The Mediating Role of General Self-Efficacy in the Effect of Nomophobic Behaviors of University Students on Academic Self-Efficacy during the Covid-19

Ferhat Uğurlu; İbrahim Fırat

Makale detayları

The Mediating Role of General Self-Efficacy in the Effect of Nomophobic Behaviors of University Students on Academic Self-Efficacy during the Covid-19

Yazarlar:

Ferhat Uğurlu | İbrahim Fırat

Yayıncı:

Kastamonu University

Dergi:

Kastamonu Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi Vol.25 Issue 2, pp.596-621

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001309121

pISSN:

2147-6012

Anahtar kelimeler:

Özet:

 The purpose of this study is to determine how the problem of not being able to reach mobile devices nomophobia can affect the academic self-efficacy of students and how the general self-efficacy of the individual play a role in this relationship process where distance education is carried out. An online survey has been conducted with 437 participants who have been determined by the convenience sampling method which is one of the non-random methods. The obtained data has been analyzed with SPSS 25 and AMOS 24 structural equation models. According to the analyses, it has been concluded that as the individuals nomophobic behaviors increase, academic self-efficacy decreases and also general self-efficacy did not play a mediating role in this effect and that nomophobic behaviors did not affect the general self-efficacy of the individual. According to findings, in this research, it has been determined that the general self-efficacy level of the individual affects the academic self-efficacy level. The limitations of the research are that it has been focused on young people, conducted an online survey and only in Turkey in the context of cultural differences. The original value of this study is the absence of any study associating nomophobia with the individuals belief in completing an academic task successfully academic self-efficacy as one of the important steps before the results of academic success or failure, although there are studies in the literature focused on academic achievementperformance with nomophobia.

 The purpose of this study is to determine how the problem of not being able to reach mobile devices nomophobia can affect the academic self-efficacy of students and how the general self-efficacy of the individual play a role in this relationship process where distance education is carried out. An online survey has been conducted with 437 participants who have been determined by the convenience sampling method which is one of the non-random methods. The obtained data has been analyzed with SPSS 25 and AMOS 24 structural equation models. According to the analyses, it has been concluded that as the individuals nomophobic behaviors increase, academic self-efficacy decreases and also general self-efficacy did not play a mediating role in this effect and that nomophobic behaviors did not affect the general self-efficacy of the individual. According to findings, in this research, it has been determined that the general self-efficacy level of the individual affects the academic self-efficacy level. The limitations of the research are that it has been focused on young people, conducted an online survey and only in Turkey in the context of cultural differences. The original value of this study is the absence of any study associating nomophobia with the individuals belief in completing an academic task successfully academic self-efficacy as one of the important steps before the results of academic success or failure, although there are studies in the literature focused on academic achievementperformance with nomophobia.

 The purpose of this study is to determine how the problem of not being able to reach mobile devices nomophobia can affect the academic self-efficacy of students and how the general self-efficacy of the individual play a role in this relationship process where distance education is carried out. An online survey has been conducted with 437 participants who have been determined by the convenience sampling method which is one of the non-random methods. The obtained data has been analyzed with SPSS 25 and AMOS 24 structural equation models. According to the analyses, it has been concluded that as the individuals nomophobic behaviors increase, academic self-efficacy decreases and also general self-efficacy did not play a mediating role in this effect and that nomophobic behaviors did not affect the general self-efficacy of the individual. According to findings, in this research, it has been determined that the general self-efficacy level of the individual affects the academic self-efficacy level. The limitations of the research are that it has been focused on young people, conducted an online survey and only in Turkey in the context of cultural differences. The original value of this study is the absence of any study associating nomophobia with the individuals belief in completing an academic task successfully academic self-efficacy as one of the important steps before the results of academic success or failure, although there are studies in the literature focused on academic achievementperformance with nomophobia.

 Bu çalışmanın amacı, mobil cihazlara ulaşamama nomofobi davranışının, öğrencilerin akademik öz-yeterliklerine ne derecede etki edebileceği ve bireyin sahip olduğu genel öz-yeterliğin bu ilişkide nasıl bir rol oynayacağını ortaya koymaktır. Araştırmada tesadüfi olamayan yöntemlerden kolayda örneklem yöntemiyle belirlenen 437 katılımcı ile çevrimiçi anket yapılmıştır. Elde edilen veriler SPSS 25 ve AMOS 24 yapısal eşitlik modeliyle analiz edilmiştir. Yapılan analizler çerçevesinde bireyin nomofobik davranışları arttıkça akademik öz-yeterliğinin azaldığı ve bu etkide genel öz-yeterliğin aracı rol oynamadığı, nomofobik davranışların bireyin genel öz-yeterliğine etki etmediği sonuçlarına ulaşılmıştır. Araştırmada bireylerin sahip olduğu genel öz-yeterlik düzeyinin akademik öz-yeterlik düzeyi üzerinde etkili olduğu saptanmıştır. Araştırmanın çevrimiçi yapılmış olması, gençlere odaklanmış olması ve kültürel farklılıklar bağlamında sadece Türkiyede yapılmış olması araştırımın sınırlılıklarıdır. Literatürde her ne kadar nomofobi ile akademik başarıperformans odağında yapılan çalışmalar olsa da akademik başarı veya başarısızlık olan sonuçlardan önceki önemli adımlardan biri olarak bireyin akademik bir işi başarıyla tamamlamaya ilişkin inancı akademik öz-yeterlik ile nomofobiyi ilişkilendiren herhangi bir çalışmanın olmaması araştırmanın özgün değerini oluşturmaktadır.

Makale detayları

The Mediating Role of General Self-Efficacy in the Effect of Nomophobic Behaviors of University Students on Academic Self-Efficacy during the Covid-19

Yazarlar:

Ferhat Uğurlu | İbrahim Fırat

Yayıncı:

Kastamonu University

Dergi:

Kastamonu Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi Vol.25 Issue 2, pp.596-621

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001309121

pISSN:

2147-6012

Nomophobia

Academic Self-Efficacy

General Self-Efficacy

Organizational Behavior

ManagementNomofobi

Akademik Öz-Yeterlik

Genel Öz-Yeterlik

Örgütsel Davranış

Yönetim

Sayı

Makale detayları

Yazarlar: Ferhat Uğurlu | İbrahim Fırat

Yayıncı: Kastamonu University

Dergi: Kastamonu Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi Vol.25 Issue 2, pp.596-621

Belge Tipi: Makale

Yayın Tarihi: 12/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001309121

pISSN: 2147-6012

Sayı

Yazarlar:

Ferhat Uğurlu | İbrahim Fırat

Yayıncı:

Kastamonu University

Dergi:

Kastamonu Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi Vol.25 Issue 2, pp.596-621

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001309121

pISSN:

2147-6012