Öz-kontrol odaklı psiko-eğitim programının dijital oyun bağımlılığı ve dürtüsellik üzerine etkisi: Deneysel bir çalışma
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Tarih
2023
Yazarlar
Dergi Başlığı
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Cilt Başlığı
Yayıncı
Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Gerçekleştirilen çalışmanın amacı araştırmacı tarafından tasarlanan öz-kontrol odaklı psiko-eğitim programının dijital oyun bağımlılığı ve dürtüsellik üzerindeki etkisini incelemektir. Bu doğrultuda araştırmada 2x3'lük split-pilot ismi verilen deney ve kontrol gruplu öntest-sontest-izleme testi ölçümlü karışık desen kullanılmıştır. Çalışmanın araştırma grubunu Millî Eğitim Bakanlığına bağlı bir ortaokulda eğitim-öğretim görmekte olan 7. ve 8.sınıf öğrencileri oluşturmuştur. Araştırmanın verileri Kısa Öz-Kontrol Ölçeği, Barratt Dürtüsellik Ölçeği ve Dijital Oyun Bağımlılığı Ölçeği ile toplam 258 öğrenciden toplanmıştır. Toplanan veriler analiz edildiğinde öz-kontrol ile dijital oyun bağımlılığı arasında istatistiksel olarak anlamlı ve negatif yönde bir ilişki tespit edilmiştir. Aynı şekilde öz-kontrol ile dürtüsellik arasında da istatistiksel olarak anlamlı ve negatif yönde bir ilişki tespit edilmiştir. Dijital oyun bağımlılığı ile dürtüsellik arasında ise istatistiksel olarak anlamlı ve pozitif yönde bir ilişki tespit edilmiştir. Deney grubuna araştırmacı tarafından hazırlanan öz-kontrol odaklı psiko-eğitim programı uygulanırken kontrol grubuna herhangi bir işlem uygulanmamıştır. Araştırmanın bulguları, öz-kontrol odaklı psiko-eğitim programına dahil edilen katılımcıların öz-kontrol puanlarının arttığını, dijital oyun bağımlılığı puanlarının ve dürtüsellik puanlarının azaldığını göstermektedir. Yapılan analizlerde ulaşılan sonuçların 2 ay sonra uygulanan izleme testlerinde de devam ettiği ve kalıcılığın sağlandığı görülmüştür. Deney ve kontrol gruplarının son-test karşılaştırılmasında benzer sonuçlara ulaşılmıştır. Deney grubuna ait öz-kontrol son-test puanlarının kontrol grubuna göre anlamlı derecede yüksek çıktığı fark edilmiştir. Deney grubuna ait dürtüsellik son-test puanlarının da kontrol grubuna göre anlamlı derecede düşük çıktığı görülmüştür. Ancak deney grubuna ait dijital oyun bağımlılığı son-test puanlarının kontrol grubuna göre anlamlı bir farklılık içermediği tespit edilmiştir. Aynı şekilde deney ve kontrol gruplarının izleme testlerinde de benzer sonuçlara ulaşılmıştır. Deney grubuna ait öz-kontrol izleme testi puanlarının kontrol grubuna göre anlamlı derecede yüksek çıktığı fark edilmiştir. Deney grubuna ait dürtüsellik izleme testi puanlarının kontrol grubuna göre anlamlı derecede düşük çıktığı görülmüştür. Ancak deney grubuna ait dijital oyun bağımlılığı izleme testi puanlarının kontrol grubuna göre anlamlı bir farklılık göstermediği tespit edilmiştir. Ulaşılan analiz sonuçları öz-kontrol odaklı psiko-eğitim programının deney grubu katılımcılarının öz-kontrol düzeyini artırdığını, dijital oyun bağımlılığı düzeyini ve dürtüsellik düzeyini düşürdüğünü göstermektedir.
The aim of the study was to examine the effect of the self-control focused psycho-education program designed by the researcher on digital game addiction and impulsivity. In this direction, a pretest-posttest-follow-up-test measured design with experimental and control groups, called 2x3 split-pilot, was used in the research. The research group of the study consisted of 7th and 8th grade students studying in a governmental secondary school. The data of the study were collected from a total of 258 students using the Brief Self-Control Scale, the Barratt Impulsivity Scale, and the Digital Game Addiction Scale. When the collected data were analyzed, self-control and digital game addiction was found to be statistically significant and negatively correlated. Similarly, self-control and impulsivity was found to be statistically significant and negatively correlated. Digital game addiction and impulsivity was found to be statistically significant and positively correlated. While the self-control focused psycho-education program prepared by the researcher was applied on the experimental group, no action was taken on the control group. The findings of the study show that the average scores of the students who participated in the self-control focused psychoeducation program increased, while the average scores of digital game addiction and mean scores of impulsivity decreased. It was observed that the results obtained in the analyzes continued in the follow-up tests applied after 2 months and that heritability was sustained. Similar results were obtained in the post-test comparison of the experimental and control groups. It was noted that the self-control post-test mean scores of the experimental group were significantly higher than those of the control group. It was observed that the impulsivity post-test mean scores of the experimental group were also significantly lower than those of the control group. However, it was determined that the digital game addiction post-test mean scores of the experimental group did not differ significantly compared to the control group. Similarly, similar results were obtained in the follow-up tests of the experimental and control groups. It was noticed that the self-control follow-up test mean scores of the experimental group were significantly higher than those of the control group. It was observed that the mean scores of the impulsivity follow-up test of the experimental group were significantly lower than those of the control group. However, it was determined that the digital game addiction follow-up test score averages of the experimental group did not show a significant difference compared to the control group. The results of the analysis show that the self-control focused psycho-education program increased the self-control level of the experimental group students and decreased the level of digital game addiction and impulsivity.
The aim of the study was to examine the effect of the self-control focused psycho-education program designed by the researcher on digital game addiction and impulsivity. In this direction, a pretest-posttest-follow-up-test measured design with experimental and control groups, called 2x3 split-pilot, was used in the research. The research group of the study consisted of 7th and 8th grade students studying in a governmental secondary school. The data of the study were collected from a total of 258 students using the Brief Self-Control Scale, the Barratt Impulsivity Scale, and the Digital Game Addiction Scale. When the collected data were analyzed, self-control and digital game addiction was found to be statistically significant and negatively correlated. Similarly, self-control and impulsivity was found to be statistically significant and negatively correlated. Digital game addiction and impulsivity was found to be statistically significant and positively correlated. While the self-control focused psycho-education program prepared by the researcher was applied on the experimental group, no action was taken on the control group. The findings of the study show that the average scores of the students who participated in the self-control focused psychoeducation program increased, while the average scores of digital game addiction and mean scores of impulsivity decreased. It was observed that the results obtained in the analyzes continued in the follow-up tests applied after 2 months and that heritability was sustained. Similar results were obtained in the post-test comparison of the experimental and control groups. It was noted that the self-control post-test mean scores of the experimental group were significantly higher than those of the control group. It was observed that the impulsivity post-test mean scores of the experimental group were also significantly lower than those of the control group. However, it was determined that the digital game addiction post-test mean scores of the experimental group did not differ significantly compared to the control group. Similarly, similar results were obtained in the follow-up tests of the experimental and control groups. It was noticed that the self-control follow-up test mean scores of the experimental group were significantly higher than those of the control group. It was observed that the mean scores of the impulsivity follow-up test of the experimental group were significantly lower than those of the control group. However, it was determined that the digital game addiction follow-up test score averages of the experimental group did not show a significant difference compared to the control group. The results of the analysis show that the self-control focused psycho-education program increased the self-control level of the experimental group students and decreased the level of digital game addiction and impulsivity.
Açıklama
Yüksek Lisans Tezi
Anahtar Kelimeler
Öz-kontrol, Dijital Oyun Bağımlılığı, Dürtüsellik, Psiko-eğitim, Self-control, Digital Game Addiction, Impulsivity, Psycho-education
Kaynak
WoS Q Değeri
Scopus Q Değeri
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Sayı
Künye
Çakırbilgiç, B. (2023). Öz-kontrol odaklı psiko-eğitim programının dijital oyun bağımlılığı ve dürtüsellik üzerine etkisi: Deneysel bir çalışma. (Yayımlanmamış yüksek lisans tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü, Eğitim Bilimleri Anabilim Dalı, Konya.
