Öz: Çalışmanın amacı, öğretmen adaylarının yaşam boyu öğrenme yeterlikleri ile bilgi okuryazarlığı özyeterlikleri arasındaki ilişkinin incelenmesidir. Araştırmanın çalışma grubunu, 2013-2014 öğretim yılı bahar döneminde Marmara Bölgesi'ndeki bir üniversitesinin Eğitim Fakültesi'nde öğrenim gören 313 öğretmen adayı oluşturmaktadır. Araştırmada, "Yaşam Boyu Öğrenmede Anahtar Yeterlikler" ölçeği ve "Bilgi Okuryazarlığı Öz-yeterliği" ölçeği veri toplama araçlarından yararlanılmıştır. Farklılığın anlamlılığı için, ilişkisiz örneklemler t-testi ve ilişkisiz örneklemler için tek faktörlü varyans analizi (one-way ANOVA), değişkenler arasındaki ilişkinin incelenmesi amacıyla ise korelasyon ve regresyon analizleri kullanılmıştır. Araştırmada, öğretmen adaylarının yaşam boyu öğrenme konusunda kendilerini yeterli düzeyde algıladıkları, bilgi okuryazarlığı bağlamında ise yüksek düzeyde öz-yeterliğe sahip oldukları ortaya çıkmıştır. Öğretmen adaylarının yaşam boyu öğrenme yeterlikleri ile cinsiyet, öğrenim görülen bölüm ve günlük İnternet kullanım süresi değişkenleri arasındaki fark anlamlı bulunmuştur. Araştırmada elde edilen bulgular, öğretmen adaylarının yaşam boyu öğrenme yeterlikleri ve bilgi okuryazarlığı özyeterlikleri arasında pozitif yönde ve orta düzeyde bir ilişki olduğunu ortaya koymuştur.
Parenting styles, which are known to have a significant impact on the development of adolescents, also play an important role in the use of the child's internet and accompanying technologies. One of these effects is the actions and behaviors of the adolescent in the technology-rich environments. In this context, the research was conducted to determine the effect of internet parenting style on online game addiction of adolescents. The study is a descriptive research and was designed as a correlational survey method. The sample group was formed by 1336 adolescents consisting of secondary and high school students. Research findings revealed that parents' internet styles were mostly considered as being laissez-faire and followed by authoritative, authoritarian and permissive parental styles respectively, and that 14.22% of adolescents had high levels of disruptions due to their online game habits and that the difference in gender context was in favor of men. Another finding of the study is that adolescents living in households with a high parental warmth, authoritative and authoritarian internet parenting style had lower levels of online game dependency than in other households with parents in other styles. While the differences between age of adolescents and education level of father and online game addiction were not found significant in the study, the differences between maternal education level, socio-economic level and playing time were turned up as significant.
The current study investigated the relationship between problematic Internet use and levels of loneliness among 311 distance education students. "The Problematic Internet Use Scale" and "UCLA-Loneliness Scale III" were used to collect the data. Independentsamples t-test and one-way ANOVA were conducted to examine the differences; and correlation and regression analyses were used to examine the relationships between variables. Findings revealed that male students' use of the Internet was more problematic compared to female students'. As the time spent on the Internet increased, so did the problematic Internet use levels. In addition, the problematic Internet use levels of students varied with regard to marital status and not varied regard to their ages. A significant relationship was found between the level of problematic Internet use and loneliness, and loneliness was found to be among the predictors of problematic Internet use. Implications and suggestions for further research are provided.
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