Araştırma Makalesi
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ÜNİVERSİTE ÖĞRENCİLERİNİN EĞİTİM ORTAMLARINDA SİBER AYLAKLIK VE OYUN BAĞIMLILIĞI DÜZEYLERİ İLE İLGİLİ YORDAYICI İLİŞKİLER

Yıl 2024, Cilt: 14 Sayı: 1, 89 - 121, 24.01.2024
https://doi.org/10.17943/etku.1296990

Öz

Bu çalışma, üniversite öğrencilerinin oyun bağımlılık düzeyleri ile eğitim ortamlarında siber aylaklık davranışı arasındaki ilişkiyi, kendini toparlama gücü ve çeşitli değişkenler çerçevesinde incelemektedir. Bu çalışmada, üniversite öğrencilerinin demografik özellikleri ile eğitim ortamlarında siber aylaklık davranışı, oyun bağımlılık düzeyleri ve BİT kullanım alışkanlıkları arasındaki ilişkiyi belirlemek için bir korelasyonel araştırma modeli olan tahmin tasarımı kullanılmıştır. Çalışma grubunu oluşturan 472 üniversite öğrencisinin, 325'i kadın ve 147'si erkektir. Sonuçlara göre, oyun bağımlılığı hakkında oluşturulan altı modelin hepsi anlamlıdır. Bu modellerde öne çıkan değişkenler günlük oyun oynama süresi, cinsiyet ve oyun amaçlı siber aylaklık davranışıdır. Sosyal siber aylaklık ile ilgili dört modelden üçü ve oyun amaçlı siber aylaklık ile ilgili modellerin tümü önemlidir. Sosyal ve oyun amaçlı siber aylaklıkla ilgili modellerde dikkat çeken değişkenler oyun bağımlılığı ve cinsiyettir. Akademik siber aylaklık ile ilgili modeller anlamlı değildir. Bu çalışma, eğitim ortamlarında siber aylaklık, oyun bağımlılığı ve kendini toparlama gücü arasındaki ilişkileri ele alarak ilgili alandaki nomolojik ağa katkıda bulunur.

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PREDICTIVE RELATIONSHIPS RELATED TO THE LEVELS OF CYBERLOAFING IN THE EDUCATIONAL SETTINGS AND GAME ADDICTION OF UNIVERSITY STUDENTS

Yıl 2024, Cilt: 14 Sayı: 1, 89 - 121, 24.01.2024
https://doi.org/10.17943/etku.1296990

Öz

This study defined the relationship between university students’ game addiction levels and cyberloafing behavior in educational settings with resilience and various variables. In this study, we used a prediction design -a correlational research model- to determine the relationship between the demographic characteristics of university students’ cyberloafing behavior in educational settings and their level of game addiction, ICT usage habits, and resilience. The data collected with the participation of 472 university students, 325 females and 147 males, were analyzed. According to the results, all six models created about game addiction are meaningful. The prominent variables in these models are daily playing time, gender, and gaming cyberloafing. Three of the four models created related to social and gaming cyberloafing are significant. The noticeable variables in social and gaming cyberloafing models are game addiction and gender. The models related to academic cyberloafing are not significant. This study contributes to the nomological network in the relevant field by projecting the relationships between cyberloafing, gaming addiction, and resilience in educational settings.

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  • Sezgin, S., Erol, O., Dulkadir, N., & Karakaş, A. (2011). EIT students’ purposes about using facebook and their views about educational usage of Facebook: The case of MAKU. [Bilgisayar ve Öğretim Teknolojileri (BÖTE) öğrencilerinin Facebook kullanım amaçları ve eğitsel bağlamda kullanımı ile ilgili görüşleri: MAKÜ örneği.] İstanbul: 11th International Educational Technology Conference. http://doi.org/10.13140/RG.2.1.4407.0886.
  • Şişman Eren, E. (2014). Developing social media use purposes scale and examining based on some personal variables [Sosyal medya kullanım amaçları ölçeğinin geliştirilmesi ve bazı kişisel değişkenlere göre incelenmesi]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education) 29(4), 230-243.
  • Skripkauskaite, S., Fazel, M., & OxWell Study Team. (2022). Time Spent Gaming, Device Type, Addiction Scores, and Well-being of Adolescent English Gamers in the 2021 OxWell Survey: Latent Profile Analysis. JMIR Pediatrics and Parenting, 5(4), e41480.
  • Soh, P. C., Koay, K. Y., & Lim, V. K. (2018). Understanding cyberloafing by students through the lens of an extended theory of planned behavior. First Monday, 23(6). https://doi.org/10.5210/fm.v23i6.7837
  • Sung, Y., Nam, T.-H., & Hwang, M. H. (2020). Attachment style, stressful events, and Internet gaming addiction in Korean university students. Personality and Individual Differences,154. https://doi.org/10.1016/j.paid.2019.109724.
  • Tanrıverdi, Ö., & Karaca, F. (2018). Investigating the relationships between adolescents’ levels of cognitive absorption and cyberloafing activities according to demographic characteristics [Ergenlerin demografik özelliklerine göre bilişsel kapılma ve siber aylaklık etkinlik düzeylerinin incelenmesi]. The Turkish Journal on Addictions, 5(2), 285-315.
  • Thomas, N. J., & Martin, F. H. (2010). Video-arcade game, computer game and Internet activities of Australian students: Participation habits and prevalence of addiction. Australian Journal of Psychology, 62 (2), 59-66. https://doi.org/10.1080/00049530902748283
  • Tıngaz, E. O., Altun, M., & Vural, Ş. N. (2019). Examination of Computer Game Addiction and Attention in Turkish Secondary School Students. i-Manager’s Journal on Educational Psychology, 13(1), 29-36.
  • Toker, S., & Baturay, M. H. (2021). Factors affecting cyberloafing in computer laboratory teaching settings. International Journal of Educational Technology in Higher Education, 18, 1-24. https://doi.org/10.1186/s41239-021-00250-5
  • Torun, F., Akçay, A., & Çoklar, A. N. (2015). Analyzing of Computer Games Effects on Social Life and Academic Behaviour of the Secondary School Students. Karaelmas Journal of Educational Sciences 3, 25-35.
  • Twum, R., Yarkwah, C., & Nkrumah, I. K. (2021). Utilisation of the Internet for Cyberloafing Activities among University Students. Journal of Digital Educational Technology, 1(1), ep2101.
  • Ugrin, J. C., Pearson, M. J., & Odom, M. D. (2007). Profiling Cyber-Slackers in the Workplace: Demographic, Cultural and Workplace Factors. Journal of Internet Commerce, 6(3), 75-89. https://doi.org/10.1300/j179v06n03_04
  • Varol, F., & Yıldırım, E. (2018). An examination of cyberloafing behaviors in classrooms from students’ perspectives. Turkish Online Journal of Qualitative Inquiry (TOJQI), 9,1, 26-46. https://doi.org/10.17569/tojqi.349800
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  • Vitak, J., Crouse, J., & LaRose, R. (2011). Personal internet use at work: Understanding cyberslacking. Computers in Human Behavior, 27(5), 1751–1759. https://doi.org/10.1016/j.chb.2011.03.002
  • Wallenius, M., Rimpelä, A., Punamäki, R. L., & Lintonen, T. (2009). Digital game playing motives among adolescents: Relations to parent–child communication, school performance, sleeping habits, and perceived health. Journal of Applied Developmental Psychology. 30(4), 463-474. https://doi.org/10.1016/j.appdev.2008.12.021
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  • Wu, J., Mei, W., & Ugrin, J. C. (2018). Student cyberloafing in and out of the classroom in China and the relationship with student performance. Cyberpsychology, Behavior, and Social Networking, 21(3), 199-204. https://doi.org/10.1089/cyber.2017.0397
  • Yang, Z., Asbury, K., & Griffiths, M. D. (2019). An exploration of problematic smartphone use among Chinese university students: Associations with academic anxiety, academic procrastination, self-regulation and subjective wellbeing. International Journal of Mental Health and Addiction, 17(3), 596-614. https://doi.org/10.1007/s11469-018-9961-1
  • Yavuz, O. (2018). Investigation of the Levels of Perceived Social Support and Internet and Game Addiction in Gifted Students [Özel Yetenekli öğrencilerde internet ve oyun bağımlılığı]. Yaşam becerileri psikoloji dergisi 2(4), 281-296. https://doi.org/10.31461/ybpd.475080
  • Yıldız Durak, H., & Saritepeci, M (2020). Examination of the relationship between cyberbullying and cyber victimization. Journal of Child and Family Studies 29 (10), 2905-2915. https://doi.org/10.1007/s10826-020-01768-4
  • Yıldız Durak, H., & Saritepeci, M. (2019). Occupational burnout and cyberloafing among teachers: Analysis of personality traits, individual and occupational status variables as predictors. The Social Science Journal, 56(1), 69-87. https://doi.org/10.1016/j.soscij.2018.10.011
  • Yıldız Durak, H. (2019). Cyberloafing in Learning Environments Where Online Social Networking Sites Are Used as Learning Tools: Antecedents and Consequences. Journal of Educational Computing Research 2020, 58(3), 539–569. https://doi.org/10.1177/0735633119867766
  • Young, K. S. (2009). Understanding online gaming addiction and treatment issues for adolescents. The American journal of family therapy, 37(5), 355-372. https://doi.org/10.1080/01926180902942191
  • Zhou, B., Li, Y., Hai, M., Wang, W., & Niu, B. (2023). Challenge-hindrance stressors and cyberloafing: A perspective of resource conservation versus resource acquisition. Current Psychology, 42 (2), 1172-1181. https://doi.org/10.1007/s12144-021-01505-0
  • Zorbaz, S. D., Ulaş, O., & Kızıldağ, S. (2014). Relation between video game addiction and interfamily relationships on primary school students. Educational Sciences: Theory & Practice, 15(2), 489-497. https://doi.org/10.12738/estp.2015.2.2090
Toplam 118 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Uğurcan Sert 0000-0002-6984-0652

Mustafa Sarıtepeci 0000-0002-6984-0652

Erken Görünüm Tarihi 16 Ocak 2024
Yayımlanma Tarihi 24 Ocak 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 14 Sayı: 1

Kaynak Göster

APA Sert, U., & Sarıtepeci, M. (2024). PREDICTIVE RELATIONSHIPS RELATED TO THE LEVELS OF CYBERLOAFING IN THE EDUCATIONAL SETTINGS AND GAME ADDICTION OF UNIVERSITY STUDENTS. Eğitim Teknolojisi Kuram Ve Uygulama, 14(1), 89-121. https://doi.org/10.17943/etku.1296990