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The objective of this study is to construct a model which explains and predicts the relations of university students’ cyberloafing behaviors with demographic and academic variables at computing courses where online social networking sites are utilized for education and is to review whether there is longitudinal effect on these relations in terms of learning experience. This group of the study is composed of 171 university students. In this study, self-description form, two different success tests, and various scales are utilized as data collection tools. For the analysis of the data, structural equation modeling and multiple hierarchical regression analysis are utilized. The results of this study indicate that variables of information technologies usage status, online learning activities usage status, academic self-efficacy, motivation, and cognitive absorption are predictable of cyberloafing behaviors at Time 2 point, and cyberloafing behavior predicts academic success and academic procrastination at Time 2 point. Although the relations between various study variables and cyberloafing are not meaningful at Time 1 point, it is an interesting finding that these relations are statistically meaningful at Time 2 point.

The aim of this study is to investigate the effect of students' flipped learning readiness (FLR) on engagement, programming self-efficacy, attitude towards programming, and interaction intensity in the information and technology classrooms where programming is taught with the flipped classroom (FC) model. The study group of this research, which is designed by the relational screening method, consists of 371 students studying in middle school. Structural equation model was used for the data analysis. The results of the study revealed that FLR and its indicators in the programming teaching conducted with the FC model are significant predictors of engagement, attitude, programming self-efficacy, and interaction intensity. FLR is most strongly related to programming self-efficacy, whereas it is most weakly related to interaction.The most striking result of this study is that the FC model is an effective option in terms of providing engagement, interaction, self-efficacy, and learner attitude, which are the key components for the success of the instruction. It is thought that this study assists to create an awareness on the impact of FLR on students, on subjects that frame in-class attitudes, and behaviours of students.

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Smartphones, with their constantly evolving features, facilitate instant communication and help individuals stay connected with the world at all times. This can lead people to become addicted to their smartphones. In particular, behaviors that indicate smartphone addiction in adolescents have become increasingly prevalent. The most important of these behaviors is nomophobic behavior. This study aims to determine adolescents' smartphone usage and levels of nomophobia, and to examine the variables related to nomophobia. The study group of this research, which uses the relational survey model, consisted of 786 students studying in the 7th and 8th grades of a middle school in the fall semester of 2016. A personal information form and four data collection tools were used in this study. Frequency, percentage, mean, standard deviation, correlation, and multiple linear regression analyses were used to analyze the quantitative data. In this study, social media addiction was found to most positively correlate with adolescents' nomophobic behavior levels, and locus of control was found to have the lowest positive correlation with nomophobic behavior levels. In the conclusion of the study, further recommendations have been made.

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