Öz
The purpose of this study is to
test theory and measurement model of Generalized Problematic Internet Use by
two-step structural equation modelling approach in Turkish culture. Besides,
problematic internet use was examined with respect to different variables.
Finally, in the study, whether procrastination behaviors of those students who
show high and low risks of problematic internet usage differed or not were
explored. 695 undergraduate students studying in the different departments of
Afyon Kocatepe University participated to the study in which the survey method
was used. To collect data, Demographic Information Form, Generalized
Problematic Internet Use Scale 2 developed by Caplan (2010) and adapted into
Turkish by Deniz and Ünal (2016), and “distraction” sub scale of Online
Cognition Scale developed by Davis, Flett and Besser (2002) and adapted into
Turkish culture by Özcan (2004) were used. Results revealed that the
measurement and structural or theoretical model was also confirmed for the
Turkish culture. Besides, it was found that problematic internet use differed
with respect to the gender and daily amount of internet use, but not internet
usage experience. It was also found that there was a difference with respect to
procrastination behaviors between those individuals who possessed high and low
risks of problematic internet use. Results were discussed and some suggestions
were presented based on the similar studies regarding the problematic internet
use.
Anahtar Kelimeler
Problematic internet use procrastination university students
Kaynakça
- Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103(3), 411–423. https://doi.org/10.1037/0033-2909.103.3.411
- Caplan, S. E. (2003). Preference for Online Social Interaction: A Theory of Problematic Internet Use and Psychosocial Well-Being. Communication Research, 30(6), 625–648. https://doi.org/10.1177/0093650203257842
- Caplan, S. E. (2010). Theory and measurement of generalized problematic Internet use: A two-step approach. Computers in Human Behavior, 26(5), 1089–1097. https://doi.org/10.1016/j.chb.2010.03.012
- Chou, C., & Hsiao, M.-C. (2000). Internet addiction, usage, gratification, and pleasure experience: the Taiwan college students’ case. Computers & Education, 35(1), 65–80.
- Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Educational Research. Boston, USA: Pearson.
- Davis, R. A. (2001). A cognitive- behavioral model of pathological Internet use. Computers in Human Behavior, 17(2), 187–195. https://doi.org/10.1016/S0747-5632(00)00041-8
- Davis, R. A., Flett, G. L., & Besser, A. (2002). Validation of a new scale for measuring problematic internet use: implications for pre-employment screening. Cyberpsychology & behavior, 5(4), 331–345. https://doi.org/10.1089/109493102760275581
- Deniz, L., & Ünal, A. T. (2016). Genelleştirilmiş Problemli İnternet Kullanımı Ölçeği 2 (GPİKÖ2)’nin Türkçeye uyarlanması: Geçerlilik ve güvenirlik çalışmaları. The Journal of Academic Social Science (ASOSJOURNAL), 4(23), 7–20.
- Gámez-Guadix, M., Orue, I., & Calvete, E. (2013). Evaluation of the cognitive-behavioral model of generalized and problematic Internet use in Spanish adolescents. Psicothema, 25(3), 299–306.
- Griffiths, M. (1998). Internet addiction: does it really exist? In Gackenbach (Ed.), Psychology and the Internet: Intrapersonal, interpersonal, and transpersonal implications (pp. 61–75). San Diego, CA: Academic Press.
- Laconi, S., Tricard, N., & Chabrol, H. (2015). Differences between specific and generalized problematic Internet uses according to gender, age, time spent online and psychopathological symptoms. Computers in Human Behavior, 48, 236–244. https://doi.org/10.1016/j.chb.2015.02.006
- Odaci, H. (2011). Academic self-efficacy and academic procrastination as predictors of problematic internet use in university students. Computers & Education, 57(1), 1109-1113.
- Odacı, H., & Çıkrıkçı, Ö. (2014). Problematic internet use in terms of gender, attachment styles and subjective well-being in university students. Computers in Human Behavior, 32, 61-66.
- Odacı, H., & Kalkan, M. (2010). Problematic Internet use, loneliness and dating anxiety among young adult university students. Computers & Education, 55(3), 1091-1097.
- Oktan, V. (2015). Üniversite öğrencilerinde problemli internet kullanımı, yalnızlık ve algılanan sosyal destek. Kastamonu Eğitim Fakültesi Dergisi, 23, 281-292.
- Özcan, N. K. (2004). Üniversite öğrencilerinde internet kullanımının psikososyal durum ile ilişkisi. İstanbul Üniversitesi.
- Özgür, H., Demiralay, T., & Demiralay, I. (2014). Exploration of problematic Internet use and loneliness among distance education students. Turkish Online Journal of Distance Education, 15(2).
- Öztürk, E., & Özmen-Kaymak, S. (2011). Öğretmen adaylarının problemli internet kullanım davranışlarının, kişilik tipi, utangaçlık ve demografik değişkenlere göre incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 11(4), 1785-1808.
- Pontes, H. M., Caplan, S. E., & Griffiths, M. D. (2016). Psychometric validation of the Generalized Problematic Internet Use Scale 2 in a Portuguese sample. Computers in Human Behavior, 63, 823–833. https://doi.org/10.1016/j.chb.2016.06.015
- Pontes, H. M., Griffiths, M. D., & Patrão, I. M. (2014). Internet addiction and loneliness among children and adolescents in the education setting: An empirical pilot study. Aloma. Revista de Psicologia, Ciències de l’Educació i de l’Esport, 32(1), 91–99. 10 Ağustos 2017 tarihinde adresinden erişildi http://www.revistaaloma.net/index.php/aloma/article/download/225/146
- Sariyska, R., Reuter, M., Lachmann, B., & Montag, C. (2015). Attention Deficit/Hyperactivity Disorder is a Better Predictor for Problematic Internet use than Depression: Evidence from Germany. Journal of Addiction Research & Therapy, 6(1), 1–6. https://doi.org/10.4172/2155-6105.1000209
- Sırakaya M. & Seferoğlu S. S. (2013). Öğretmen adaylarının problemli internet kullanımlarının incelenmesi. Hacettepe Universitesi Egitim Fakultesi Dergisi, 28(1), 356-368.
- Stern, S. E. (1999). Technologies : A Social Psychological Perspective of Internet Addiction. CyberPsychology & Behavior, 2(5), 419–425.
- Terry, C. (2015). Media multitasking, technological dependency, & metacognitive awareness: A correlational study focused on pedagogical implications. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2015 (pp. 1304–1311). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
- Thatcher, A., Wretschko, G., & Fridjhon, P. (2008). Online flow experiences, problematic Internet use and Internet procrastination. Computers in Human Behavior, 24(5), 2236-2254.
- Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. Psychological Science, 454–458.
- TÜİK. (2017). Hanehalkı Bilişim Teknolojileri Kullanım Araştırması. 10 Ekim 2017 tarihinde adresinden erişildi http://www.tuik.gov.tr/PreHaberBultenleri.do?id=24862
- Weinstein, A., Dorani, D., Elhadif, R., Bukovza, Y., Yarmulnik, A., & Dannon, P. (2015). Internet addiction is associated with social anxiety in young adults. Annals of Clinical Psychiatry, 27(1), 4–9.
- Yang, S. C., & Tung, C. J. (2007). Comparison of Internet addicts and non-addicts in Taiwanese high school. Computers in Human Behavior, 23(1), 79–96. https://doi.org/10.1016/j.chb.2004.03.037
- Young, K. S. (1998). Caught in the net: How to recognize the signs of internet addiction and a winning strategy for recovery. New York, USA: John Wiley & Sons.
Öz
Bu
çalışmanın amacı, Genelleştirilmiş Problemli İnternet Kullanımı kuramsal ve
ölçme modelinin iki aşamalı yapısal eşitlik modellemesi yaklaşımı ile Türk
kültüründe test etmektir. Ayrıca, problemli internet kullanımı çeşitli
değişkenler açısından incelenmiştir. Son olarak, çalışmada, yüksek ve düşük
düzeyde problemli internet kullanımı riski taşıyan bireylerin erteleme
davranışları arasında farklılık olup olmadığı da incelenmiştir. Tarama
yönteminin kullanıldığı çalışmaya, Afyon Kocatepe Üniversitesi’nin farklı
bölümlerinde öğrenim gören 695 lisans öğrencisi katılmıştır. Verileri toplamak
için Demografik Bilgi Formu, Caplan (2010) tarafından geliştirilen ve Deniz ve
Ünal (2016) tarafından Türkçe’ye uyarlanan Genelleştirilmiş Problemli İnternet
Kullanımı Ölçeği 2 ve Davis, Flett ve Besser (2002) tarafından geliştirilen ve
Özcan (2004) tarafından Türkçe’ye uyarlanan İnternette Bilişsel Durum Ölçeği’nin
“Dikkat Dağıtımı” boyutu kullanılmıştır. Türk kültüründe elde edilen sonuçlar,
ölçme modelinin ve kuramsal yapının orijinaline uygun olduğunu ortaya
koymuştur. Ayrıca, problemli internet kullanımının cinsiyete ve günlük internet
kullanım miktarına göre farklılaştığı, internet kullanım tecrübesine göre ise
farklılaşmadığı bulunmuştur. Yüksek ve düşük düzeyde problemli internet
kullanımı riski taşıyan bireyler arasında erteleme davranışları bakımından
farklılık olduğu bulunmuştur. Alanyazında problemli internet kullanımı ile
ilgili benzer çalışmalar temel alınarak sonuçlar tartışılmış ve bazı öneriler
sunulmuştur.
Anahtar Kelimeler
Problemli internet kullanımı erteleme üniversite öğrencileri
Kaynakça
- Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103(3), 411–423. https://doi.org/10.1037/0033-2909.103.3.411
- Caplan, S. E. (2003). Preference for Online Social Interaction: A Theory of Problematic Internet Use and Psychosocial Well-Being. Communication Research, 30(6), 625–648. https://doi.org/10.1177/0093650203257842
- Caplan, S. E. (2010). Theory and measurement of generalized problematic Internet use: A two-step approach. Computers in Human Behavior, 26(5), 1089–1097. https://doi.org/10.1016/j.chb.2010.03.012
- Chou, C., & Hsiao, M.-C. (2000). Internet addiction, usage, gratification, and pleasure experience: the Taiwan college students’ case. Computers & Education, 35(1), 65–80.
- Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Educational Research. Boston, USA: Pearson.
- Davis, R. A. (2001). A cognitive- behavioral model of pathological Internet use. Computers in Human Behavior, 17(2), 187–195. https://doi.org/10.1016/S0747-5632(00)00041-8
- Davis, R. A., Flett, G. L., & Besser, A. (2002). Validation of a new scale for measuring problematic internet use: implications for pre-employment screening. Cyberpsychology & behavior, 5(4), 331–345. https://doi.org/10.1089/109493102760275581
- Deniz, L., & Ünal, A. T. (2016). Genelleştirilmiş Problemli İnternet Kullanımı Ölçeği 2 (GPİKÖ2)’nin Türkçeye uyarlanması: Geçerlilik ve güvenirlik çalışmaları. The Journal of Academic Social Science (ASOSJOURNAL), 4(23), 7–20.
- Gámez-Guadix, M., Orue, I., & Calvete, E. (2013). Evaluation of the cognitive-behavioral model of generalized and problematic Internet use in Spanish adolescents. Psicothema, 25(3), 299–306.
- Griffiths, M. (1998). Internet addiction: does it really exist? In Gackenbach (Ed.), Psychology and the Internet: Intrapersonal, interpersonal, and transpersonal implications (pp. 61–75). San Diego, CA: Academic Press.
- Laconi, S., Tricard, N., & Chabrol, H. (2015). Differences between specific and generalized problematic Internet uses according to gender, age, time spent online and psychopathological symptoms. Computers in Human Behavior, 48, 236–244. https://doi.org/10.1016/j.chb.2015.02.006
- Odaci, H. (2011). Academic self-efficacy and academic procrastination as predictors of problematic internet use in university students. Computers & Education, 57(1), 1109-1113.
- Odacı, H., & Çıkrıkçı, Ö. (2014). Problematic internet use in terms of gender, attachment styles and subjective well-being in university students. Computers in Human Behavior, 32, 61-66.
- Odacı, H., & Kalkan, M. (2010). Problematic Internet use, loneliness and dating anxiety among young adult university students. Computers & Education, 55(3), 1091-1097.
- Oktan, V. (2015). Üniversite öğrencilerinde problemli internet kullanımı, yalnızlık ve algılanan sosyal destek. Kastamonu Eğitim Fakültesi Dergisi, 23, 281-292.
- Özcan, N. K. (2004). Üniversite öğrencilerinde internet kullanımının psikososyal durum ile ilişkisi. İstanbul Üniversitesi.
- Özgür, H., Demiralay, T., & Demiralay, I. (2014). Exploration of problematic Internet use and loneliness among distance education students. Turkish Online Journal of Distance Education, 15(2).
- Öztürk, E., & Özmen-Kaymak, S. (2011). Öğretmen adaylarının problemli internet kullanım davranışlarının, kişilik tipi, utangaçlık ve demografik değişkenlere göre incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 11(4), 1785-1808.
- Pontes, H. M., Caplan, S. E., & Griffiths, M. D. (2016). Psychometric validation of the Generalized Problematic Internet Use Scale 2 in a Portuguese sample. Computers in Human Behavior, 63, 823–833. https://doi.org/10.1016/j.chb.2016.06.015
- Pontes, H. M., Griffiths, M. D., & Patrão, I. M. (2014). Internet addiction and loneliness among children and adolescents in the education setting: An empirical pilot study. Aloma. Revista de Psicologia, Ciències de l’Educació i de l’Esport, 32(1), 91–99. 10 Ağustos 2017 tarihinde adresinden erişildi http://www.revistaaloma.net/index.php/aloma/article/download/225/146
- Sariyska, R., Reuter, M., Lachmann, B., & Montag, C. (2015). Attention Deficit/Hyperactivity Disorder is a Better Predictor for Problematic Internet use than Depression: Evidence from Germany. Journal of Addiction Research & Therapy, 6(1), 1–6. https://doi.org/10.4172/2155-6105.1000209
- Sırakaya M. & Seferoğlu S. S. (2013). Öğretmen adaylarının problemli internet kullanımlarının incelenmesi. Hacettepe Universitesi Egitim Fakultesi Dergisi, 28(1), 356-368.
- Stern, S. E. (1999). Technologies : A Social Psychological Perspective of Internet Addiction. CyberPsychology & Behavior, 2(5), 419–425.
- Terry, C. (2015). Media multitasking, technological dependency, & metacognitive awareness: A correlational study focused on pedagogical implications. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2015 (pp. 1304–1311). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
- Thatcher, A., Wretschko, G., & Fridjhon, P. (2008). Online flow experiences, problematic Internet use and Internet procrastination. Computers in Human Behavior, 24(5), 2236-2254.
- Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. Psychological Science, 454–458.
- TÜİK. (2017). Hanehalkı Bilişim Teknolojileri Kullanım Araştırması. 10 Ekim 2017 tarihinde adresinden erişildi http://www.tuik.gov.tr/PreHaberBultenleri.do?id=24862
- Weinstein, A., Dorani, D., Elhadif, R., Bukovza, Y., Yarmulnik, A., & Dannon, P. (2015). Internet addiction is associated with social anxiety in young adults. Annals of Clinical Psychiatry, 27(1), 4–9.
- Yang, S. C., & Tung, C. J. (2007). Comparison of Internet addicts and non-addicts in Taiwanese high school. Computers in Human Behavior, 23(1), 79–96. https://doi.org/10.1016/j.chb.2004.03.037
- Young, K. S. (1998). Caught in the net: How to recognize the signs of internet addiction and a winning strategy for recovery. New York, USA: John Wiley & Sons.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Konular | Eğitim Üzerine Çalışmalar |
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 29 Ocak 2018 |
| Gönderilme Tarihi | 4 Aralık 2017 |
| Yayımlandığı Sayı | Yıl 2018 Cilt: 11 Sayı: 1 |
