The objective of this study is to examine the place and importance of social media in the lives of university students according to several demographic variables. 323 Turkish students in total, 186 of whom were males and 137 of whom were females, studying in different departments at Selçuk University, participated in the study. A personal information form was used to obtain the socio-demographical information of the students, while “Social Media Addiction Scale” (SMAS), developed by Tutgun Ünal (2015), was implemented to determine the media addiction levels. Although no differences were observed concerning the age factor among the students; statistically significant differences were found among the averages of social media addiction with regards to sex, income, educational background of the parents, the means to access the internet, the number of years of access and the number of hours of access (p<0.05; p<0.01). Statistically significant variances were also found in all the dimensions of social media addiction concerning the time and the hours the students spend on social media (p<0.05; p<0.01). Based on the findings of this study, it can be said that the social media addiction levels of the male students are higher compared to that of the female students; this situation is caused by the social roles imposed on men and women depending on social status and responsibilities and the cultural structure; and as the number of days and hours spent on social media increase, so does the addiction to social media.
Eğitim sisteminin verimliliği, toplumun ihtiyacı olan nitelik ve nicelikte insan gücünün yetiştirilmesine bağlıdır. Bu yüzden öğretmen, eğitim sisteminin en stratejik parçalarından biri olarak kabul edilir. Eğitim sistemindeki hedeflere nitelikli, mesleğini seven, konu bilgisi, alan bilgisi ve pedagojik alan bilgisine sahip olan öğretmenlerin yetiştirilmesiyle ulaşılabilir. Eğitim fakültelerinde öğrenim gören öğretmen adaylarının öğrenimleri süresince kazandıkları genel kültür, özel alan eğitimi ve öğretmenlik mesleği ile ilgili bilgi, beceri, tutum ve alışkanlıklarını gerçek bir eğitim öğretim ortamı içinde kullanabilme yeterliği kazanmalarını sağlayacak uygulama dersi öğretmenlik uygulamalarıdır. Bu çalışmada amaç, pedagojik formasyon öğrencilerinin öğretmenlik uygulaması derslerindeki yeterliklerini belirlemektir. Bu çalışma nitel bir çalışma olup fenomenolojik araştırmaya göre desenlenmiştir. Uygulanan strateji ise çeşitlemedir. Görüşme, gözlem ve doküman incelemesi vasıtasıyla toplanan veriler, betimsel analiz yöntemiyle analiz edilip yorumlanmıştır. Bulgular sonucunda öğretmen adaylarının alan, meslek ve genel kültür bilgileri bakımından yeterli; ancak, ders planı, materyal hazırlama, değerlendirme ve kayıt tutmada yetersiz oldukları sonucuna ulaşılmıştır. Ulaşılan sonuçlardan hareketle öğretmenlik uygulaması derslerinin daha uzun süreye yayılması, ders planı ve materyal hazırlama ile ilgili ders içeriklerinin düzenlenmesi ve uygulama okulunda öğretmen adaylarının özgüvenini artıracak düzenlemeler yapılması önerilmiştir.
The aim of this study is to analyse the changes in nutrition knowledge and attitudes of secondary school students depending on certain socio-demographic factors. The universe of the study is composed of 521 students, including 142 female and 379 male students studying in the secondary school and the sampling group in Konya province private and state central secondary education schools. The "Nutrition Knowledge and Attitude Scale", developed by Ertürk (2010), was used for nutrition attitude and knowledge and personal information form to acquire socio-demographic information. Descriptive statistics of the data were made, variance and homogeneity were tested, independent sample t test was used for binary comparisons, One Way Anowa was utilized for multiple comparisons, and Tukey test was benefitted to determine difference sources. Nutrition knowledge of students in state schools was found to be lower than that of students in private schools and this gap was identified to be statistically significant (P <0.05). Nutritional knowledge and attitudes of female students were determined to be higher than males' and this difference was found to be statistically significant (P <0.05). Nutritional knowledge and attitudes of students who received elective nutrition classes were found to be higher than those who did not have nutrition classes and this change was again found to be statistically significant (P <0.05). The number of siblings and education status of parents were found to be statistically significant variants (P <0.05). As a result, the high level of nutrition knowledge and attitudes of female students compared to male students, the status and role of cultural transfer and social structure featured on male and female can be seen as the reason for that matter. It can be said that taking a nutrition class has a positive influence on nutrition knowledge and attitude, and that private school students have more nutrition knowledge yet similar nutrition attitudes with those in state schools.
It was aimed in this study to reveal and compare strategies of students of three types of high schools to cope with stress through leisure time. The research population consisted of high school students in Konya province, Turkey. The sample consisted of 280 male and 224 female vocational high school, Anatolian high school and sports high school students. In the study, the Demographic Personal Information Form was used to collect personal information. The "Strategies to Cope with Stress through Leisure Time Scale" (SCSLTS) was used to identify the leisure time strategies. This scale was developed by Iwasaki and Mannell (2000). It was translated into Turkish, and its validity and reliability studies were conducted by Çevik, Özcan and Munusturlar (2018). No difference was found in the strategies of the students to cope with stress through leisure time according to the grade level, income, and maternal and paternal educational level factors. Statistical variations were observed based on the gender and sporting factors (p<.05). There was no statistically significant difference in the mood enhancement dimension depending on the school type factor. However, it was found that the mean scores of the vocational high school students in terms of the dimensions of leisure time friendship and temporary coping ability were higher than those of the students of the other schools, and these differences were also statistically significant (p<.05). The vocational high school students had higher mean scores in the leisure time strategies sub-dimension than the students of other schools. Accordingly, it can be said that the leisure time strategy scores may differ according to the school type and that the students receiving vocational education were more optimistic in determining leisure time strategies than the students of Anatolian high school and sports high school.
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