Value Preferences of University Students as Predictors of Life Goals

Çalışkan, Hüseyin; Sapmaz, Fatma; Uzunkol, Ebru

doi:10.1007/s11205-014-0778-4

Cited by 10 publications

(5 citation statements)

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“…The fact that the individual has a goal or purpose to achieve during the day ensures that his/her time is spent on meaningful things. 39 Samaha and Hawi 34 and Aktürk et al 1 reported a high level of smartphone addiction risk in university students with low academic success. Students with a high risk of smartphone addiction in our study had difficulty determining daily goals and achieving them.…”

Section: Discussionmentioning

confidence: 99%

Does the smartphone use affect the determination of daily goals: A nursing students’ example?

Demiralp

Öksüz

Aksu

et al. 2020

Perspect Psychiatr Care

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Purpose: To examine how the risky use of smartphone in nursing students affects their daily goals.Design and Methods: A total of 419 nursing students participated in this study. A Descriptive Data Form, Smartphone Addiction Scale-Short Version, and Daily Goals Scale were used to collect the data.Findings: According to our study results; students who are afraid of forgetting or losing their phone have a higher risk of being smartphone addiction. As the risks of students' smartphone addiction increase, their daily goal setting levels decreased.Practice Implications: The risky use of smartphone effects negatively daily goals setting. Education and counseling programs that will prevent the risky use of smartphones and the associated risk of addiction should be provided for nursing students. K E Y W O R D Sdaily goals, nursing students, smartphone | INTRODUCTION AND BACKGROUNDSmartphones have become one of the indispensable elements of daily life especially among young people all over the world as well as in Turkey. [1][2][3] Interactions with others on social networks, watching and sharing videos and pictures, email, online shopping, and easily accessible applications have increased the use of smartphones. Besides, the convenience they provide for daily life such as getting health care information, online banking, and finding addresses and routes while waiting in traffic or in a queue attract consumers, resulting in constantly increasing sales of smartphones with frequent addition of new features. 4 Although using smartphones facilitates daily activities, it can also have a negative effect on interpersonal relationships, and physical and mental health. 3,[5][6][7][8] The use of mobile phones during driving can especially cause problems and even traffic accidents. Smartphone users are more likely to experience somatic symptoms, insomnia, social dysfunction, anxiety, and depression compared to the nonsmartphone users and it is also possible to become addicted to smartphones as seen with alcohol and other substances. [9][10][11] Smartphone addiction is a relatively new phenomenon. 12,13 Although it has not been included under the category of nonsubstance-related disorders in Diagnostic and Statistical Manual of Mental Disorders (5th Edition), it is predicted that smartphone use will be included as a separate diagnosis under behavioral addiction in future clinical studies. 14,15 Repetitive behaviors are at the root of behavioral addictions. Behaviors that give pleasure to the person become habitual with repetition. However, one must be careful when considering a habitual behavior as an addiction. An addiction entails the person's excessive involvement with a certain behavior, repeating this behavior to escape from the real world or to create a pleasant feeling, the development of tolerance as the behavior is repeated, and the disruption of functionality with the emergence of withdrawal symptoms such as tension, irritability, and restlessness when the repetition of the behavior is prevented. [16][17][18][19][20] Excessive...

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Section: Discussionmentioning

confidence: 99%

Does the smartphone use affect the determination of daily goals: A nursing students’ example?

Demiralp

Öksüz

Aksu

et al. 2020

Perspect Psychiatr Care

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“…Undoubtedly, one of the most significant arguments for raising such citizens is education. 2 Education is a system that provides individuals with certain skills not only academically but also socially and culturally. Various educational tools are utilized in order to achieve these skills.…”

Section: Introductionmentioning

confidence: 99%

Citizenship Approach From the Second Constitutional Era to the Early Republic (Malumat-I Medeni̇ye and Yurt Bi̇lgi̇si̇ Textbooks)

AKPINAR¹,

Düz²,

Küçük³

2022

hist

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Citizenship is a concept in which acquisitions such as belonging to a nation, assuming certain duties and responsibilities are obtained and giving status to individuals in the face of the state. States aim to raise citizens who are aware of such duties and responsibilities, connected to them with a sense of belonging, and who have the skills to realize the requirements of the political system and expectations of society. Education programs play important roles in helping individuals acquire such duties and responsibilities. In the present study, the understanding of citizenship that was reflected in the “Information on Civilization with Questions and Answers” textbook, which was published in 1908 and taught in primary schools, and the “Information on Homeland” textbook, which was published in 1927 and was decided to be taught in primary schools for five years, was examined. The citizenship concept reflected in the textbooks was discussed by creating categories such as the ideal citizen, duties of citizens, responsibilities of the state, citizenship acquisitions, and complementary elements of citizenship. The data of the study were collected based on the Document Analysis Technique, which is one of the qualitative research methods, and the collected data were analyzed with the Content Analysis Technique. According to the data obtained in the study, it was determined that there were some differences in the understanding of citizenship reflected in the “Information on Civilization with Questions and Answers” and “Information on Homeland” textbooks taught after the proclamation of the Republic. Although there were common values that would keep citizens together as a reflection of the multinational structure in the Ottoman Empire, which was governed by the constitutional government system, in the textbook, after the proclamation of the Republic, the consciousness of being a Turk was created as a result of the understanding of the nation-state. Keywords: Citizen, citizenship concept, citizenship education, textbooks.

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“…Bunlara kategorik olarak baktığımızda farklı kültürlerden bireylerin değer öncelikleri, (Schwartz, 1992;Schwartz vd. 2001), eğitim yöneticilerin değer tercihleri (Begley ve Leonard, 2005;Haydon, 2007), öğretmen adaylarının değer tercihleri ve farklı değişkenlerle ilişkisi (Dilmaç, Bozgeyikli ve Çıkılı, 2008;Oğuz, 2012;Çalışkan, Sapmaz ve Uzunkol, 2015), öğretmenlerin değer yönelimleri (Kuşdil ve Kağıtçıbaşı, 2000), okullarda verilen değerler eğitimi (Halstead, 1996;Huitt, 2004;Doğanay, 2006;Paterson, 2010;Ekşi ve Katılmış;2016;Lovat, Toomey ve Clement 2010, Çengelci, 2010 ve program geliştirme (Katılmış, 2010), ölçek geliştirme ve uyarlama (Çalışkan ve Sağlam, 2012;Çalışkan ve Karademir, 2014), değerler eğitimi programının etkililiği (Demirhan İşcan, 2007), sosyal bilgiler programının ve ders kitaplarının ulusal ve evrensel değerler yönünden içerik düzenlenmesi (Evin ve Kafadar (2004) üzerine yapıldıkları görülmektedir. Fakat söz konusu literatüre karşılaştırmalı eğitim açısından baktığımızda, yapılan çalışmaların farklı ülkelerin sosyal bilgiler öğretim programlarının değerler eğitimi açısından incelenmesi (Kafadar, Öztürk ve Katılmış, 2018) ya da bazı ülkelerin (Türkiye, ABD) öğrencilerinin önemli değerlerini belirlemek (Baloğlu Uğurlu, 2014) gibi sınırlı bir kapsamda çalışmalar görülmektedir.…”

Section: Introductionunclassified

Comparison of Value Perceptions of French and Turkish Secondary School Students

Öztürk

Kafadar

2019

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Bu araştırmada Fransız okulu ve Türk okulu 7. ve 8. sınıf öğrencilerinin değer algılarının karşılaştırılması amaçlanmıştır. Araştırma, nitel araştırma desenlerinden fenomenolojiye (olgubilim) göre tasarlanmış ve araştırma kapsamında öğrenciler, amaçlı örnekleme yöntemlerinden ölçüt örneklemesine göre belirlenmiştir. Araştırmada elde edilen veriler betimsel analiz tekniği ile analiz edilmiştir. Araştırma sonuçlarına göre; her iki okul öğrencileri değer kavramına ilişkin benzer olarak bir şeye verilen önem, paha ve kıymet yönünde açıklamalar yapmışlardır. Bu açıklamaya ilişkin Fransız okulunun öğrencileri daha fazla türde değerler ifade etmişlerdir. Her iki okulun öğrencileri sıklıkla; evrenselcilik-ilgi, nadiren ise Türk okulunun öğrencileri güçbaskınlık, Fransız okulunun öğrencileri ise evrenselcilik-doğa kategorilerine ilişkin değerlere sahip olmaları gerektiğini, değer öncelikleri ve evrensel değer algılarında ise her iki okulun öğrencileri birçok benzer ve farklı değerler ifade etmişlerdir.

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Value Preferences of University Students as Predictors of Life Goals

Cited by 10 publications

References 44 publications

Does the smartphone use affect the determination of daily goals: A nursing students’ example?

Does the smartphone use affect the determination of daily goals: A nursing students’ example?

Citizenship Approach From the Second Constitutional Era to the Early Republic (Malumat-I Medeni̇ye and Yurt Bi̇lgi̇si̇ Textbooks)

Comparison of Value Perceptions of French and Turkish Secondary School Students

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