An examination of phubbing and being phubbed behaviors among turkish teachers

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2021-10-28 DOI:10.47602/josep.v2i1.11

Emre Suzer, M. Koc

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引用次数: 2

Abstract

In this study, it was aimed to examine teachers’ level of phubbing and being phubbed in terms of various variables. The study was designed as a survey research with a target population of teachers working in the Turkish public schools during the 2020-2021 academic years. The sample was formed using a convenience sampling method and made up of 307 (141 female, 166 male) teachers whose ages ranged from 23 to 64. Research data were collected through a questionnaire including “Personal Information Form”, “Generic Scale of Phubbing (GSP)” and “Generic Scale of Being Phubbed (GSBP)”. Descriptive statistics, correlation analyses and multivariate analysis of variance (MANOVA) tests were conducted for the analysis of the collected data. As a result of the research, participating teachers’ level of phubbing and being phubbed were determined as moderate level. There was no significant difference in terms of gender, educational status and branch variables. Regarding marital status variable, nomophobia and self-isolation levels of single teachers were found to be higher than those of married ones. Age was found to be negatively and weakly correlated with the levels of self-isolation. In addition, the levels of phubbing were found to be positively and moderately associated with the levels of being phubbed.

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土耳其语教师低头行为与被低头行为的调查

本研究旨在从多个变量考察教师的低头和被低头的水平。该研究是一项调查研究，目标人群是2020-2021学年在土耳其公立学校工作的教师。样本采用方便抽样法，共307名教师(女141名，男166名)，年龄在23 ~ 64岁之间。研究数据通过“个人信息表”、“低头一般量表(GSP)”和“被低头一般量表(GSBP)”问卷收集。对收集到的数据进行描述性统计、相关分析和多变量方差分析(MANOVA)检验。研究结果确定参与教师的低头和被低头水平为中等水平。性别、学历、分支变量差异无统计学意义。在婚姻状况变量方面，单身教师的无社交恐惧症和自我孤立程度高于已婚教师。年龄与自我隔离水平呈弱负相关。此外，研究还发现，低头的程度与被低头的程度呈正相关。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.