SavedAdd your journal

Journals / Journal of Educational Technology and Online Learning / 2026 / Volume: 6 Issue: 3

Investigation of social anxiety levels of pre-service teachers using social media by latent profile analysis

Ömer Şimşek(DICLE UNIVERSITY)0000-0001-8222-1920
Bülent Başaran(DICLE UNIVERSITY)0000-0002-8850-5454
Pages
—
Publication Date
2023-09-30
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

In addition, pre-service teachers living in metropolitan cities have less social media anxiety.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This research aims to determine the social anxiety levels of pre-service teachers who use social media using latent profile analysis (LPA) and to reveal whether the covariates (Gender, age, socio-economic status, place of residence, membership durations to social media sites, daily social media usage time, and the number of friends in social media environments) determined in the research are related to profiles.
📊
Key Findings & Data:In the descriptive survey study, 249 pre-service teachers formed the study group.
💡
Conclusion & Impact:In addition, pre-service teachers living in metropolitan cities have less social media anxiety.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Latent profile analysis · pre-service teachers · social anxiety

Abstract

This research aims to determine the social anxiety levels of pre-service teachers who use social media using latent profile analysis (LPA) and to reveal whether the covariates (Gender, age, socio-economic status, place of residence, membership durations to social media sites, daily social media usage time, and the number of friends in social media environments) determined in the research are related to profiles. In the descriptive survey study, 249 pre-service teachers formed the study group. The data were obtained using the Social Anxiety Scale for Social Media Users. The social anxiety of pre-service teachers using social media was determined as two profiles: Profile-1 (n = 191; 77%: Low Anxiety) and Profile-2 (n = 58; 23%: High Anxiety). Multinomial logistic regression analysis was performed to determine how covariates differ in profile memberships. As a result of the analysis showed that age, socio-economic status, membership durations to social media sites, daily social media usage times, and the number of friends in social media environments did not differentiate profile memberships. On the other hand, according to gender, it is seen that males experience less social media anxiety than females. In addition, pre-service teachers living in metropolitan cities have less social media anxiety.

🔖

Cite This Article

Şimşek, Ö., Başaran, B. (2023). Investigation of social anxiety levels of pre-service teachers using social media by latent profile analysis. Journal of Educational Technology and Online Learning, Volume: 6 Issue: 3. https://doi.org/10.31681/jetol.1307460

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (93)

  1. Adrianson, L. (2001). Gender and computer-mediated communication: group processes in problem solving. Computers in Human Behavior, 17, 71–94. https://doi.org/10.1016/S0747-5632(00)00033-9
  2. Ağırtaş, A., & Güler, Ç. (2020). Evaluation of internet addiction and social anxiety status of university students using social media. Çağ University Journal of Social Sciences, 17(1), 76-89. Akaike, H. (1974). A new look at the statistical model identification. IEEE Transactions on Automatic Control, 19(6), 716-723. https://doi.org/10.1109/TAC.1974.1100705
  3. Aktan, E. (2018). Social media and social anxiety: A research on social media users. Journal of Selcuk Communication, 11(2), 35-53. https://doi.org/10.18094/josc.397272
  4. Alkis, Y., Kadirhan, Z., & Sat, M. (2017). Development and validation of social anxiety scale for social media users. Computers in Human Behavior, 72, 296-303. https://doi.org/10.1016/j.chb.2017.03.011
  5. Arminger, G., Stein, P., & Wittenberg, J. (1999). Mixtures of conditional mean-and covariance-structure models. Psychometrika, 64, 475-494. https://doi.org/10.1007/BF02294568
  6. Arslan, A. & Bardakçı, S. (2021). Investigation of the effects of university students' digital addictions on social anxiety levels. Milli Eğitim Dergisi, 50(230), 899-922. https://dergipark.org.tr/tr/pub/milliegitim/issue/62237/710703
  7. Asparouhov, T., & Muthén, B. (2014). Auxiliary variables in mixture modeling: Three-step approaches using M plus. Structural equation modeling: A Multidisciplinary Journal, 21(3), 329-341. https://doi.org/10.1080/10705511.2014.915181
  8. Assegaff, S., Kurniabudi, K., & Hendri, H. (2016). Social media success for knowledge sharing: Instrument content validation. International Journal of Electrical and Computer Engineering, 6(5), 2447-2453. https://doi.org/10.11591/ijece.v6i5.10556
  9. Avissina, R., & Ayriza, Y. (2019, June). The effects of social media use on adolescents’ social anxiety. In 3rd International Conference on Current Issues in Education (ICCIE 2018) (pp. 441-444). Atlantis Press.
  10. Bahçekapılı, E. (2021). Examining the social anxiety of university students in synchronous online learning environments. Acta Infologica, 5(2), 435-443. https://doi.org/10.26650/acin.934636
  11. Berman, R. M., & Schneier, F. R. (2004). Symptomatology and diagnosis of social anxiety disorder. In Social Anxiety Disorder (pp. 17-32). CRC Press.
  12. Biggs, B. K., Vernberg, E. M., & Wu, Y. P. (2012). Social anxiety and adolescents’ friendships: The role of social withdrawal. The Journal of Early Adolescence, 32(6), 802-823. https://doi.org/10.1177/0272431611426145
  13. Bunnell, B. E., Joseph, D. L., & Beidel, D. C. (2013). Measurement invariance of the social phobia and anxiety inventory. Journal of Anxiety Disorders, 27(1), 84-91. https://doi.org/10.1016%2Fj.janxdis.2012.09.001
  14. Boyd, D. M., & Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal of Computer‐Mediated Communication, 13(1), 210-230. https://doi.org/10.1111/j.1083-6101.2007.00393.x
  15. Bright, L. F., Lim, H. S., & Logan, K. (2021). “Should I Post or Ghost?”: Examining how privacy concerns impact social media engagement in US consumers. Psychology & Marketing, 38(10), 1712-1722. https://doi.org/10.1002/mar.21499
  16. Caplan, S. E. (2007). Relations among loneliness, social anxiety, and problematic Internet use. CyberPsychology & Behavior, 10(2), 234-242. https://doi.org/10.1089/cpb.2006.9963
  17. Carpenter, J. P., & Krutka, D. G. (2014). How and why educators use Twitter: A survey of the field. Journal of Research on Technology in Education, 46(4), 414-434. https://doi.org/10.1080/15391523.2014.925701
  18. Carruthers, S. E., Warnock-Parkes, E. L., & Clark, D. M. (2019). Accessing social media: Help or hindrance for people with social anxiety?. Journal of Experimental Psychopathology, 10(2), 2043808719837811. https://doi.org/10.1177/2043808719837811
  19. Cauberghe, V., Van Wesenbeeck, I., De Jans, S., Hudders, L., & Ponnet, K. (2021). How adolescents use social media to cope with feelings of loneliness and anxiety during COVID-19 lockdown. Cyberpsychology, Behavior, and Social Networking, 24(4), 250-257. https://doi.org/10.1089/cyber.2020.0478
  20. Chen, H. (2017). Antecedents of positive self-disclosure online: an empirical study of US college students’ Facebook usage. Psychology Research and Behavior Management, 10, 147. https://doi.org/10.2147/PRBM.S136049
  21. Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. (8th ed.). New York, NY: Routledge.
  22. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. (4th ed.). Boston, MA: Pearson.
  23. Debatin, B., Lovejoy, J. P., Horn, A. K., & Hughes, B. N. (2009). Facebook and online privacy: Attitudes, behaviors, and unintended consequences. Journal of Computer-Mediated Communication, 15(1), 83-108. https://doi.org/10.1111/j.1083-6101.2009.01494.x
  24. Demir, Ö., Cinar, M., & Keskin, S. (2023). Participation style and social anxiety as predictors of active participation in asynchronous discussion forums and academic achievement. Education and Information Technologies, 28(9), 11313-11334. https://doi.org/10.1007/s10639-022-11517-3
  25. Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22. https://doi.org/10.1177/0047239520934018
  26. Dron, J., & Anderson, T. (2014). Teaching crowds: Learning and social media. Athabasca University Press.
  27. Ellison, N. B., & Boyd, D. (2013). Sociality through social network sites. In W. H. Dutton (Ed.), The Oxford handbook of internet studies (pp. 151–172). Oxford: Oxford University Press.
  28. Erliksson, O. J., Lindner, P., & Mörtberg, E. (2020). Measuring associations between social anxiety and use of different types of social media using the Swedish social anxiety scale for social media users: a psychometric evaluation and Cross‐Sectional Study. Scandinavian Journal of Psychology, 61(6), 819-826. https://doi.org/10.1111/sjop.12673
  29. Erwin, B. A., Turk, C. L., Heimberg, R. G., Fresco, D. M., & Hantula, D. A. (2004). The Internet: home to a severe population of individuals with social anxiety disorder?. Journal of Anxiety Disorders, 18(5), 629-646. https://doi.org/10.1016/j.janxdis.2003.08.002
  30. Fernandez, K. C., Levinson, C. A., & Rodebaugh, T. L. (2012). Profiling: Predicting social anxiety from Facebook profiles. Social Psychological and Personality Science, 3(6), 706-713. https://doi.org/10.1177/1948550611434967
  31. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (Vol. 7, p. 429). New York: McGraw-Hill.
  32. Gürsakal, N. (2009). Sosyal ağ analizi. Bursa: Dora Yayıncılık.
  33. Hargie, O. D. W. (Ed.). (1997). The handbook of communication skills. Routledge.
  34. Hazar, Ç. M. (2011). Social media dependency-filed survey. Journal of Communication Theory & Research, (32), 151-175.
  35. Heidenreich, T., Schermelleh-Engel, K., Schramm, E., Hofmann, S. G., & Stangier, U. (2011). The factor structure of the social interaction anxiety scale and the social phobia scale. Journal of Anxiety Disorders, 25(4), 579-583. https://doi.org/10.1016/j.janxdis.2011.01.006
  36. Heimberg, R. G., Mueller, G. P., Holt, C. S., Hope, D. A., & Liebowitz, M. R. (1992). Assessment of anxiety in social interaction and being observed by others: The social interaction anxiety scale and the social phobia scale. Behavior Therapy, 23(1), 53-73. https://doi.org/10.1016/S0005-7894(05)80308-9
  37. Hershkovizt, A., & Forkosh-Baruch, A. (2017). Teacher-student relationship and Facebook-mediated communication: Student perceptions. Comunicar. Media Education Research Journal, 25(2).
  38. Hipp, J. R., & Bauer, D. J. (2006). Local solutions in the estimation of growth mixture models. Psychological methods, 11(1), 36. https://psycnet.apa.org/doi/10.1037/1082-989X.11.1.36
  39. Hofmann, S.G., Anu Asnaani, M., & Hinton, D.E. (2010). Cultural aspects in social anxiety and social anxiety disorder. Depression and Anxiety, 27. https://doi.org/10.1002/da.20759
  40. Hosmer Jr, D. W., Lemeshow, S., & Sturdivant, R. X. (2013). Applied logistic regression (Vol. 398). John Wiley & Sons.
  41. Hung, H. T., & Yuen, S. C. Y. (2010). Educational use of social networking technology in higher education. Teaching in Higher Education, 15(6), 703-714. https://doi.org/10.1080/13562517.2010.507307
  42. Izgiç, F., Akyüz, G., Dogan, O., & Kugu, N. (2000). The prevalence of social phobia in university student population. Anatolian Journal of Psychiatry, 1(4), 207-214. https://www.proquest.com/scholarly-journals/üniversite-ögrencilerinde-sosyal-fobi-yayginligi/docview/1010056095/se-2
  43. Jackson, R. J. (2003). The impact of the built environment on health: An emerging field. American Journal of Public Health, 93, 1382–1384. https://doi.org/10.2105/ajph.93.9.1382
  44. Karaşar, B. (2014). Attachment styles and social anxiety levels of teacher candidates. Amasya Amasya Education Journal, 3(1), 27-49. Kashdan, T. B. (2007). Social anxiety spectrum and diminished positive experiences: Theoretical synthesis and meta-analysis. Clinical Psychology Review, 27(3), 348-365. https://doi.org/10.1016/j.cpr.2006.12.003
  45. Keskin, S., Şahin, M., Uluç, S., & Yurdugul, H. (2020). Online learners’ interactions and social anxiety: The social anxiety scale for e-learning environments (SASE). Interactive Learning Environments, 1-13. https://doi.org/10.1080/10494820.2020.1769681
  46. Kocovski, N. L., & Endler, N. S. (2000). Social anxiety, self‐regulation, and fear of negative evaluation. European Journal of Personality, 14(4), 347-358. https://doi.org/10.1002/1099-0984(200007/08)14:4%3C347::AID-PER381%3E3.0.CO;2-7
  47. Lanza, S. T., & Rhoades, B. L. (2013). Latent class analysis: an alternative perspective on subgroup analysis in prevention and treatment. Prevention Science, 14(2), 157-168. https://doi.org/10.1007/s11121-011-0201-1
  48. Le Blanc, A. L., Bruce, L. C., Heimberg, R. G., Hope, D. A., Blanco, C., Schneier, F. R., & Liebowitz, M. R. (2014). Evaluation of the psychometric properties of two short forms of the social interaction anxiety scale and the social phobia scale. Assessment, 21(3), 312-323. https://doi.org/10.1177/1073191114521279
  49. Lo, Y., Mendell, N. R., & Rubin, D. B. (2001). Testing the number of components in a normal mixture. Biometrika, 88(3), 767-778. https://doi.org/10.1093/biomet/88.3.767
  50. Mackson, S. B., Brochu, P. M., & Schneider, B. A. (2019). Instagram: Friend or foe? The application’s association with psychological well-being. New Media & Society, 21(10), 2160-2182. https://doi.org/10.1177/1461444819840021
  51. Magidson, J., & Vermunt, J. K. (2004). Latent class models. In D. Kaplan (Ed.), The Sage handbook of quantitative methodology for the social sciences (pp. 175-198). Sage.
  52. Majeed, S., Munir, M., & Malik, K. (2022). Academic self efficacy, social anxiety and academic success in university students. Pakistan Languages and Humanities Review, 6(3), 69-81. https://doi.org/10.47205/plhr.2022(6-iii)06
  53. Mattick, R. P., & Clarke, J. C. (1998). Development and validation of measures of social phobia scrutiny fear and social interaction anxiety. Behaviour Research and Therapy, 36(4), 455-470. https://doi.org/10.1016/S0005-7967(97)10031-6
  54. McCord, B., Rodebaugh, T. L., & Levinson, C. A. (2014). Facebook: Social uses and anxiety. Computers in Human Behavior, 34, 23-27. https://doi.org/10.1016/j.chb.2014.01.020
  55. Milli Eğitim Bakanlığı (2022). National Education Statistics Formal Education 2021/2022. Available online: https://sgb.meb.gov.tr/meb_iys_dosyalar/2022_09/15142558_
  56. meb_istatistikleri_orgun_egitim_2021_2022.pdf (accessed on 12th April 2023).
  57. Morahan-Martin, J., & Schumacher, P. (2003). Loneliness and social uses of the Internet. Computers in Human Behavior, 19(6), 659-671. https://doi.org/10.1016/S0747-5632(03)00040-2
  58. Murphy, E. C., & Tasker, T. E. (2011). Lost in a crowded room: A correlational study of Facebook & social anxiety. Interface: The Journal of Education, Community And values, 11.
  59. Nesse, R. (1998). Emotional disorders in evolutionary perspective. British Journal of Medical Psychology, 71(4), 397-415. https://doi.org/10.1111/j.2044-8341.1998.tb01000.x
  60. Nylund, K. L., Asparouhov, T., & Muthén, B. O. (2007). Deciding on the number of classes in latent class analysis and growth mixture modeling: A Monte Carlo simulation study. Structural Equation Modeling: A Multidisciplinary Journal, 14(4), 535-569. https://doi.org/10.1080/10705510701575396
  61. O'Keeffe, G. S., & Clarke-Pearson, K. (2011). The impact of social media on children, adolescents, and families. Pediatrics, 127(4), 800-804. https://doi.org/10.1542/peds.2011-0054
  62. Olakulehin, F. K. (2007). Information and communication technologies in teacher training and professional development in Nigeria. Turkish Online Journal of Distance Education, 8(1), 133-142.
  63. Paine, C., Reips, U. D., Stieger, S., Joinson, A., & Buchanan, T. (2007). Internet users’ perceptions of ‘privacy concerns’ and ‘privacy actions’. International Journal of Human-Computer Studies, 65(6), 526-536. https://doi.org/10.1016/j.ijhcs.2006.12.001
  64. Pastor, D. A., Barron, K. E., Miller, B. J., & Davis, S. L. (2007). A latent profile analysis of college students’ achievement goal orientation. Contemporary Educational Psychology, 32(1), 8-47. https://doi.org/10.1016/j.cedpsych.2006.10.003
  65. Reid, D. J., & Reid, F. J. (2007). Text or talk? Social anxiety, loneliness, and divergent preferences for cell phone use. CyberPsychology & Behavior, 10(3), 424-435. https://doi.org/10.1089/cpb.2006.9936
  66. Russell, G., & Topham, P. (2012). The impact of social anxiety on student learning and well-being in higher education. Journal of Mental Health, 21(4), 375-385. https://doi.org/10.3109/09638237.2012.694505
  67. Sadiku, M. N. O, Otomoso, A. A., & Musa, S. M. (2019). Social Networking. International Journal of Trends in Scientific Research and Development, 3(3), 126-128.
  68. Schlenker, B. R., & Leary, M. R. (1982). Social anxiety and self-presentation: A conceptualization model. Psychological Bulletin, 92(3), 641. https://dx.doi.org/10.1037/0033-2909.92.3.641
  69. Schwarz, G. (1978). Estimating the dimension of a model. The Annals of Statistics, 6, 461-464. http://dx.doi.org/10.1214/aos/1176344136
  70. Seabrook, E. M., Kern, M. L., & Rickard, N. S. (2016). Social networking sites, depression, and anxiety: a systematic review. JMIR Mental Health, 3(4), e5842. https://doi.org/10.2196/mental.5842
  71. Shabahang, R., Aruguete, M. S., & Shim, H. (2021). Social media posting anxiety: Interpersonal trust, fear of negative evaluation, and hurt feeling proneness as predictors. Journal of Media Psychology: Theories, Methods, and Applications. https://dx.doi.org/10.1027/1864-1105/a000300
  72. Shaughnessy, K., Rocheleau, J. N., Kamalou, S., & Moscovitch, D. A. (2017). The effects of social anxiety and online privacy concern on individual differences in internet-based interaction anxiety and communication preferences. Cyberpsychology, Behavior, and Social Networking, 20(4), 212-217. https://dx.doi.org/10.1089/cyber.2016.0329
  73. Shaw, A. M., Timpano, K. R., Tran, T. B., & Joormann, J. (2015). Correlates of Facebook usage patterns: The relationship between passive Facebook use, social anxiety symptoms, and brooding. Computers in Human Behavior, 48, 575-580. https://doi.org/10.1016/j.chb.2015.02.003
  74. Silmi, Z. K., Rachmawati, W. R., Sugiarto, A., & Hastuti, T. P. (2020). Correlation of intensity of use of social media with the level of social anxiety in adolescents. Midwifery and Nursing Research, 2(2), 60-64.
  75. Solyom, L., Ledwidge, B., & Solyom, C. (1986). Delineating social phobia. British Journal of Psychiatry, 149(4), 464-470. https://doi.org/10.1192/bjp.149.4.464
  76. Stănculescu, E., & Griffiths, M. D. (2022). Social media addiction profiles and their antecedents using latent profile analysis: The contribution of social anxiety, gender, and age. Telematics and Informatics, 74, 101879. https://dx.doi.org/10.2139/ssrn.4096600
  77. Stein, M. B., & Stein, D. J. (2008). Social anxiety disorder. The Lancet, 371(9618), 1115-1125. https://doi.org/10.1016/S0140-6736(08)60488-2
  78. Tein, J. Y., Coxe, S., & Cham, H. (2013). Statistical power to detect the correct number of classes in latent profile analysis. Structural Equation Modeling: a Multidisciplinary Journal, 20(4), 640-657. https://doi.org/10.1080/10705511.2013.824781
  79. Tess, P. A. (2013). The role of social media in higher education classes (real and virtual)–A literature review. Computers in Human Behavior, 29(5), A60-A68. https://doi.org/10.1016/j.chb.2012.12.032
  80. Twenge, J. M., & Farley, E. (2021). Not all screen time is created equal: associations with mental health vary by activity and gender. Social Psychiatry and Psychiatric Epidemiology, 56(2), 207-217. https://doi.org/10.1007/s00127-020-01906-9
  81. VanDoorn, G., & Eklund, A. A. (2013). Face to Facebook: Social media and the learning and teaching potential of symmetrical, synchronous communication. Journal of University Teaching & Learning Practice, 10(1). https://doi.org/10.53761/1.10.1.6
  82. Vannucci, A., Flannery, K. M., & Ohannessian, C. M. (2017). Social media use and anxiety in emerging adults. Journal of Affective Disorders, 207, 163-166. https://doi.org/10.1016/j.jad.2016.08.040
  83. Vermunt, J. K., & Magidson, J. (2002). Latent class cluster analysis. In J. A. Hagennars & A. L. McCutcheon (Eds.), Applied latent class analysis (pp. 89–106). Cambridge, UK: Cambridge University Press.
  84. Vincent, E. A. (2016). Social media as an avenue to achieving sense of belonging among college students. Vistas Online, 36, 1-14.
  85. Wang, M., & Hanges, P. J. (2011). Latent class procedures: Applications to organizational research. Organizational Research Methods, 14(1), 24-31. https://doi.org/10.1177/1094428110383988
  86. Wang, M. C., Deng, Q., Bi, X., Ye, H., & Yang, W. (2017). Performance of the entropy as an index of classification accuracy in latent profile analysis: A monte carlo simulation study. Acta Psychologica Sinica.
  87. Weinstein, E. (2018). The social media see-saw: Positive and negative influences on adolescents’ affective well-being. New Media & Society, 20(10), 3597-3623. https://doi.org/10.1177/1461444818755634
  88. Yao, M. Z., Rice, R. E., & Wallis, K. (2007). Predicting user concerns about online privacy. Journal of the American Society for Information Science and Technology, 58(5), 710-722. https://doi.org/10.1002/asi.20530
  89. Yen, J. Y., Yen, C. F., Chen, C. S., Wang, P. W., Chang, Y. H., & Ko, C. H. (2012). Social anxiety in online and real-life interaction and their associated factors. Cyberpsychology, Behavior, and Social Networking, 15(1), 7-12. https://doi.org/10.1089/cyber.2011.0015
  90. Yıldırım, T., Çırak, Y., & Konan, N. (2011). Social anxiety among candidate teachers. Inonu University Journal of the Faculty of Education, 12(1), 85-100. Zaatri, S., Aderka, I. M., & Hertz, U. (2022). Blend in or stand out: social anxiety levels shape information-sharing strategies. Proceedings of the Royal Society B, 289(1975), 20220476. https://doi.org/10.1098/rspb.2022.0476
  91. Ağırtaş, A., & Güler, Ç. (2020). Evaluation of internet addiction and social anxiety status of university students using social media. Çağ University Journal of Social Sciences, 17(1), 76-89.
  92. Karaşar, B. (2014). Attachment styles and social anxiety levels of teacher candidates. Amasya Amasya Education Journal, 3(1), 27-49.
  93. Yıldırım, T., Çırak, Y., & Konan, N. (2011). Social anxiety among candidate teachers. Inonu University Journal of the Faculty of Education, 12(1), 85-100.