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Variables differentiating digital addiction: Middle school level

Dijital bağımlılıkta fark yaratan unsurlar: Ortaokul düzeyi

Dilek Tokatli(Ünye İlçe Milli Eğitim Müdürlüğü)0009-0008-5757-5848
Tuba Acar Erdol(ORDU UNIVERSITY)0000-0002-6954-4968
Pages
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Publication Date
2026-03-26
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AI Summary & Key Takeaways

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

The findings revealed that, within the family context, students who spent less time with their parents exhibited higher digital addiction levels than those who spent more time with them.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This research investigates the variables that differentiating digital addiction levels among middle school students (MSSs) in relation to family, academics, socio-cultural activities, and technology use.
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Key Findings & Data:The study sample included 292 MSSs from different schools in a province of Türkiye.
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Conclusion & Impact:The findings revealed that, within the family context, students who spent less time with their parents exhibited higher digital addiction levels than those who spent more time with them.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Dijital bağımlılık · Ortaokul öğrencileri · Aile

Abstract

This research investigates the variables that differentiating digital addiction levels among middle school students (MSSs) in relation to family, academics, socio-cultural activities, and technology use. The research utilized a survey design as a quantitative research method. The study sample included 292 MSSs from different schools in a province of Türkiye. Data were collected through a Personal Information Form and the Digital Addiction Scale for Children. The data were analyzed using Jamovi 2.3.24 and R software. Group differences were examined using the independent samples t-test and ANOVA. The findings revealed that, within the family context, students who spent less time with their parents exhibited higher digital addiction levels than those who spent more time with them. In the academic context, students attending general middle schools had higher digital addiction levels than those attending religious middle schools, and eighth-grade students had higher levels than fifth-, sixth-, and seventh-grade students. Within the socio-cultural context, students who did not engage in artistic activities showed higher levels of digital addiction compared to those who participated. In the technological context, students who used more digital devices, had longer daily screen time, and frequently used phones and information technology (IT) tools exhibited higher levels of digital addiction than their peers with less usage.

Özet

Bu araştırmanın amacı, ortaokul öğrencilerinin dijital bağımlılık düzeylerinde fark yaratan değişkenleri aile, akademik, sosyo-kültürel etkinlikler ve teknoloji bağlamında incelemektir. Araştırmada, nicel araştırma yöntemlerinden tarama deseni kullanılmıştır. Araştırmanın örneklemini, Türkiye’nin bir ilindeki farklı okullarda öğrenim gören 292 ortaokul öğrencisi oluşturmaktadır. Veriler, ‘Kişisel Bilgi Formu’ ve ‘Çocuklar İçin Dijital Bağımlılık Ölçeği’ aracılığıyla toplanmıştır. Verilerin analizinde Jamovi 2.3.24 ve R yazılımları kullanılmıştır. Grup puanlarının karşılaştırılmasında bağımsız örneklemler t-testi ve ANOVA tekniklerinden yararlanılmıştır. Araştırma bulguları; aile bağlamında, ebeveynleriyle daha az vakit geçiren öğrencilerin, daha fazla vakit geçirenlere kıyasla daha yüksek dijital bağımlılık düzeyleri sergilediğini ortaya koymuştur. Akademik bağlamda, genel ortaokullara devam eden öğrencilerin imam hatip ortaokullarına devam edenlere göre; sekizinci sınıf öğrencilerinin ise beşinci, altıncı ve yedinci sınıflardaki öğrencilere göre daha yüksek dijital bağımlılık düzeyine sahip olduğu saptanmıştır. Sosyo-kültürel bağlamda, sanatsal faaliyetlerde bulunmayan öğrencilerin, bu faaliyetlere katılanlara göre daha yüksek düzeyde dijital bağımlılık gösterdiği görülmüştür. Teknoloji bağlamında ise daha fazla dijital cihaz kullanan, günlük ekran süresi daha uzun olan, telefon ve bilgi teknolojileri (BT) araçlarını tercih eden öğrencilerin, daha az kullanım gerçekleştiren akranlarına oranla daha yüksek dijital bağımlılık düzeylerine sahip olduğu belirlenmiştir.

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Cite This Article

Tokatli, D., Erdol, T. A. (2026). Variables differentiating digital addiction: Middle school level. ODÜ SOSYAL BİLİMLER ARAŞTIRMALARI DERGİSİ-ODÜSOBİAD, Cilt: 16 Sayı: 1. https://doi.org/10.48146/odusobiad.1791964

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