE was 30.38 ± 9.07. The social situations in which the students experienced the most anxiety were speaking up at a meeting without prior preparation, acting, performing, or speaking in front of an audience, being the center of attention, giving a prepared oral talk to a group. It was concluded that the students considered online education as a safe environment to cope with the fear of negative evaluation. This situation can lead to an increase in the anxiety level of the socially anxious individual and to experience difficulties in real social situations that may occur in the classroom environment when face-to-face education is started. It is recommended to increase the exposure of students with social anxiety to online social situations during the pandemic process.

Keywords

social anxiety, distance education, university students, pandemic

References

• Adnan M, Anwar K (2020) Online learning amid the COVID-19 pandemic: Students' perspectives. Journal of Pedagogical Sociology and Psychology, 2(1):45-51.
• Bella TT, Omigbodun OO (2009) Social phobia in Nigerian university students: Prevalence, correlates and co-morbidity. Soc. Psych. Psych. Epid., 44(6):458-463,
• Carruthers SE, Warnock-Parkes EL, Clark DM (2019) Accessing social media: Help or hindrance for people with social anxiety? Journal of Experimental Psychopathology, 10:1–11.
• Cetin B, Doğan T, Sapmaz F (2010) Olumsuz Değerlendirilme Korkusu Ölçeği Kısa Formu’nun Türkçe uyarlaması: Geçerlik ve güvenirlik çalışması. Education in Science, 35:206–216.
• Clark DA, Beck AT (2010) Cognitive therapy of anxiety disorders:Science and practice. New York, The Guilford Press.
• Courtney D, Watson P, Battaglia M, Mulsant BH, Szatmari P (2020) COVID-19 impacts on child and youth anxiety and depression: Challenges and opportunities. Can. J. Psychiatry, 65(10):688–691.
• Drange T, Van Wyk N (2019) Social anxiety–an increasing challenge for educators. EDULEARN19 Proceedings, 6045-6051.
• Groarke JM, Berry E, Graham-Wisener L, McKenna-Plumley PE, McGlinchey E, Armour C (2020) Loneliness in the UK during the COVID-19 pandemic: Cross-sectional results from the COVID-19 psychological wellbeing study. PLoS One, 15(9):e0239698.
• Gultekin BK, Dereboy İF (2011) The prevalence of social phobia, and its impact on quality of life, academic achievement, and identity formation in university students. Turk Psikiyatri Derg, 22(3):150.
• Heeren A, McNally RJ (2018) Social anxiety disorder as a densely interconnected network of fear and avoidance for social situations. Cognitive Therapy and Research, 42(1):103–113.
• Ho J, Moscovitch DA (2021) The moderating effects of reported pre-pandemic social anxiety, symptom impairment, and current stressors on mental health and affiliative adjustment during the first wave of the COVID-19 pandemic. Anxiety Stress Coping, 1-15.
• Hofmann SG, DiBartolo PM (2010) Social Anxiety: Clinical, developmental, and social perspectives, 2nd ed. London, Academic Press.
• Karakuş N, Ucuzsatar N, Karacaoğlu MÖ, Esendemir N, Bayraktar D (2020) Türkçe öğretmeni adaylarının uzaktan eğitime yönelik görüşleri. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (19):220-241.
• Khalil R, Mansour AE, Fadda WA, Almisnid K, Aldamegh M, Al-Nafeesah A et al. (2020) The sudden transition to synchronized online learning during the COVID-19 pandemic in Saudi Arabia: a qualitative study exploring medical students' perspectives. BMC Med Educ, 20(1):285.
• Kim DH (2018) ‘How do you feel about a disease?’ The effect of psychological distance towards a disease on health communication. Int. J. Advert., 38(1):1-15.
• Kingsbury M, Coplan RJ (2016). RU mad @ me? Social anxiety and interpretation of ambiguous text messages. Computers in Human Behavior, 54:368–379
• Liberman N, Trope Y (2014) Traversing psychological distance. Trends Cogn. Sci., 18: 364–369.
• Loades ME, Chatburn E, Higson-Sweeney N, Reynolds S, Shafran R, Brigden A et al. (2020) Rapid systematic review: The ımpact of social ısolation and loneliness on the mental health of children and adolescents in the context of COVID-19. J Am Acad Child Adolesc Psychiatry, 59(11):1218-1239.e3.
• Ma A (2021) Coping with social anxiety and maintaining resilience in university of minnesota students during the COVID-19 pandemic a correlational approach. Psychology, Sociology, & Education,4(8).
• Miers AC, Sumter SR, Clark DM, Leigh E (2020) Interpretation bias in online and offline social environments and associations with social anxiety, peer victimization, and avoidance behavior. Cogn Ther Res, 44:820–833.
• Morris TL, Ale CM (2011) Social anxiety. In Handbook of Child and Adolescent Anxiety Disorders, New York, Springer.
• Morrissette M (2021) School closures and social anxiety during the COVID-19 Pandemic. J Am Acad Child Adolesc Psychiatry, 60(1):6-7.
• Pop A, Tomuletiu EA, David D (2011) EFL speaking communication with asynchronous voice tools for adult students. Procedia Social and Behavioral Sciences, 15:1199–1203.
• Rubin GJ, Amlôt R, Page LA, Wessely S (2009) Public perceptions, anxiety, and behaviour change in relation to the swine flu outbreak: Cross sectional telephone survey. BMJ, 339:b2651.
• Russell G,Topham P (2012) The impact of social anxiety on student learning and well-being in higher education. J Ment Health, 21(4):375-385.
• Sindiani AM, Obeidat N, Alshdaifat E, Elsalem L, Alwani MM, Rawashdeh H et al. (2020) Distance education during the COVID-19 outbreak: A cross-sectional study among medical students in North of Jordan. Ann Med Surg (Lond), 59:186-194.
• Soykan C, Ozguven HD,Gencoz T (2003) Liebowitz social anxiety scale: The Turkish version. PsycholRep, 93:1059-69.
• Thompson C, Mancebo MC, Moitra E (2021) Changes in social anxiety symptoms and loneliness after increased isolation during the COVID-19 pandemic. Psychiatry Res, 298:113834.
• Türkçapar MH (2018) Bilişsel terapi: Temel ilkeler ve uygulama, 11. Baskı. Ankara, HYB Basım Yayın.
• Uzunboylu H, Tuncay N (2010) Anxiety And Resistancen In Distance Learning. Cypriot Journal Of Educational Sciences, 5:142–150.
• Valkenburg PM, Peter J, Walther JB (2016) Media effects: Theory and research. Annual Review of Psychology, 67:315–338.
• Walther JB (2011) Theories of computer-mediated communication and interpersonal relations. The Handbook of Interpersonal Communication, 4:443–479.
• Wang C, Zhao H (2020) The impact of COVID-19 on anxiety in chinese university students. Front. Psychol, 11:1168.
• Weidman AC, Fernandez KC, Levinson CA, Augustine AA, Larsen RJ, Rodebaugh TL (2012) Compensatory internet use among individuals higher in social anxiety and its implications for well-being. Personality and Individual Differences, 53(3): 191–195, doi.org/10.1016/j.paid.2012.03.003.
• Zheng L, Miao M, Lim J, Li M, Nie S, Zhang X (2020) Is lockdown bad for social anxiety in COVID-19 regions?: A national study in the SOR perspective. Int J Environ Res Public Health, 17(12):4561, doi: 10.3390/ijerph17124561