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LİSE ÖĞRENCİLERİ ARASINDA AKADEMİK ÖZ-KONTROL VE ÇEVRİMİÇİ TETİKTE OLMA ARASINDAKİ İLİŞKİ: BİR ÇOKLU GRUP ANALİZİ

Year 2023, Volume: 13 Issue: 1, 24 - 36, 25.01.2023
https://doi.org/10.17943/etku.1079705

Abstract

Çevrim içi iletişim ve etkileşim konularına karşı sürekli bir farkındalık durumları çevrim içi tetikte olma durumudur. Çevrim-içi tetikte olma durumu boyutlarının olası ilişkili olduğu yapılarla ilgili çok kısıtlı araştırma vardır. Bu çalışmada çevrim-içi tetikte olmanın kuramsal temeliyle ilişkili olduğu düşünülen akademik öz kontrol ele alınmıştır. Öz kontrol, insanların anlık isteklerine direnmesine, rekabetçi görevleri yönetmesine ve dikkati sürdürmesine yardımcı olan bir yapıdır. Bu bağlamda, bu çalışma, çevrimiçi tetikte olmanın, akademik öz-kontrol ile ilişkili olup olmadığını test etmeyi amaçlamıştır. Ayrıca bu ilişkinin cinsiyete bağlı değişimini incelemiştir. Bu araştırmanın araştırma grubunu 128 lise öğrencisi oluşturmaktadır. Çalışmada kişisel bilgi formu ve iki farklı ölçek kullanılmıştır. Bu çalışmada varsayılan araştırma modeli Kısmi En Küçük Kareler Yapısal Eşitlik Modellemesi (PLS-SEM) ile analiz edilmiştir. Araştırma sonuçları, akademik sebat ile belirginlik, tepkisellik ve takip arasında anlamlı bir ilişkiye sahip olduğunu göstermiştir. H2 hipotezi, akademik dikkat ile çevrim-içi tetikte olma davranışlarının ilişkili olduğunu varsaymaktadır. Sonuçlar, akademik dikkat ile tepkisellik ve belirginlik arasında anlamlı bir ilişkiye sahip olduğunu göstermiştir. Akademik dikkat, takip üzerinde ise anlamlı bir etkiye sahip değildir. Yapısal model, çevrim-içi tetikte olma davranışlarındaki varyansın % 16-31 arasında açıkladığını göstermektedir. Çoklu grup analizlere göre, kadın ve erkek alt örneklemleri için akademik sebat ile takip ve belirginlik arasında ilişkilerin anlamlı olduğu bulunmuştur. Akademik sebat ile tepkisellik arasındaki ilişki erkeklerde anlamlı iken kadınlarda anlamlı değildir. Akademik dikkat ile çevrim-içi tetikte olmanın tüm alt boyutları arasındaki ilişkiler kadınlarda anlamlı iken erkeklerde anlamlı değildir.

References

  • Andrews, S., Ellis, D. A., Shaw, H., & Piwek, L. (2015). Beyond self-report: Tools to compare estimated and real-world smartphone use. PloS one, 10(10), e0139004
  • Arnesen, T., Elstad, E., & Christophersen, T. A. (2017). How Finnish and Swedish learners’ academic self-control relates to time spent online in class, perceptions of educator qualities, and school appreciation: A cross-sectional comparison. Educational Science, 7, 68. DOI: 10.3390/educsci7030068
  • Barber, L. K., Munz, D. C., Bagsby, P. G., & Grawitch, M. J. (2009). When does time perspective matter? Self-control as a moderator between time perspective and academic achievement. Personality and individual differences, 46(2), 250-253.
  • Baumeister, R. F., Vohs, K. D., & Tice, D. M. (2007). The strength model of self-control. Current directions in psychological science, 16(6), 351-355.
  • Bayer, J. B., Campbell, S. W., & Ling, R. (2016). Connection cues: Activating the norms and habits of social connectedness. Communication Theory, 26(2), 128-149.
  • Bomhold, C. R. (2013). Educational use of smart phone technology: A survey of mobile phone application use by undergraduate university students. Program.
  • Büyük, H., Öğülmüş, S., & Kapçi, E. G. (2020). Academic self-control scale for secondary school students: Validity and reliability study. Turkish Journal of Education, 9(4), 290-306.
  • Diamond, A. (2013). Executive functions. Annual review of psychology, 64, 135-168.
  • Dijkstra, T. K., & Henseler, J. (2015). Consistent partial least squares path modeling. MIS Quarterly, 39, 297e316.
  • Duckworth, A. L., Taxer, J. L., Eskreis-Winkler, L., Galla, B. M., & Gross, J. J. (2019). Self-control and academic achievement. Annual review of psychology, 70, 373-399.
  • Duckworth, A., & Gross, J. J. (2014). Self-control and grit: Related but separable determinants of success. Current directions in psychological science, 23(5), 319-325.
  • Hair, J. F., Hult, G. T., Ringle, C. M., & Sarstedt, M. (2017). A primer on partial least squares structural equation modeling (PLS-SEM) (2nd ed.). Thousand Oaks, CA: Sage.
  • Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115-135.
  • Inzlicht, M., Schmeichel, B. J., & Macrae, C. N. (2014). Why self-control seems (but may not be) limited. Trends in cognitive sciences, 18(3), 127-133.
  • Jang, H. (2018). Non-cognitive Skills and Achievement: A Cross-national Analysis of the Association Between Academic Perseverance and Achievement. The Pennsylvania State University.
  • Johannes, N., Meier, A., Reinecke, L., Ehlert, S., Setiawan, D. N., Walasek, N., ... & Veling, H. (2021). The relationship between online vigilance and affective well-being in everyday life: Combining smartphone logging with experience sampling. Media Psychology, 24(5), 581-605.
  • Karakoyun, F. (2021). Çevrimiçi tetikte olma ölçeğinin Türkçe’ye uyarlanması. Eğitim Teknolojisi Kuram ve Uygulama, 11(2), 358-374.
  • Le Roux, D. B., & Parry, D. A. (2020). Investigating predictors of online vigilance among university students. Information Technology & People, 35(1).
  • le Roux, D. B., Parry, D. A., Totolo, A., Iyawa, G., Holloway, J., Prenter, A., & Botha, L. (2021). Media multitasking, online vigilance and academic performance among students in three Southern African countries. Computers & Education, 160, 104056.
  • Mascheroni, G., & Vincent, J. (2016). Perpetual contact as a communicative affordance: Opportunities, constraints, and emotions. Mobile Media & Communication, 4(3), 310-326.
  • Mihailidis, P. (2014). A tethered generation: Exploring the role of mobile phones in the daily life of young people. Mobile Media & Communication, 2(1), 58-72.
  • Reinecke, L., Klimmt, C., Meier, A., Reich, S., Hefner, D., Knop-Huelss, …Vorderer, P. (2018). Permanently online and permanently connected: Development and validation of the Online Vigilance Scale. PLOS ONE, 13(10), e0205384.
  • Ringle, C. M., Wende, S., & Becker, J.-M. (2015). "SmartPLS 3." Boenningstedt: SmartPLS GmbH, http://www.smartpls.com.
  • Troll, E. S., Friese, M., & Loschelder, D. D. (2021). How students’ self-control and smartphone-use explain their academic performance. Computers in Human Behavior, 117, 106624.
  • Uncapher, M. R., & Wagner, A. D. (2018). Minds and brains of media multitaskers: Current findings and future directions. Proceedings of the National Academy of Sciences, 115(40), 9889-9896.
  • Vorderer, P., & Kohring, M. (2013). Permanently online: A challenge for media and communication research. International Journal of Communication, 7(1), 188-196.
  • Vorderer, P., Hefner, D., Reinecke, L., & Klimmt, C. (Eds.). (2017). Permanently online, permanently connected. Routledge, Taylor & Francis Group.
  • Yıldız Durak, H. (2018). What would you do without your smartphone? Adolescents’ social media usage, locus of control and loneliness as a predictor of nomophobia. Addicta: The Turkish Journal on Addictions, 5, 543−557.
  • Yildiz Durak, H. (2019). Investigation of nomophobia and smartphone addiction predictors among adolescents in Turkey: Demographic variables and academic performance. The Social Science Journal, 56(4), 492-517.

THE RELATIONSHIP BETWEEN ACADEMIC SELF-CONTROL AND ONLINE VIGILANCE AMONG HIGH SCHOOL STUDENTS: A MULTI-GROUP ANALYSIS

Year 2023, Volume: 13 Issue: 1, 24 - 36, 25.01.2023
https://doi.org/10.17943/etku.1079705

Abstract

A state of constant awareness of online communication and interaction issues is a state of online vigilance. There is very limited research on constructs with which online vigilance dimensions are likely to be associated. In this study, academic self-control, which is thought to be related to the theoretical basis of online vigilance is discussed. Self-control is a construct that helps people resist impulsive urges, manage competitive tasks, and maintain attention. In this context, this study aimed to test whether online vigilance is associated with academic self-control. This study also examined the variation of this relationship depending on gender. The research group consists of 128high school students. Personal information form and two different scales were used in the study. In this study, the research model was analyzed by Partial Least Squares-Structural Equation Modeling(PLS-SEM). The results of the study showed that there is a significant relationship between academic perseverance and salience, reactibility and monitoring. The results showed that there is a significant relationship between academic attention and reactibility and salience. Academic attention did not have a significant effect on monitoring. The structural model shows that the variance in online vigilance behaviors explains between 16-31%. According to multi-group analyzes, there were significant relationships between academic perseverance and monitoring, salience for female and male sub-samples. While the relationship between academic perseverance and reactibility is significant in males, it is not significant in females. While the relationships between academic attention and all sub-dimensions of online vigilance are significant in women, they are not significant in men.

References

  • Andrews, S., Ellis, D. A., Shaw, H., & Piwek, L. (2015). Beyond self-report: Tools to compare estimated and real-world smartphone use. PloS one, 10(10), e0139004
  • Arnesen, T., Elstad, E., & Christophersen, T. A. (2017). How Finnish and Swedish learners’ academic self-control relates to time spent online in class, perceptions of educator qualities, and school appreciation: A cross-sectional comparison. Educational Science, 7, 68. DOI: 10.3390/educsci7030068
  • Barber, L. K., Munz, D. C., Bagsby, P. G., & Grawitch, M. J. (2009). When does time perspective matter? Self-control as a moderator between time perspective and academic achievement. Personality and individual differences, 46(2), 250-253.
  • Baumeister, R. F., Vohs, K. D., & Tice, D. M. (2007). The strength model of self-control. Current directions in psychological science, 16(6), 351-355.
  • Bayer, J. B., Campbell, S. W., & Ling, R. (2016). Connection cues: Activating the norms and habits of social connectedness. Communication Theory, 26(2), 128-149.
  • Bomhold, C. R. (2013). Educational use of smart phone technology: A survey of mobile phone application use by undergraduate university students. Program.
  • Büyük, H., Öğülmüş, S., & Kapçi, E. G. (2020). Academic self-control scale for secondary school students: Validity and reliability study. Turkish Journal of Education, 9(4), 290-306.
  • Diamond, A. (2013). Executive functions. Annual review of psychology, 64, 135-168.
  • Dijkstra, T. K., & Henseler, J. (2015). Consistent partial least squares path modeling. MIS Quarterly, 39, 297e316.
  • Duckworth, A. L., Taxer, J. L., Eskreis-Winkler, L., Galla, B. M., & Gross, J. J. (2019). Self-control and academic achievement. Annual review of psychology, 70, 373-399.
  • Duckworth, A., & Gross, J. J. (2014). Self-control and grit: Related but separable determinants of success. Current directions in psychological science, 23(5), 319-325.
  • Hair, J. F., Hult, G. T., Ringle, C. M., & Sarstedt, M. (2017). A primer on partial least squares structural equation modeling (PLS-SEM) (2nd ed.). Thousand Oaks, CA: Sage.
  • Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115-135.
  • Inzlicht, M., Schmeichel, B. J., & Macrae, C. N. (2014). Why self-control seems (but may not be) limited. Trends in cognitive sciences, 18(3), 127-133.
  • Jang, H. (2018). Non-cognitive Skills and Achievement: A Cross-national Analysis of the Association Between Academic Perseverance and Achievement. The Pennsylvania State University.
  • Johannes, N., Meier, A., Reinecke, L., Ehlert, S., Setiawan, D. N., Walasek, N., ... & Veling, H. (2021). The relationship between online vigilance and affective well-being in everyday life: Combining smartphone logging with experience sampling. Media Psychology, 24(5), 581-605.
  • Karakoyun, F. (2021). Çevrimiçi tetikte olma ölçeğinin Türkçe’ye uyarlanması. Eğitim Teknolojisi Kuram ve Uygulama, 11(2), 358-374.
  • Le Roux, D. B., & Parry, D. A. (2020). Investigating predictors of online vigilance among university students. Information Technology & People, 35(1).
  • le Roux, D. B., Parry, D. A., Totolo, A., Iyawa, G., Holloway, J., Prenter, A., & Botha, L. (2021). Media multitasking, online vigilance and academic performance among students in three Southern African countries. Computers & Education, 160, 104056.
  • Mascheroni, G., & Vincent, J. (2016). Perpetual contact as a communicative affordance: Opportunities, constraints, and emotions. Mobile Media & Communication, 4(3), 310-326.
  • Mihailidis, P. (2014). A tethered generation: Exploring the role of mobile phones in the daily life of young people. Mobile Media & Communication, 2(1), 58-72.
  • Reinecke, L., Klimmt, C., Meier, A., Reich, S., Hefner, D., Knop-Huelss, …Vorderer, P. (2018). Permanently online and permanently connected: Development and validation of the Online Vigilance Scale. PLOS ONE, 13(10), e0205384.
  • Ringle, C. M., Wende, S., & Becker, J.-M. (2015). "SmartPLS 3." Boenningstedt: SmartPLS GmbH, http://www.smartpls.com.
  • Troll, E. S., Friese, M., & Loschelder, D. D. (2021). How students’ self-control and smartphone-use explain their academic performance. Computers in Human Behavior, 117, 106624.
  • Uncapher, M. R., & Wagner, A. D. (2018). Minds and brains of media multitaskers: Current findings and future directions. Proceedings of the National Academy of Sciences, 115(40), 9889-9896.
  • Vorderer, P., & Kohring, M. (2013). Permanently online: A challenge for media and communication research. International Journal of Communication, 7(1), 188-196.
  • Vorderer, P., Hefner, D., Reinecke, L., & Klimmt, C. (Eds.). (2017). Permanently online, permanently connected. Routledge, Taylor & Francis Group.
  • Yıldız Durak, H. (2018). What would you do without your smartphone? Adolescents’ social media usage, locus of control and loneliness as a predictor of nomophobia. Addicta: The Turkish Journal on Addictions, 5, 543−557.
  • Yildiz Durak, H. (2019). Investigation of nomophobia and smartphone addiction predictors among adolescents in Turkey: Demographic variables and academic performance. The Social Science Journal, 56(4), 492-517.
There are 29 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Esra Kıdıman 0000-0001-8529-5431

Hatice Yıldız Durak 0000-0002-5689-1805

Early Pub Date January 25, 2023
Publication Date January 25, 2023
Published in Issue Year 2023 Volume: 13 Issue: 1

Cite

APA Kıdıman, E., & Yıldız Durak, H. (2023). THE RELATIONSHIP BETWEEN ACADEMIC SELF-CONTROL AND ONLINE VIGILANCE AMONG HIGH SCHOOL STUDENTS: A MULTI-GROUP ANALYSIS. Eğitim Teknolojisi Kuram Ve Uygulama, 13(1), 24-36. https://doi.org/10.17943/etku.1079705