Öğretmenlerin sosyal medya üzerinden kendini açma davranışlarının sosyal medyada yaşadıkları sosyal kaygı ve sosyal onay ihtiyacı ile arasındaki ilişkinin incelenmesi
Küçük Resim Yok
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Bayburt Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada öğretmenlerin sosyal medyada kendini açma davranışları ile sosyal medya kaygısı ve sosyal onay ihtiyacı arasındaki ilişkinin incelenmesi amaçlanmıştır. İlgili araştırma nicel yöntemin kullanıldığı ilişkisel tarama türünde gerçekleştirilmiştir. Amaçlı örneklem seçim yöntemi kullanıldığı araştırmada 467 öğretmenden veri toplanmıştır. Veri toplama araçları olarak Kişisel Bilgi Formu, Sosyal Medyada Kendini Açma Ölçeği, Sosyal Medya Kullanıcıları İçin Sosyal Kaygı Ölçeği ve Sosyal Onay İhtiyacı Ölçeği kullanılmıştır. Elde edilen veriler SPSS 20.0 paket program kullanılarak analiz edilmiştir. Yapılan bağımsız örneklem t testi, varyans analizi ve Pearson korelasyon analizinden elde edilen sonuçlara göre öğretmenlerin sosyal medyada orta düzeyde kendini açma davranışında bulundukları, orta düzeyde sosyal medya kaygısı ve sosyal onay ihtiyacı hissettikleri görülmüştür. Sosyal medyada kendini açma davranışının cinsiyet ve medeni durum değişkenlerinde farklılaştığı bulunmuş, sosyal medyada yaşanan sosyal kaygı ve sosyal onay ihtiyacı ile cinsiyet ve medeni durum değişkenlerinde farklılaşma bulunmamıştır. Mezun olunan bölüm, görev yapılan kademe düzeyi, mesleki kıdem ve eğitim durumu değişkenlerinin; sosyal medyada kendini açma, sosyal medyada yaşanan sosyal kaygı ve sosyal onay ihtiyacı ile farklılaşmadığı bulunmuştur. Sosyal medya kullanım süresi değişkeninin sosyal medyada kendini açma, sosyal medyada yaşanan sosyal kaygı ve sosyal onay ihtiyacı ile ilişkili olduğu görülmüştür. Sosyal medyada kendini açma davranışı, sosyal medya kaygısı ile ilişkili bulunmazken, sosyal onay ihtiyacı ile ilişkili olduğu sonucu elde edilmiştir.
In this study, it was aimed to examine the relationship between teachers' self-disclosure behaviors on social media and social media anxiety and social approval need. The related research was conducted in the relational survey type using quantitative method. Purposive sampling method was used in the study and data were collected from 467 teachers. Personal Information Form, Self-Disclosure in Social Media Scale, Social Anxiety Scale for Social Media Users and Social Approval Need Scale were used as data collection tools. The data obtained were analyzed using SPSS 20.0 package program. According to the results obtained from the independent sample t-test, analysis of variance and Pearson correlation analysis, it was seen that teachers engaged in moderate self-disclosure behavior on social media, felt moderate social media anxiety and social approval need. Self-disclosure behavior in social media was found to differ in gender and marital status variables, while social anxiety and social approval need in social media did not differ in gender and marital status variables. It was found that the variables of graduated department, level of employment, professional seniority and educational status did not differ with self-disclosure on social media, social anxiety experienced on social media and need for social approval. Duration of social media use was found to be related to social media self-disclosure, social anxiety experienced on social media and social approval need. While self-disclosure behavior on social media was not found to be related to social media anxiety, it was found to be related to the need for social approval.
In this study, it was aimed to examine the relationship between teachers' self-disclosure behaviors on social media and social media anxiety and social approval need. The related research was conducted in the relational survey type using quantitative method. Purposive sampling method was used in the study and data were collected from 467 teachers. Personal Information Form, Self-Disclosure in Social Media Scale, Social Anxiety Scale for Social Media Users and Social Approval Need Scale were used as data collection tools. The data obtained were analyzed using SPSS 20.0 package program. According to the results obtained from the independent sample t-test, analysis of variance and Pearson correlation analysis, it was seen that teachers engaged in moderate self-disclosure behavior on social media, felt moderate social media anxiety and social approval need. Self-disclosure behavior in social media was found to differ in gender and marital status variables, while social anxiety and social approval need in social media did not differ in gender and marital status variables. It was found that the variables of graduated department, level of employment, professional seniority and educational status did not differ with self-disclosure on social media, social anxiety experienced on social media and need for social approval. Duration of social media use was found to be related to social media self-disclosure, social anxiety experienced on social media and social approval need. While self-disclosure behavior on social media was not found to be related to social media anxiety, it was found to be related to the need for social approval.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training, Psikoloji
