Browsing by Author "Yurdugul, Halil"

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Impact of Family Support and Perception of Loneliness on Game Addiction Analysis of a Mediation and Moderation
(Igi Global, 2019) Sahin, Muhittin; Keskin, Sinan; Yurdugul, Halil
This study aims to analyse the psychological constructs of loneliness and family support on game addiction among children, who are a major risk group for game addiction. The study explores: a) the effect of the secondary-school students' perception of family support on game addiction; b) the mediation effect of the feeling of loneliness experienced by children in the effect of family support on game addiction; and c) the moderating effect of gender on the mediation model. The study group is composed of 575 students studying in a secondary school in the city of Ankara. For the analysis of the data, the study employed factorial and structure validity analyses, a reliability analysis, a structural equation model, and mediator and moderator variable analyses. The study concluded that although family support had a significant effect on game addiction, a major part of such effect resulted from the individual's perception of loneliness, which was more evident among the female students.
Investigating the Relationship Between Cyberbullying and Perceived Family Support in Middle-School Students in Relation To Gender, Frequency of Internet Use, and Grade
(Turkish Green Crescent Soc, 2018) Yigit, Mehmet Fatih; Keskin, Sinan; Yurdugul, Halil
Bullying is classified as physical, verbal, and indirect bullying. However, with technology becoming increasingly widespread in human life, the contexts of bullying have recently expanded with the emergence of cyberbullying. Family support, the most important resource of social support for young age groups in particular, is thought to be an important structure in preventing cyberbullying. This study investigates the relationship between perceived family support and cyberbullying, in addition to the levels of cyberbullying and perceived family support according to the demographic characteristics of gender, grade, and frequency of Internet use. The study group is composed of middle school students who are considered at high risk for being involved in cyberbullying. Descriptive and correlational research methods have been adopted in this study, with 223 students from the 5th, 6th, 7th, and 8th grades of three different educational institutions participating in the study. Data have been collected using a personal information form, the Cyberbullying Scale, and the Perceived Social Support Scale. In examining the relationships between variables, the Spearman rank correlation coefficient has been used. In addition, the Kruskal-Wallis and Mann-Whitney U tests have been utilized for comparing average scores. Findings reveal that, regardless of students' gender, as the grade and frequency of Internet use increase, perceived family support decreases and cyberbullying behaviors increase. A moderate and negative correlation has also been determined to exist for students' cyberbullying levels with their perceived levels of family support.
Online Learners' Interactions and Social Anxiety: the Social Anxiety Scale for E-Learning Environments (Sase)
(Routledge Journals, Taylor & Francis Ltd, 2023) Keskin, Sinan; Sahin, Muhittin; Uluc, Sait; Yurdugul, Halil
Social sharing in virtual learning environments differs from real environments, resulting in a need for a specialized data collection tool related to social anxiety in these environments. This study seeks to develop a scale to identify the levels of social anxiety experienced in e-learning. The study group consists of 275 students who have previously experienced an online or a blended learning environment. The data were analyzed through exploratory factor analysis, confirmatory factor analysis, convergent and divergent validity tests. The interpersonal interactions of learners in online environments were considered in developing the tool. Two subscale forms were created to identify the levels of social anxiety in learner-learner interaction and learner-instructor interaction. Each subscale of the Social Anxiety Scale for E-Learning Environments (SASE) consists of 23 items and three subfactors. These sub-factors are called negative evaluation, somatic symptoms and avoidance of interaction. The analyses indicate that the SASE is a reliable and valid measurement tool useful for assessing the social anxiety levels of online learners.