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    The relationship between self-efficacy and emotional burnout levels of seafarers: the role of individual alienation - the case of Turkey
    (Emerald Group Publishing Ltd, 2024) Battal, Fetullah; Durmus, Ibrahim; Cinar, Ertugrul
    PurposeThe study aims to examine the factors that may affect the burnout levels of ship workers.Design/methodology/approachThe scope of the research consists of seafarers on ships docking at the ports of Zonguldak, Karadeniz Eregli, Eren and Filyos in the Western Black Sea region of Turkey. The sample consists of officers, engineers, dynamic position operators, electricians, boatswains, able seamans, pumpmans and stewards working on ships. In this respect, a random questionnaire was used in the research method and a questionnaire was sent to 400 of these employees, representing the main sample, and 263 of them fully answered the online questionnaire.FindingsAs a result of the research, first of all, it is seen that the increase in the self-efficacy of the seafarers decreases their emotional burnout levels. In the second step, the strong self-efficacy of the seafarers reduced the level of individual alienation. In the third step, the increase in the individual alienation of the ship workers also caused an increase in the levels of emotional exhaustion.Originality/valueAs a result, it has been seen that there is a partial mediating role of individual alienation in the relationship between the self-efficacy of the seafarers and their emotional exhaustion. In other words, high self-efficacy is not the only reason for the decrease in emotional burnout levels among seafarers. At the same time, self-efficacy has an effect on the individual alienation levels of seafarers.
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    The interplay between university students' needs, maturity levels (personal, familial, and social), and life satisfaction
    (Izzet Kara, 2025) Akyuz, Ahmet Mutlu; Durmus, Ibrahim
    It is essential for young Turkish individuals (university students) to rapidly develop their skills and abilities to take on leadership roles in society. To become well-equipped individuals who contribute to societal welfare and development, these young adults must undergo a healthy adolescent maturity process. Therefore, providing a supportive environment for Turkish adolescents during their maturation is crucial. This study investigates how fulfilling all hierarchical needs (PSN, LBN, ESAN) affects Turkish adolescents' life satisfaction (LS) and their personal (PM), familial (FM), and social (SM) maturity levels. The study sample consists of 397 Turkish university students. The proposed research model was tested using PLS-SEM analysis. The findings indicate that fulfilling all hierarchical needs positively affects life satisfaction. Additionally, life satisfaction serves as a mediator between the fulfillment of hierarchical needs and maturity levels. However, the most fundamental physical and security needs are not adequately met, hindering personal maturity. Furthermore, love and belonging needs and esteem and self-actualization needs positively impact all maturity levels.
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    THE ROLE OF TECHNO-ETHICAL CLASSROOM BEHAVIOR AND METACOGNITIVE EXPERIENCES OVER TIME IN STUDENTS' ARTIFICIAL INTELLIGENCE ADDICTIONS
    (Anadolu Univ, 2025) Durmus, Ibrahim
    The study aims to identify the factors that may influence university students' artificial intelligence addiction in educational activities. The study sample consists of 415 students currently studying at Bayburt University. The snowball sampling method was used in the research. In the study, an electronic survey was conducted with university students. The research surveys were distributed to students attending face-to-face education at various departments of Bayburt University by academic staff (or educators). Students participated in the study voluntarily. In the research application, statistical analysis programs such as SPSS, SPSS Process Macro, and AMOS were utilized. The study was designed using Structural Equation Modeling (SEM). The analyses revealed relational outcomes of the research variables, along with the demographic information of the students. In the analyses, results for both direct effect hypotheses and moderator effect hypotheses were also presented. The study explores the relationships between negative classroom behavior from a technoethical perspective, positive and negative metacognitive experiences related to the passage of time, and artificial intelligence addiction. The results of the study indicate that negative classroom behavior from a techno-ethical perspective increases students' artificial intelligence addiction. The students' negative techno-ethical classroom behavior reduced their positive metacognitive experiences related to the passage of time. At the same time, increased their negative metacognitive experiences related to the passage of time. Students' positive and negative metacognitive experiences associated with time also increased their artificial intelligence addiction. It was observed that many students dedicated more than two hours, or between two and one hour, to artificial intelligence and its applications in their daily activities. In the relationship between negative techno-ethical classroom behavior and artificial intelligence addiction, the daily usage time of artificial intelligence played a moderating role. The daily usage time of artificial intelligence strengthened the relationship between negative techno-ethical classroom behavior and artificial intelligence addiction. There was also a moderating effect of positive metacognitive experiences related to the passage of time in the relationship between negative techno-ethical classroom behavior and artificial intelligence addiction. The student's educational status and gender were found to have moderating effects on the relationship between negative techno-ethical classroom behavior and artificial intelligence addiction.