Investigating Digital Addiction Level of Pre-Service Teachers

Yıl 2022, , 1031 - 1046, 30.11.2022

Rabia Sarıca , Özkan Özbay

https://doi.org/10.31592/aeusbed.1108384

Cited By: 1

Öz

Studies investigating the adverse effects of digital addiction on individuals have increased significantly in recent years. However, there are limited number of studies in the literature concerning pre-service teachers, who play a significant role in raising the future generation. In this study, pre-service teachers' digital addiction level was examined in terms of some relevant variables. The study was designed as a cross-sectional survey model. The convenience sampling method was preferred in determining the participants. 308 pre-service teachers studying in various departments of universities constituted the participants of the study. In the study, "Personal Information Form" and "Digital Addiction Scale" were used as data collection instruments. For data analysis, ANOVA, Mann-Whitney U test, Kruskal Wallis H, and Post HOC (LSD) tests were used. It was concluded in the study that the digital addiction level of pre-service teachers obtained no statistically significant difference with respect to gender, age, academic level, and internet skills, while a statistically significant difference was found with respect to departments, duration of daily internet use, and duration of access to social networks.

Anahtar Kelimeler

Digital addiction, technology addiction, internet addiction

Öğretmen Adaylarının Dijital Bağımlılık Düzeylerinin İncelenmesi

Öz

Dijital bağımlılığın bireyler üzerindeki olumsuz etkilerini araştıran çalışmalar son yıllarda önemli bir artış göstermiştir. Ancak alanyazında, gelecek nesillerin yetiştirilmesinde önemli rol oynayacak olan öğretmen adaylarına ilişkin sınırlı sayıda çalışma bulunmaktadır. Bu çalışmada, öğretmen adaylarının dijital bağımlılık düzeyleri bazı değişkenler açısından incelenmiştir. Araştırma, kesitsel tarama modelinde desenlenmiştir. Katılımcıların belirlenmesinde elverişli örnekleme yöntemi tercih edilmiştir. Araştırmanın katılımcılarını farklı üniversitelerin çeşitli bölümlerinde öğrenim gören 308 öğretmen adayı oluşturmaktadır. Araştırmada veri toplama aracı olarak "Kişisel Bilgi Formu" ve "Dijital Bağımlılık Ölçeği" kullanılmıştır. Verilerin analizinde ANOVA, Mann-Whitney U testi, Kruskal Wallis H ve Post HOC (LSD) testleri kullanılmıştır. Araştırmada öğretmen adaylarının dijital bağımlılık düzeylerinin; cinsiyet, yaş, sınıf ve internet kullanma becerilerine göre istatistiksel olarak anlamlı bir farklılık göstermediği, ancak öğrenim gördükleri bölüm, günlük internet kullanma süresi ve günlük sosyal ağları kullanma süresine göre istatistiksel olarak anlamlı bir farklılık olduğu sonucuna ulaşılmıştır.

Anahtar Kelimeler

Dijital bağımlılık, teknoloji bağımlılığı, internet bağımlılığı

Kaynakça

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