The aim of this study was to examine the psychometric properties of the Social Efficacy and Outcome Expectations Scale (SEOES) on Turkish. The sample group included two groups of university students (ns= 440, 359). The validity of the scale was assessed using exploratory factor analysis, confirmatory factor analysis and concurrent validity, and the reliability was assessed using Cronbach Alpha’s internal consistency coefficient, test-retest method and item discrimination. The findings obtained from the exploratory factor analysis showed that 51.2 percent of total variance of the scale was explained and the scale consisted of two sub-dimensions like the original one. Confirmatory factor analysis indicated an acceptable fit to the data. The concurrent validity of the SEOES was respectively studied using (.65) Scale of Perceived Social Self-Efficacy; (.29) Satisfaction With Life Scale; and (-.36) UCLA Loneliness Scale. As for the scale’s reliability, the internal consistency was determined to be .91; .92 for Social Efficacy Scale; and .81 for Outcome Expectations Scale. The results of test-retest result (.90) and the findings of item analysis showed that the items in Turkish version of the scales were compatible with the original one. The present results provide evidence supporting the validity and reliability Turkish version of the SEOES.

The aim of this study was to determine the causes of social media addiction of individuals, who define themselves as social media addicts, in a clearer and more concrete way. In order to achieve this aim, participants have been tested with an addiction test, and 25 university students who perceive themselves as social media addicts were selected for the study. The findings of the research showed that participants' reasons for using social media were lack of friends, social necessity of social media, feeling of fulfillment, fear of missing out, intertwining of social media and daily life. The study also pointed out that social media addiction has a beginning and a continuity phase. It has been shown that the individuals who were in the beginning phase tended to start using social media for reasons such as not being able to find friends, lack of socialization, and monotony of life. In the continuity stage of individual addiction, they stated that they use social media for reasons such as, fulfilling a duty, and protecting social relations that they had. One of the reasons for addiction was the need to socialize, while male participants were more interested in acquiring new friends, female participants were more interested in communicating with their real life friends.

In this study it is aimed to analyze the smartphone addiction, fear of missing out (FoMO), and perceived social and academic competence that predict social media addiction on high school students. Study group consists of 296 (136 females and  160 males) high school students studying in Anatolian High Schools and Vocational High School in Mersin during the 2017-2018 academic year. Simple random sampling was used. In the study, descriptive survey method was used. As data collection tools, Personal Information Form, Social Media Addiction Scale, Smartphone Addiction Scale, Fear of Missing Out Scale (FoMO), Perceived Competence Scale developed by Ozer et al. were used. In analyses of data, regression was used. According to stepwise regression analysis, smartphone addiction (β = .34), fear of missing out (β = .26) and perceived academic competence (β = -.12) predict social media addiction level on high school students. As the result of the study, smartphone addiction, fear of missing out, and perceived academic competence predict social media addiction on high school students. When the smartphone addiction level and fear of missing out decrease, and also perceived academic competence improve, students’ smartphone addiction levels reduce.

This study aims to reveal the prevalence of internet addiction among Kurdish university students and its association with self-control. 623 students form 19 universities in various colleges and schools, 335 boys (54 %) and 288 (46%) girls took part in this study in which they were asked to complete an internet addiction and self-control self-report. The findings indicated that the prevalence of internet addiction among Kurdish university population is very high, concluding that 36.5% of the participants met the internet addiction criteria. In addition, it was found that males and females are equally susceptible to becoming addicted to the internet. The results also showed that internet addiction correlates negatively to the self-control and positively with impulsive behaviour. Based on the regression analysis, 15.7% of the variance of internet addiction can be explained by self-control. Further study should investigate the effect of internet addiction on discomfort intolerance.

In recent years, cyberbullying, which can be considered as a new form of bullying, has emerged as a result of developments in the field of technology and communication. Cyberbullying has become a social problem which has affected individuals’ lives negatively. The key to success in the elimination of cyberbullying and its negative effects lies in cyberbullying sensitivity. The present study aims to analyze teachers’ cyberbullying and cyber victimization experiences and levels of cyberbullying sensitivity based on some variables which are supposed to develop awareness regarding cyberbullying. Using survey as a research model, the present study focused on 346 teachers working at schools affiliated with Ministry of National Education in Tasova District located in Amasya (Turkey). “Personal Information Form”, “The Revised Cyberbullying Inventory for University Students” and “Cyberbullying Sensitivity Scale” were used as data collection tools. SPSS package program was used for data analysis and frequency and percentage values of demographic variables. Independent T test was used for gender and marital status variables, and One-Way ANOVA test was used for age and level of education variables. The findings of the present study revealed that most of the participants used social media websites actively and spent at least 2 or 3 hours on these websites on a daily basis. Teachers usually have a Facebook and/or Instagram account, and benefit from social media for research purposes and playing games. It can be stated that teachers have a significantly high level of cyberbullying sensitivity. However, it was also indicated that even though participants worked as a teacher, they still did cyberbully and suffered from cyber victimization in the past. While a significant difference was observed only in the dimension of cyber sensitivity in terms of marital status, age and level of education, a significant difference wasn’t observed in the dimensions of cyberbullying, cyber victimization and cyber sensitivity in terms of gender.

The purpose of this study is to develop an Interpersonal Mindfulness Scale-TR (IMS-TR) for Turkish culture. For the data collection process, four different sample groups participated in the study. To test the construct validity of the scale an exploratory factor analysis was performed. Results suggested a 13-item, two-factor solution as (1) awareness and (2) being in the moment. Two-factor structure explains 50.65% of the variance. A confirmatory factor analysis results showed good fit for two-factor solution. The Mindfulness in Parenting Questionnaire and the Mindfulness in Marriage Scale were used to examine a convergent validity and positive significant relationships were found between the scales. To test the reliability of the scale Cronbach's Alpha reliability coefficient of the overall scale was determined to be .826. To determine the stability coefficient of the IMS-TR, test-retest method was used and according to result there is a positive relationship between the scales. According to all of these results, it can be said that the IMS-TR has a validity and reliability.

Social media (SM) use is a rapidly growing phenomenon among Millennials. Thus, a growing body of studies have explored the beneficial applications and negative consequences of their use in an increasingly virtual world. The current study aimed to develop and validate a scale that measures university students’ motives for using SM from a psychological and social perspective. In Study 1 (N = 316), the psychometric properties of SM motives were examined. The estimated factorial structure was validated in Study 2 (N = 200). The Study 1 results showed two active personal motives scales (i.e., self-actualization and purposive motives), one passive motive scale (i.e., enjoyment), one active contextual motive scale (i.e., self-enhancement), and a contextual (neither active nor passive) motive scale (i.e., a factor of convenience). Study 2 findings confirmed this factorial structure. Construct validity was supported with significant differences between three types of users (i.e., productive, consuming, and disinterested) on their motives (151 words).

In the last decade, learning from computer-supported collaborative technologies has been combined with social media (SM) and this has gotten a lot of attention. Also, there is a growing body of literature that suggests that SM is gaining a lot of attention because it has the perceived pedagogical affordances that could be used as a potential tool for teaching and learning. These perceived pedagogical affordances allow people to interact, communicate, collaborate and share resources among others. Most of the studies published on SM in education have focused on higher education (colleges and universities) with a relatively small body of literature on secondary education. Despite the wide use of SM in education, its benefits are still not clear across studies. We conducted a systematic literature review using the EBSCOhost database. Screening of abstracts and full texts resulted in the selection of 10 papers for the review. Seven approaches to using SM in learning in high schools have been identified: (1) interaction, (2) information dissemination, (3) communication, (4) collaboration, (5) teaching, learning, and resource sharing, (6) socialization, and (7) entertainment. Most of the articles claimed that the educational use of SM has a strong positive effect on social skills, but the evidence presented was rather weak. Subject-specific outcomes were not in focus in using SM in education. All studies followed a constructivist philosophical perspective. Based on this we provide a theory-based scenario for using SM in learning social skills and subject-specific outcomes.

The purpose of the study was to identify the interventions used as approaches to cultivate healthy behaviours in undergraduate students and assess the effectiveness of those approaches. This was qualitative research. The design of the study was organised into three stages such as the search and selection stage, validation and assessment stage, and the interpretation stage. The originally designed Critical Appraisal Checklist was used by the research team members. The Triangular Assessment Method was used by the involved experts in pedagogics in the field of health education, psychology in the field of healthcare and health promotion, and experts in public health policy and healthy lifestyle management. The review provided a list of feasible approaches that can be combined to make the models that might increase the effectiveness of the process of cultivating healthy behaviours in tertiary students. These approaches were found to be the cross-domain solution seen as flexible. The specified approaches are easily combined with other ones. The use of these approaches in combination with the other approaches creates the models that can increase the effectiveness of the process of cultivating healthy behaviours in the students. The findings imply that healthy behaviour is a complex phenomenon that requires a consistent, multi-facet, and prolonged influence.

Though Coronavirus disease (COVID-19) is not a disease that directly affects people's minds, the confinement measures intended to prevent its spread have been taking a toll on mental health. The objective of this study is to evaluate the level of anxiety, stress and depression in university students of the Middle Zone Multidisciplinary Academic Unit of the Autonomous University of San Luis Potosí during the confinement caused by the presence of COVID 19 and to evaluate if these levels are different in men and women. The sample consisted of 180 university students enrolled in the semester between January and May 2020. The short version of the 21-item DASS questionnaire was used. The results give evidence that the level of depression, anxiety and stress in these university students is not high and there is not enough evidence to say that there is a difference between the level of depression, anxiety and stress in women and men.

Individuals’ levels of access to contemporary education affect the development level of the societies they live in. Changes and developments in the field of education are important in this sense. Technological advancements experienced in the general field of education have also affected visual arts education, and different points of view have emerged in this field. In this study, it is aimed to determine the interaction of art education in parallel to the dynamism of the age with technology according to the opinions of visual arts course teachers. For this purpose, the study uses the qualitative research method of case study. The participants of the study consist of a total of 8 visual arts teachers including 5 female and 3 teachers actively working at secondary schools in the academic year of 2019-2020. Observation and semi-structured interview forms are used in the data collection process. By analyzing the obtained findings with the thematic analysis method, the findings are collected under the themes of reflections and usage methods. In line with the results of the study obtained from the data, positive and negative results of using technology as a material in art education are reached. As in all areas of education, the use of technology in the visual arts course is important for its positive effects such as providing ease of learning for the student. While the study has been completed before the COVID-19 pandemic period, the compulsory nature of technology use today has increased the significance of the study.

Students are aware of the use of technology in the learning process, and they are generally referred to as digital natives. However, there are challenges associated with the availability of internet access as a learning process to both university students and teachers inside and outside the classroom. One of such challenges is students’ ability to access unrelated activities which is known as cyberslacking. In the education sector, this process refers to the use of technology for unrelated academic activities. Studies associated with this activity are significantly conducted in western countries, but it is still limited to the Indonesia education environment. Therefore, this research aims to investigate the cyberslacking behavior of students in Indonesia and its relationship to their academic performances. It also determines the relationship between media multi-tasking efficacy and self-regulated learning. The results showed that there is a significant influence between media multi-tasking efficacy and self-regulated learning with cyberslacking. Furthermore, there is a negative influence between cyberslacking and the academic performance of students in Indonesia. This research adds references to studies on cyberslacking in the scope of education and provides input for universities to develop the management of information and communication technology used in the learning process.

The school counselor’s role is increasingly challenging with various demands of students’ problems and the issue of Coronavirus disease (COVID-19) pandemic also affect students’ psychosocial and mental well-being. Therefore, school counselors need to equip themselves with high psychological well-being as a self-care factor to deal with burnout, instability, and work stress. This study aims to develop Psychological Well-Being Model among school counsellors. A total of 330 secondary school counsellors from four districts in Selangor were selected as the respondents using the group random sampling method. Data were collected through translated questionnaire instruments, namely Self Compassion Scale, Counselling Self Estimate Inventory, The Assessing Emotions Scale, Spiritual Involvement and Beliefs Scale Revised, and Psychological Well Being-Ryff. Confirmation Factor Analysis (CFA) and Structural Equation Modeling (SEM) show that there is a significant positive relationship between self-compassion, counselling self-efficacy, emotional intelligence, spiritual intelligence, and the school counsellor’s psychological well-being. The findings also showed that self-compassion, counselling self-efficacy, emotional and spiritual intelligence affected 76.5% (R2 = 0.765) of variance in psychological well-being. This study is one of the earliest in presenting the school counsellor’s psychological well-being model who can contribute to Malaysian education. The implications of this study suggest that the elements of self-compassion, counselling self-efficacy, emotional and spiritual intelligence, and psychological well-being should be applied in the curriculum at the counsellor training level in university so that counsellors have adequate preparation in providing effective services in schools. The Ministry of Education Malaysia, on the other hand, needs to cultivate psychological well-being interventions regularly so that counsellors can always manage various students’ issues in schools as well as maintaining psychological well-being in terms of personnel and professionals.

Recent research has found that the presence of cell phones impairs attention during learning. The present experiment sought to better understand this phenomenon by measuring the effects of cell phone presence, cell phone notifications, and cell phone ownership (participant's or others) on attention. Attention was measured using a Stroop task in a within-subjects design, wherein participants (n = 105) were exposed to five experimental conditions. Cell phone notifications caused distractions, regardless of phone ownership and task difficulty, increasing the amount of time required to complete the task. However, unlike the noted literature above, the researchers did not find that the mere presence of a cell phone contributed to distraction. These results help us better understand which factors actually contribute to distraction and inattention.

The current study investigated the mediation effect of emotional reactivity and cutoff between attachment styles and interpersonal problems. The gender differences were also determined. A sample of (N = 200) students living in hostels of two universities of Lahore was used. There were (N = 100) female in the sample. The average age of the participants was 22.3 (SD = 1.46). The results of the study showed a significant relationship between close attachment style, emotional reactivity and cut-off, and with subscales of interpersonal problems like too much aggressive, too much caring, too much dependent, socially inhibited, hard to be involved, and hard to be supportive. Similarly, anxious and dependent attachment style showed significant relationship with emotional reactivity and cut-off and with subscales of interpersonal problems of hard to be sociable, hard to be assertive, hard to be supportive, hard to be involved, too aggressive, much caring, too open and too much dependent. The mediation analysis using Structural Equation Modeling (SEM) revealed that emotional reactivity and cut-off showed partially significant mediation between attachment styles and interpersonal problems. Women showed more interpersonal problems as too open and too much caring compared to men living in hostels. The findings of the study have significant implications in the social structure of relationships in hostels, particularly in South Asian cultural context.

The article discusses the topical issue of a model of digital competencies for a future teacher. The analysis of the composition and structure of the most relevant models of digital competencies of a citizen and a modern teacher is carried out. In addition, the article reveals approaches to the formation of the content of digital competence, and provides the results of an empirical study, which consists in analyzing the results of a survey of practicing teachers and teacher-training students in order to identify the most demanded digital competencies of a future teacher. The article substantiates the authors’ content of the competence of a future teacher, a university student. The purpose of this article is to develop a theoretical model of digital competence of a future teacher, taking into account the dynamic technologisation of the modern world and the peculiarities of Russian education, based on an analysis of approaches to determining the content of its digital competencies. According to the analysis of studies, the issue of teachers’ digital competence is not sufficiently disclosed. Numerous studies on digital competencies of a person, teacher, etc. do not fully solve the problem of assessing the digital competence of future teachers.

The pandemic era has caused changes in the learning system. The situation demanded online learning and triggered students to have learning difficulties. The research aims to examine the impact of social media, social environment, and student learning potential on student learning difficulties. This study utilizes a quantitative approach. The respondents were university students experiencing online learning in West Java, Indonesia. A questionnaire validated by four experts was distributed to 539 of them. Accommodating structural equation modeling (SEM) by evaluating the measurement and structural models was used in data analysis. This study revealed that the instrument had good construct validity and reliability. A good instrument will produce a good measurement process so that the instrument can get the data needed. Hypothesis testing shows that high media activity can inhibit students from learning. However, social media activity directly influences learning difficulties. Meanwhile, the variables of learning potential and social environment positively influence student learning difficulties directly or indirectly. There are a few things to note on learning potential, social environment, and social media to delve into their influences on students' learning difficulties.

The evolution of the COVID-19 pandemic has affected various aspects of human life, with numerous activities carried out through networks, including education. Lecturers need to change their teaching strategies to make students able to accept the material provided. On the other hand, students must manage their lives without being limited by space and time to avoid stress and cyberloafing, especially in the academic field. Cyberloafing is the act of accessing the internet during study hours for personal interests. Therefore, this research aims to determine the effect of academic stress on cyberloafing and whether fatigue is a mediating variable between both factors. Data were collected from 284 students studying in Bandung, West Java, Indonesia. The results showed that the academic stress felt by students has a positive and significant effect on cyberloafing behavior. Although fatigue positively affects both factors, it does not mediate the relationship between them. The managerial implications in this research are expected to be used as material for evaluating online learning methods for students, as well as to make them aware of the negative impact of cyberloafing behavior during lectures.

This study used the structural equation modeling (SEM) approach to test a model that hypothesized the influence of self-efficacy, self-control, emotion, and engagement on student academic performance. The structural equation modeling model was developed to link all the study variables with a literature review to describe the interrelationship. Data collected were from 413 college students in their second year. The results show that self-efficacy, self-control, emotion, and engagement predict student academic performance. And through emotion and student engagement, both self-efficacy and self-control predict student academic performance indirectly. Practically the measures used in this study give more information about the learning environment in higher education settings than those usually come from traditional practices faculty received in the classroom, such as student rating forms and feedback. The main findings of this study have some implications for higher education, theory development, measurement, and future research.

The purpose of the current study was to analyze social media content related to physical education. In the context of summative qualitative content analysis, I took advantage of big data analytics to access the data. Machine learning of this big data mapped the large content volume from four major social media platforms. The data was collected by extracting social media posts from January to December 2020. The big data analysis process sorted, categorized, and classified the enormous data into several preeminent topics regarding PE. These computerized analyzes were used to identify themes that were further analyzed using qualitative methods. The results revealed two overarching themes. These themes were (a) PE representation as a school subject and (b) the images of PE teachers on social media. The second theme consisted of three subthemes: masculine traits of PE teachers and negative and positive sentiments toward these teachers. I concluded that key aspects of PE discourse in virtually mediated reality share topical characteristics with what people have previously socially constructed. However, the themes offer a new addition to the literature in that the analysis offers a new perspective on ongoing debates about the social construction of PE through enormous large data sets.