Ergenlerde Mutluluk Durumu, İyilik Hali, Kendini İfade Edebilme ve Sosyal Medya Bağımlılığının İlişkisi
Yükleniyor...
Dosyalar
Tarih
2021
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Selçuk Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Amaç: Bu çalışmanın amacı psikososyal ve bedensel etkileriyle özel bir süreç olan ergenlik dönemindeki iyilik hali, mutlu olma, kendini ifade etme ile sosyal medya bağımlılığının ilişkisini araştırmaktır. Gereç ve yöntem: Tanımlayıcı, kesitsel araştırmada, akranları aracılığıyla ulaşılan 11-18 yaş arası 384 ergen, gönüllülük temelinde demografik bilgi formu, Engagement, Perseverance, Optimism, Connectedness, Happiness (EPOCH) Ölçeği, Duyguları İfade Etme Ölçeği (DİEÖ), Oxford Mutluluk Ölçeği-Kısa Formu (OMÖ-KF) ve Sosyal Medya Bağımlılığı Ölçeği-Kısa Formunu (SMBÖKF) yanıtlamıştır. Bulgular: Katılımcıların ortalama yaşları 14,6±2,2 yıl, %47,9’u erkek (n=184) ve %61,5’i (n=236) özel okul öğrencisiydi. EPOCH, DİEÖ, OMÖ-KF, SMBÖ-KF ölçeklerinin Cronbach alfa değerleri sırasıyla 0,818, 0,648, 0,770 ve 0,810 bulundu. Kendisini başarısız görenlerin (%24,7; n=95) EPOCH, OMÖ-KF, DİEÖ puanları (76,2±16,9; 21,7±5,9; 67,7±12,9) başarılı görenlerden (87,9±14,2; 25,5±5,2; 71,1±11,2) düşüktü (p=0,001; p=0,001; p=0,008). DİEÖ puanı kızlarda (72,1±11,2) erkeklerden (68,2±11,9) yüksek (p=0,002), özel okulda okuyanların OMÖ-KF puanı (25,5±5,4) devlet okulunda okuyanlardan (22,9±5,6) farklıydı (p=0,001). SMBÖ-KF puanı devlet okulunda okuyanlarda (3,2±2,9) özel okulda okuyanlardan (2,5±2,3) (p=0,033), kendini başarısız görenlerde (3,8±2,8) başarılı görenlerden (2,4±2,5) (p=0,001) ve spor yapmayanlarda (3,0±2,7) spor yapanlardan (2,4±2,5) fazlaydı (p=0,035). EPOCH puanı spor yapanlarda (87,2±15,8) spor yapmayanlardan (83,9±15,6) yüksekti (p=0,038). Katılımcıların EPOCH ile SMBÖ-KF puanı arasında negatif yönde zayıf (r=-0,199, p=0,001), OMÖ ile SMBÖ-KF puanı arasında ise negatif yönde orta düzeyde korelasyon saptandı (r=-0,260, p=0,001). Sonuç: Özel okulda okuyan ergenlerin devlet okulunda okuyanlara göre daha mutlu ve daha az sosyal medya bağımlısı olması, kendini başarılı görenlerin kendini daha iyi ifade etmesi, daha mutlu olması, kendini başarısız görenlerde, devlet okullarında okuyanlarda ve spor yapmayanlarda sosyal medya bağımlılığının daha yüksek olması dikkat çekicidir. Bu sonuçlar ergenlik döneminde sosyal teşviklerin, spora yönlendirmenin ve genel iyi oluşlarını artırabilmek için psikolojik ve ekonomik desteklerin önemini ortaya koymaktadır.
Objective: The aim of this study is to investigate the relationship between well-being, being happy, self-expression and social media addiction of adolescence which is a special period with its psychosocial and physical effects. Material and methods: In descriptive, cross-sectional research, 384 adolescents aged 11-18, reached by their peers answered voluntarily, demographic information form Engagement, Perseverance, Optimism, Connectedness, Happiness (EPOCH) Scale, Emotional Expression Scale (EES), Oxford Happiness Scale-Short Form (OHS-SF) and Social Media Addiction Scale- Short Form (SMASSF). Results: The mean age of the participants was 14.6±2.2 years, 47.9% were male (n=184) and 61.5% (n=236) were private school students. Cronbach alpha values of EPOCH, EES, OHS-SF, SMAS-SF scales were found 0.88, 0.6648, 0.770 and 0.810, respectively. EPOCH, OHS-SF, EES scores (76.2±16.9; 21.7±5.9; 67.7±12.9) of those who consider themselves unsuccessful (24.7%; n=95) (87.9±14.2; 25.5±5.2; 71.1±11.2) were low (p=0.001; p=0.001; p=0.008). EES score is higher in girls (72.1±11.2) than boys (68.2±11.9) (p=0.002), OHS-SF score of those studying in private school (25.5±5.4) is in public school (22.9±5.6) was different (p=0.001). The SMAS-SF score was higher in public school students (3.2±2.9), than private school students (2.5±2.3) (p=0.033), and those who consider themselves unsuccessful (3.8±2.8) than who consider themselves successful (2.4±2.5) (p=0.001) and those who did not do sports (3.0±2.7) were more than those who did sports (2.4±2.5) (p=0.035). EPOC-H score was higher in those who do sports (87.2±15.8) than those who do not (83.9±15.6) (p=0.038). There was a weak negative correlation (r=-0,199, p=0.001) between the participants› EPOCH and SMAS-SF score, and a moderate correlation between the OHS-SF and SMAS score (r=-0,260, p=0.001). Conclusion: It is noteworthy that adolescents studying in private school are happier and less social media addicted than those who study in public school. It is also interesting that those who consider themselves successful express themselves better and are happier while those who consider themselves unsuccessful, public school students and those not making sports have higher social media addiction. These results show the importance of social support, guidance to sports and psychological and economic enforcement during adolescence period for their well being.
Objective: The aim of this study is to investigate the relationship between well-being, being happy, self-expression and social media addiction of adolescence which is a special period with its psychosocial and physical effects. Material and methods: In descriptive, cross-sectional research, 384 adolescents aged 11-18, reached by their peers answered voluntarily, demographic information form Engagement, Perseverance, Optimism, Connectedness, Happiness (EPOCH) Scale, Emotional Expression Scale (EES), Oxford Happiness Scale-Short Form (OHS-SF) and Social Media Addiction Scale- Short Form (SMASSF). Results: The mean age of the participants was 14.6±2.2 years, 47.9% were male (n=184) and 61.5% (n=236) were private school students. Cronbach alpha values of EPOCH, EES, OHS-SF, SMAS-SF scales were found 0.88, 0.6648, 0.770 and 0.810, respectively. EPOCH, OHS-SF, EES scores (76.2±16.9; 21.7±5.9; 67.7±12.9) of those who consider themselves unsuccessful (24.7%; n=95) (87.9±14.2; 25.5±5.2; 71.1±11.2) were low (p=0.001; p=0.001; p=0.008). EES score is higher in girls (72.1±11.2) than boys (68.2±11.9) (p=0.002), OHS-SF score of those studying in private school (25.5±5.4) is in public school (22.9±5.6) was different (p=0.001). The SMAS-SF score was higher in public school students (3.2±2.9), than private school students (2.5±2.3) (p=0.033), and those who consider themselves unsuccessful (3.8±2.8) than who consider themselves successful (2.4±2.5) (p=0.001) and those who did not do sports (3.0±2.7) were more than those who did sports (2.4±2.5) (p=0.035). EPOC-H score was higher in those who do sports (87.2±15.8) than those who do not (83.9±15.6) (p=0.038). There was a weak negative correlation (r=-0,199, p=0.001) between the participants› EPOCH and SMAS-SF score, and a moderate correlation between the OHS-SF and SMAS score (r=-0,260, p=0.001). Conclusion: It is noteworthy that adolescents studying in private school are happier and less social media addicted than those who study in public school. It is also interesting that those who consider themselves successful express themselves better and are happier while those who consider themselves unsuccessful, public school students and those not making sports have higher social media addiction. These results show the importance of social support, guidance to sports and psychological and economic enforcement during adolescence period for their well being.
Açıklama
Anahtar Kelimeler
Ergenlik, sosyal medya, duyguları ifade etme, mutluluk, Adolescence, social media, expressed emotions, happiness
Kaynak
Selçuk Genel Tıp Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
31
Sayı
3
Künye
Karaoglu, N., Hatır, A. E., Çiftçi, S. E., Akça, Ö. F., Kutlu, R., (2021). Ergenlerde Mutluluk Durumu, İyilik Hali, Kendini İfade Edebilme ve Sosyal Medya Bağımlılığının İlişkisi. Selçuk Genel Tıp Dergisi, 31 (3), 208-215.
