Investigation of the Relationship Between Nomophobia and Social Studies Teachers' Social Network Use


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Authors

  • Fatih Pala Ministry of National Education, Türkiye

DOI:

https://doi.org/10.52380/mojet.2023.11.4.516

Abstract

The smartphones we use in every aspect of our lives can be accessed anywhere without the limitation of physical space. This situation has led to excessive use of smartphones. Individuals, when unable to access their smartphones, experience anxiety and distress, revealing their nomophobic tendencies. Additionally, the availability of internet access on smartphones has increased the use of social networks. In this context, the research aims to determine the relationship between social studies teachers' purposes for using social networks and nomophobia. In the study, a quantitative research model called the correlational survey model was employed to determine the relationship between social studies teachers' purposes for using social networks and their levels of nomophobia. The sample of the research consists of 330 social studies teachers working in state schools affiliated with the Ministry of National Education in Turkey. The data of the research were collected using the "Personal Information Form," "Nomophobia Scale," and "Social Media Usage Purpose Scale." According to the research findings, there was no significant relationship between the gender of social studies teachers and their use of social networks or nomophobic perceptions. However, a statistically significant relationship was found between the use of social networks and nomophobic perceptions of social studies teachers based on factors such as unlimited internet use, education level, seniority, age, and internet usage duration. A weak significant relationship was determined between social studies teachers' usage of social networks and their nomophobic perceptions.

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Published

2023-10-21

How to Cite

Pala, F. (2023). Investigation of the Relationship Between Nomophobia and Social Studies Teachers’ Social Network Use. Malaysian Online Journal of Educational Technology, 11(4), 258–276. https://doi.org/10.52380/mojet.2023.11.4.516

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Articles