TikTok Usage Patterns and Motivations of Generation Z

Yıl 2022, Sayı: 13, 148 - 167, 29.12.2022

Mehmet Sinan Tam

https://doi.org/10.55609/yenimedya.1163922

Cited By: 4

Öz

Tiktok, called Douyin in China, was launched in 2018 with the logic of short video sharing. The number of users of the platform in question is increasing radically with each passing day. Likewise, the number of Tiktok users is increasing in Turkey as well. Those who use this platform are mostly in the age range that is expressed as the Z generation. The research aimed to reveal the Z generation's TikTok usage motivations and usage practices. Explanatory factor analysis (EFA) and confirmatory factor analysis (CFA) analyses were performed with the obtained questionnaires (n = 402) within the framework of this purpose. As a result of the statistical analysis, it was determined that the Z generation uses Tiktok with the motivations of socialization, self-presentation, entertainment, and being innovative and useful in the application. In the study, it was determined that the Z generation spends an hour and 45 minutes a day on Tiktok, and they still use this application even though they have a negative perception of Tiktok. On the other hand, before having a Tiktok account, it was revealed that users mostly used their Instagram accounts and interacted with the content shared on Tiktok through likes. The study was carried out with the limitation of having Tiktok accounts of individuals in the Z generation age range. In future studies, it is recommended to conduct research on other users and those who do not have a Tiktok account.

Anahtar Kelimeler

Tiktok, Generation Z, Tiktok Usage Motivations, Social Media, Turkey

Z Kuşağının TikTok Kullanım Pratikleri ve Motivasyonları

Öz

Tiktok, Çin’deki adıyla Douyin, kısa video paylaşım mantığıyla 2018 yılında piyasaya sürülmüştür. Söz konusu platformun kullanıcı sayısı hemen her geçen gün radikal bir biçimde artış göstermektedir. Aynı şekilde Türkiye’de de Tiktok kullanıcı sayısı giderek artmaktadır. Bu platformu kullananların daha çok Z kuşağı olarak ifade edilen yaş aralığındaki kesim oluşturmaktadır. Araştırmada Z kuşağının Tiktok kullanım motivasyonları ile kullanım pratiklerinin nasıl olduğunu ortaya koymayı amaçlamıştır. Elde edilen anket formları (n= 402) ile söz konusu amaç çerçevesinde açıklayıcı faktör analizi (AFA) ve doğrulayıcı faktör analizleri (DFA) analizleri gerçekleştirilmiştir. Yapılan istatiksel analizler sonucunda Z kuşağının Tiktok’u sosyalleşme, benlik sunumu, eğlenme ve uygulamanın yenilikçi ve kullanışlı olma güdüleyicileriyle kullandıkları belirlenmiştir. Araştırmada Z kuşağının Tiktok’ta günlük bir saat 45 dakika zaman geçirdiği ve Tiktok’a karşı negatif bir algıları olmasına rağmen yine de bu uygulamayı kullandıkları saptanmıştır. Öte yandan Tiktok hesabı olmadan önce kullanıcıların daha çok Instagram hesaplarını kullandıkları ve Tiktok’ta paylaşılan içeriklere beğeni yoluyla etkileşimde bulundukları ortaya çıkmıştır. Çalışma Z kuşağı yaş aralığındaki bireylerin Tiktok hesabının bulunma kısıtlılığıyla gerçekleştirilmiştir. Gelecek çalışmalarda bu sınırlılığın dışındaki diğer kullanıcılar ile Tiktok hesabı bulunmayan kesim üzerinde de araştırmaların yapılması önerilmiştir.

Anahtar Kelimeler

Tiktok, Z Kuşağı, Tiktok Kullanım Motivasyonları, Sosyal Medya, Türkiye

Kaynakça

• Ahlse, J., Nilsson, F., & Sandström, N. (2020). It's time to TikTok: Exploring generation Z's motivations to participate in #challenges. [Yayımlanmamış lisans tezi]. Jönköping University.
• Al-Maroof, R., Ayoubi, K., Alhumaid, K., Aburayya, A., Alshurideh, M., Alfaisal, R., & Salloum, S. (2021). The acceptance of social media video for knowledge acquisition, sharing, and application: A comparative study among YouTube users and TikTok users’ for medical purposes. International Journal of Data and Network Science, 5(3), 197-214. https://doi.org/10.5267/j.ijdns.2021.6.013
• Anderson, M., & Jiang, J. (2018, May 31). Teens, social media and technology 2018. Pew Research. https://www.pewresearch.org/internet/2018/05/31/teens-social-media-technology-2018/
• Berkup, S. B. (2014). Working with generations X and Y in generation Z period: Management of different generations in business life. Mediterranean Journal of Social Sciences, 5(19), 218-229. https://doi.org/10.5901/mjss.2014.v5n19p218
• Broner, S. (2021, August 19). 20% of gen Z spends more than 5 hours every day on TikTok. Green Book. https://www.greenbook.org/mr/market-research-trends/20-of-gen-z-spends-more-than-5-hours-every-day-on-tiktok/?utm_campaign=rtb&utm_medium=newsletter&utm_source=morning_brew
• Bucknell Bossen, C., & Kottasz, R. (2020). Uses and gratifications sought by pre-adolescent and adolescent TikTok consumers. Young Consumers, 21(4), 1-33. https://doi.org/10.1108/YC-07-2020-1186
• Cilliers, E. J. (2017). The challenge of teaching generation Z people. International Journal of Social Sciences, 3(1), 188-198. https://doi.org/10.20319/pijss.2017.31.188198.
• Coşkun, R., Altunışık, R., & Yıldırım, E. (2019). Sosyal bilimlerde araştırma yöntemleri SPSS uygulamalı. Sakarya Kitabevi.
• Criteo. (2018). Gen Z report based on the criteo shopper story. Criteo. https://www.criteo.com/wp-content/uploads/2018/05/GenZ-Report.pdf
• Deleon, N. (2009, February 10). How do you compare? Teens spend 31 hours a week online. Techrunch. https://techcrunch.com/2009/02/10/how-do-you-compare-teens-spend-31-hours-a-week-online/#:~:text=It%20found%20that%2C%20on%20the,4.4%20hours%20per%20day%20online
• Dennis, D. (2019). SPSS data analysis for univariate, bivariate, and multivariate statistics. John Wiley & Sons.
• Diersk, Z. (2021, January). Most used social media platforms in Turkey in january 2021. Statista. https://www.statista.com/statistics/1294843/turkey-leading-social-media-platforms/
• Doğan, S., & Erkan, İ. (2019). Z kuşağının sosyal medyaya yönelik algılarının metafor analizi yoluyla incelenmesi. Yaşar Üniversitesi E-Dergisi, 14, 146-155.
• Dolot, A. (2018). The characteristics of Generation Z. E-mentor, 74(2), 44-50.
• Duffy, R. (2018, August 9). Generation Z strongly favors learning through YouTube and video, report says. Ed Scoop. https://edscoop.com/generation-z-learning-youtube-video-pearson-study/
• Dwidienawati , D., & Gandasari, D. (2018). Understanding Indonesia’s generation Z. International Journal of Engineering & Technology, 7(3), 245-253.
• Field, A. (2009). Discovering statistics using SPSS: Introducing statistical method. Sage Publications.
• Francis, T., & Hoefel, F. (2018). ‘True gen’: Generation Z and its implications for companies. McKinsey & Company. https://www.mckinsey.com/industries/consumer-packaged-goods/our-insights/true-gen-generation-z-and-its-implications-for-companies
• George, D., & Mallery, P. (2019). IBM SPSS statistics 25 step by step: A simple guide and reference. Routledge.
• Gök, B., & Kırık, A. (2019). Y ve Z kuşağı’nın YouTube kullanım alışkanlıkları. Asya Studies, 10, 77-89. https://doi.org/10.31455/asya.632613
• Hair, F., Hult, G., Ringle, C., & Sarstedt, M. (2016). A primer on partial least squares structural equation modeling (PLS-SEM). Sage publications.
• Hardley, M. (2011). Generation C: content, creation, connections and choice. International Journal of Market Research, 53(6), 749-770. https://doi.org/10.2501/IJMR-53-6-749-770
• Howe, N., & Strauss, W. (2000). Millennials rising: The next great generation. Vintage Books.
• Koç, N. E. (2019). Photolurking, an example of digital disorder within the context of digital privacy phenomenon in Turkey. In D. Yengin, & A. Algül, Communication and Technology Congress, 17th April 2019 (pp. 209-228). Editografica, Bologna.
• Köktener, A. (2020). Z Kuşağı YouTube kullanım motivasyonları. Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, 18(4), 417 - 434. https://doi.org/10.18026/cbayarsos.679505
• Köktener, A., & Algül, A. (2020). Z Kuşağı YouTube Kullanım Motivasyonları. Celal Bayar University Journal of Social Sciences/Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, 18(4), 417-434. https://doi.org/10.18026/cbayarsos.679505
• Król, K., & Zdonek, D. (2021). Social media use and its impact on intrinsic motivation in Generation Z: A case study from Poland. Global Knowledge, Memory and Communication, 70(4/5), 442-458. https://doi.org/10.1108/GKMC-08-2020-0113
• Kunnan, A. (1998). An introduction to structural equation modelling for language assessment research. Language Testing, 15(3), 295-332.
• LaRose, R., & Tsai, H. S. (2014). Completion rates and non-response error in online surveys: Comparing sweepstakes and pre-paid cash incentives in studies of online behavior. Computers in Human Behavior, 34, 110-119. https://doi.org/10.1016/j.chb.2014.01.017
• Lawshe, C. (1975). A quantitative approach to content validity. Personnel Psychology, 28(4), 563-575.
• Leung, L. (2013). Generational differences in content generation in social media: The roles of the gratifications sought and of narcissism. Computers in Human Behavior, 29(3), 997-1006. https://doi.org/10.1016/j.chb.2012.12.028
• Levickaite, R. (2010). Generations X, Y, Z: How social networks form the concept of the world without borders (the case of Lithuania). LIMES: Cultural Regionalistics, 3(2), 170-183. https://doi.org/10.3846/limes.2010.17
• Lu, X., Lu, Z., & Liu, C. (2020). Exploring TikTok use and non-use practices and experiences in China. G. Meiselwitz (Dü.) içinde, Social computing and social media. Participation, user experience, consumer experience, and applications of social computing (s. 57-70). Cham: Springer. https://doi.org/10.1007/978-3-030-49576-3_5
• Montag, C., Yang, H., & Elhai, J. D. (2021). On the psychology of TikTok use: A first glimpse from empirical findings. Frontiers in Public Health, 9(641673). https://doi.org/10.3389/fpubh.2021.641673
• Moyer, M. W. (2022, March 24). Kids as young as 8 are using social media more than ever, study finds. New York Times. https://www.nytimes.com/2022/03/24/well/family/child-social-media-use.html
• Muliadi, B. (2020, Temmuz 7). What the rise of TikTok says about generation Z. Forbes. https://www.forbes.com/sites/forbestechcouncil/2020/07/07/what-the-rise-of-tiktok-says-about-generation-z/?sh=6a9ebb506549
• Nicholas, A. J. (2020). Preferred learning methods of generation Z. The International Journal of Learning, 15(6), 27-34.
• Omar, B., & Dequan, W. (2020). Watch, share or create: The influence of personality traits and user motivation on TikTok mobile video usage. iJIM, 14(4), 121-137. https://doi.org/10.3991/ijim.v14i04.12429
• Oyman, M., & Akıncı, S. (2019). Sosyal medya etkileyicileri olarak vloggerlar: Z kuşağı üzerinde para-sosyal ilişki, satın alma niyeti oluşturma ve Youtube davranışları açısından vloggerların incelenmesi. Akdeniz Üniversitesi İletişim Fakültesi Dergisi, 32, 441-464.
• Palinkas, L., Horwitz, S., Green, C., Wisdom, J., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533-544. https://doi.org/10.1007/s10488-013-0528-y
• Palupi, N. D., Meifilina, A., & Harumike, Y. (2020). The effect of using Tiktok applications on self-confidence levels. Journal of Students Academic Research, 5(2), 66-74.
• Paşalı Taşoğlu, N., & Koca, İ. (2022). Türkiye’de iletişimcilerin sosyal medyada üretilen içeriklere bakışına dair bir öngörü: TikTok’a yönelik Odak grup çalışması. The Turkish Online Journal of Design Art and Communication, 12(3), 809-832. https://doi.org/10.7456/11203100/017
• Philip, T. M., & Garcia, A. D. (2013). The importance of still teaching the iGeneration: New technologies and the centrality of pedagogy. Harvard Educational Review, 83(2), 300-319.
• PrakashYadav, G., & Rai, J. (2017). The Generation Z and their social media usage: A review and a research outline. Global Journal of Enterprise Information System, 9(2), 110-116. https://doi.org/10.18311/gjeis/2017/15748
• Prensky, M. (2001a). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.
• Schawbel, D. (2014, September 2). Gen Z employees: The 5 attributes you need to know. Entrepreneur. https://www.entrepreneur.com/article/236560
• Scherr, S., & Wang, K. (2021). Explaining the success of social media with gratification niches: Motivations behind daytime, nighttime, and active use of TikTok in China. Computers in Human Behavior, 124, 1-9. https://doi.org/10.1016/j.chb.2021.106893
• Shana-Kay, H. (2022). Are you new here? Understanding how generation Z uses tiktok and the future of social media marketing. [Unpublished master thesis]. University of Miami.
• Shao, Z., & Lee, S. (2020). The effect of Chinese adolescents’ motivation to use Tiktok on satisfaction and continuous use intention. 6:107–15. J Converg Cult Technology. https://doi.org/10.17703/JCCT.2020.6.2.107
• Siegel, R. (2019, October 29). Tweens, teens and screens: The average time kids spend watching online videos has doubled in 4 years. The Washington Post. https://www.washingtonpost.com/technology/2019/10/29/survey-average-time-young-people-spend-watching-videos-mostly-youtube-has-doubled-since/
• Social Blade. (2022). Top 100 most followed TikTok accounts (Sorted by followers count). Social Blade. https://socialblade.com/tiktok/top/100
• Solis, B. (2013). What’s the future of business? Changing the way businesses create experiences. John Wiley & Sons, Inc.
• Tabachnick, B., & Fidell, L. (2013). Using multivariate statistics. Pearson Education.
• Tam, M. S. (2020). Sosyal medya etkileyicilerinin kanaat önderliği rolü. Gümüşhane Üniversitesi İletişim Fakültesi Elektronik Dergisi, 8(2), 1325-1351.
• Tam, M. S. (2022). Türk tiktokerların içerik paylaşım pratikleri üzerine nicel bir araştırma. TRT Akademi, 7(14), 182-211. https://doi.org/10.37679/trta.1008427
• Tapscott, D. (1999). Educating the net generation. Educational Leadership, 56(1), 6-11.
• Turner, A. (2015). Generation Z: Technology and social interest. The Journal of Individual Psychology, 71(2), 103–113. https://doi.org/10.1353/jip.2015.0021
• Tutgun-Ünal, A., & Deniz, L. (2020). Sosyal medya kuşaklarının sosyal medya kullanım seviyeleri ve tercihleri. OPUS International Journal of Society Researches, 15(22), 1289-1319. https://doi.org/10.26466/opus.626283
• TÜİK. (2021, Aralık 22). Çocuklarda bilişim teknolojileri kullanım araştırması. Türkiye İstatistik Kurumu. https://data.tuik.gov.tr/Bulten/Index?p=Cocuklarda-Bilisim-Teknolojileri-Kullanim-Arastirmasi-2021-41132
• TÜİK. (2021, Ağustos 26). Hanehalkı bilişim teknolojileri (BT) kullanım araştırması. Türkiye İstatistik Kurumu. https://data.tuik.gov.tr/Bulten/Index?p=Hanehalki-Bilisim-Teknolojileri-(BT)-Kullanim-Arastirmasi-2021-37437
• We Are Social. (2022, January 26). Digital 2022: Another year of bumper growth. We Are Social. https://wearesocial.com/uk/blog/2022/01/digital-2022-another-year-of-bumper-growth-2/
• Wood, S. (2013). Generation Z as consumers: Trends and innovation. Institute for Emerging Issues: NC State University, 119(9), 7767-7779.
• Yiming, Z. (2020). On the dangers of the meteoric rise and ban of TikTok. Bpntoday. https://www.bpntoday.com/politics-1/on-the-dangers-of-themeteoric-rise-and-ban-of-tiktok