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Investigation into Nomophobia amongst Turkish pre-service teachers
Education and Information Technologies ( IF 3.666 ) Pub Date : 2020-09-19 , DOI: 10.1007/s10639-020-10335-9
Nese Sevim-Cirak , Omer Faruk Islim

Smartphones have become an unavoidable part of daily life for many people due to several features and abilities which has led to their addiction to them. In conjunction with this, a new term has emerged: Nomophobia. Nomophobia is generally defined as the sense of anxiety or fear of being unable to reach or use a mobile phone. The current study was conducted in order to investigate the nomophobic behaviors of Turkish preservice teachers and to shed light on measures that could be taken to mitigate the issue. Data of the study were collected from 1066 preservice teachers, with one-way between-groups multivariate analysis of variance (MANOVA) tests conducted to identify difference between teacher candidates’ nomophobic behaviors based on age, gender, class level, duration of mobile phone ownership, data plan ownership, and Wi-Fi accessibility. The results indicated that the variables of gender, age, class level, and having a data plan, significantly affected the preservice teachers’ nomophobic behaviors; whereas, duration of smartphone ownership and Wi-Fi connection accessibility did not affect their nomophobia behaviors. Overall, the Turkish preservice teachers, who would be responsible for raising the next generation once they graduate and start their teaching careers, were nomophobic and that some form of precautions need to be taken into consideration in order to mitigate this risk. The use of smartphones for educational purposes as part of a teacher-training course, in terms of increasing their engagement with the course, might be useful in satisfying their need for smartphone usage in a more positive way.



中文翻译:

土耳其职前教师对同性恋恐惧症的调查

由于许多功能和功能导致智能手机上瘾,智能手机已成为许多人日常生活中不可避免的一部分。与此结合的是,出现了一个新名词:恐同症。恐怖症通常被定义为焦虑或害怕无法接触或使用手机。进行当前的研究是为了调查土耳其职前教师的仇视行为,并阐明可以采取的缓解该问题的措施。该研究数据收集自1066名职前教师,并进行了单组间多变量方差分析(MANOVA)测试,以根据年龄,性别,班级,手机拥有时间确定教师候选人的憎厌行为之间的差异。 ,数据计划所有权和Wi-Fi可访问性。结果表明,性别,年龄,班级水平和拥有数据计划的变量显着影响了职前教师的憎厌行为;而智能手机拥有时间和Wi-Fi连接可访问性并没有影响他们的恐惧症行为。总体而言,土耳其的学前班教师一旦毕业并开始其教学生涯将负责培养下一代,他们是恐惧症的,为了减轻这种风险,需要考虑采取某种形式的预防措施。在教师培训课程中,将智能手机用于教育目的,以增加他们对课程的参与度,可能有助于更积极地满足其对智能手机使用的需求。并制定了数据计划,极大地影响了职前教师的仇视行为;而智能手机拥有时间和Wi-Fi连接可访问性并没有影响他们的恐惧症行为。总体而言,土耳其的学前班教师一旦毕业并开始其教学生涯将负责培养下一代,他们是恐惧症的,为了减轻这种风险,需要考虑采取某种形式的预防措施。在教师培训课程中,将智能手机用于教育目的,以增加他们对课程的参与度,可能有助于更积极地满足其对智能手机使用的需求。并制定了数据计划,极大地影响了职前教师的仇视行为;而智能手机拥有时间和Wi-Fi连接可访问性并没有影响他们的恐惧症行为。总体而言,土耳其的学前班教师一旦毕业并开始其教学生涯将负责培养下一代,他们是恐惧症的,为了减轻这种风险,需要考虑采取某种形式的预防措施。在教师培训课程中,将智能手机用于教育目的,以增加他们对课程的参与度,可能有助于更积极地满足其对智能手机使用的需求。智能手机拥有时间的长短和Wi-Fi连接的可访问性均不影响其恐同行为。总体而言,土耳其的学前班教师一旦毕业并开始其教学生涯将负责下一代的培养,他们是恐惧症的,为了减轻这种风险,需要考虑采取一些预防措施。在教师培训课程中,将智能手机用于教育目的,以增加他们对课程的参与度,可能有助于更积极地满足其对智能手机使用的需求。智能手机拥有时间的长短和Wi-Fi连接的可访问性均不影响其恐同行为。总体而言,土耳其的学前班教师一旦毕业并开始其教学生涯将负责培养下一代,他们是恐惧症的,为了减轻这种风险,需要考虑采取某种形式的预防措施。在教师培训课程中,将智能手机用于教育目的,以增加他们对课程的参与度,可能有助于更积极地满足其对智能手机使用的需求。患有恐惧症,因此需要考虑采取某种形式的预防措施以减轻这种风险。在教师培训课程中,将智能手机用于教育目的,以增加他们对课程的参与度,可能有助于更积极地满足其对智能手机使用的需求。患有恐惧症,因此需要考虑采取某种形式的预防措施以减轻这种风险。在教师培训课程中,将智能手机用于教育目的,以增加他们对课程的参与度,可能有助于更积极地满足其对智能手机使用的需求。

更新日期:2020-09-20
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