Publication: Lise öğrencilerinin sosyal medyaya ilişkin tutumları ile algıladıkları sosyal destek düzeyleri arasındaki ilişki (Bahçelievler İlçesi örneği)
Abstract
Gerçek dünyayı sanal ortamda yaşama imkanı veren internetin bu konuda en yetkili ismi olan sosyal medya, her geçen gün kendini güncellemekte, yeniliklere açık ve öğrenme hızı yüksek gençler tarafından aktif olarak kullanılmaktadır. Gençlerin sosyal medyaya ilişkin tutumlarının merak edildiği günümüzde özellikle ergenlik döneminde olan bireylerin birçok ihtiyacını sosyal medya aracılığıyla sağladığı düşünülmektedir. Sanal desteğin önemli olduğu günümüz dünyasında sosyal medya kullanan gençlerin gerçek hayatta algıladıkları sosyal destek düzeyleri merak konusudur. Bu nedenle araştırma 'Lise öğrencilerinin sosyal medyaya ilişkin tutumları ile algıladıkları sosyal destek düzeyleri arasındaki ilişki'yi ortaya koymayı amaçlamaktadır. Tarama modelinde hazırlanan araştırmada, örneklem grubu 2013-2014 eğitim-öğretim yılında İstanbul ili Bahçelievler ilçesindeki resmi ortaöğretim kurumlarından tesadüfi oransız küme örnekleme yöntemiyle seçilen 970 lise öğrencisidir. Veri toplamak amacıyla Otrar, Argın (2013) tarafından geliştirilen Sosyal Medya Tutum Ölçeği, Yıldırım (2006) tarafından geliştirilip revize edilen Algılanan Sosyal Destek Ölçeği (ASDÖ-R) ve araştırmacı tarafından hazırlanan Kişisel Bilgi Formu kullanılmıştır. Uygulamalar doğrudan araştırmacı tarafından öğrencilerin öğrenim gördükleri okullarda gerçekleştirilmiş, uygulama öncesinde araştırmanın amacına ve uygulama sürecine ait sözlü ve yazılı yönerge verilmiştir. Uygulamalar ortalama 40-45 dakika (1 ders saati) sürmüştür. Elde edilen veriler bilgisayarda SPSS 15.00 programında çözümlenmiş manidarlıklar minimum p<,05 düzeyinde sınanmış, diğer manidarlık düzeyleri ayrıca belirtilmiş ve bulgular araştırmanın amaçlarına uygun olarak tablolar halinde sunulmuştur. Algılanan sosyal destek ve sosyal medyaya ilişkin tutumların demografik değişkenlerle arasındaki ilişkiyi ortaya koymak amacıyla Bağımsız Gruplar T Testi, ANOVA, Kruskal Wallis, Mann Whithey-U analizleri yapılmıştır. ANOVA’da fark çıkan durumlarda Scheffe, Tamhane T2 ya da LSD testleri kullanılmıştır. Kruskal Wallis’te fark çıkan durumlarda Mann Whitney-U testine başvurulmuştur. Algılanan sosyal destek cinsiyet, sınıf, okul türü, başarı, algılanan gelir durumu, anne babanın birlikteliği, annenin öğrenim durumu, sosyal medyayı kullanım süresi, sosyal medyanın günlük ortalama kullanım süresi, sosyal medyayı destek aracı olarak kullanma, sosyal medya üyeliğinin sosyal çevredeki değişimi, algılanan aile tutumu, sosyal medyayı kullanım amacı değişkenlerine göre farklılaşmaktadır. Sosyal medyaya ilişkin tutum ise sınıf, okul türü, anne babanın sağ olup olmaması, takip edilen sosyal medya platformu, sosyal medyayı kullanım süresi, sosyal medyanın günlük ortalama kullanım süresi, sosyal medyayı destek aracı olarak kullanma, sosyal medyada üye olunan grup sayısı, sosyal medya üyeliğinin sosyal çevredeki değişimi, sosyal medyanın kullanım amaçları değişkenlerine göre farklılaşmaktadır. Ölçeklerden elde edilen puanlar kullanılarak sosyal medyaya ilişkin tutum ve algılanan sosyal destek düzeyleri arasındaki ilişki Pearson Momentler Çarpım Korelasyon Katsayısı ile bulunmuştur. Pearson Momentler Çarpım Korelasyon Katsayısının anlamlı olması sonucunda Sosyal Medya Tutum Ölçeği ve alt boyutları puanlarının, ASDÖ-R ve alt boyutları puanlarını ne düzeyde etkilediğini bulmak amacıyla basit regresyon analizi kullanılmıştır. Yapılan araştırma sonucunda, aile desteği alt boyutu paylaşım ihtiyacı alt boyutuyla pozitif yönlü, sosyal izolasyon alt boyutuyla negatif yönlü anlamlı; arkadaş desteği alt boyutu paylaşım ihtiyacı alt boyutuyla pozitif yönlü, sosyal izolasyon ve öğretmenlerle ilişki alt boyutlarıyla negatif yönlü anlamlı; öğretmen desteği alt boyutu öğretmenlerle ilişki alt boyutuyla pozitif yönlü, sosyal izolasyon boyutuyla negatif yönlü anlamlı bir ilişkiye sahiptir. ASDÖ-R ile Sosyal Medya Tutum Ölçeği arasında pozitif yönlü anlamlı ilişki bulunmuştur. Sosyal medya çalışmalarının çoğunun iletişim bilimleri alanında olması nedeniyle eğitim alanında azınlıktaki çalışmalara destek ve fayda sağlayacaktır. Sosyal medya, Sosyal destek, İnternet
Social media, the most effective authority of internet which provides the facility of living real life in virtual atmosphere based technology updates itself everyday and is used actively by teenagers who are open to innovations in technology and have high capacity to learn. In our age teenagers' attitudes towards social media has been a matter of curiousity. It has been thought that particularly teenagers in the period of adolescence meet lots of their needs through internet. In the world of our age where virtual support is important it is a matter of curiousity about the level of social support of teenagers using social media which they perceive in their real life. For this reason this study aims to show the correlation between high school students' attitudes to social media and the level of social support perceived by them. In the research made in the scanning model, sample group consists of 970 high school students chosen from public high schools in Bahçelievler, İstanbul in 2013-2014 academic year by the method of random unproportional group. In order to collect date, Social Media Attitude Scale developed by Otrar, Argın (2013), Perceived Social Support Scale developed and revised by Yıldırım (2006) and Personal Knowledge Form prepared by the researcher have been applied. Applications have been applied in students' schools where they get education, and before they start verbal and written motions about the purpose and process of the research have been given directly by the researcher. Applications lasted about for 40-45 minutes (1 lesson duration). At the end of this process datas have been analyzed in SPSS 15.00 programme on computer, meaningfulnesses have been tested on minimum p<,05 level, other levels of meaningfullness have also been indicated and findings have been put to tables in appropriate to the purpose of the research. In order to show the correlation between perceived social support and attitudes to the social media among demographic varieties Independant Groups Test T, ANOVA, Kruskal Wallis, Mann Whithney- U analyses have been done. In the states of having difference in ANOVA Scheffe, Tamhane T2 or LSD tests were used. In the states of having difference in Kruskal Wallis, Mann Whithney-U tests were applied. Perceived social support ranges according to the varieties such as gender, type of class and school, success, perceived level of income, togetherness of parents, the level of mother's graduation, the length of the use of social media, average time of the daily use of social media, the use of social media as a support implement, the change of social media membership in social environment, perceived family attitude and the purpose of using social media. Also the attitude to social media ranges according to the type of class and school, whether the parents are alive or not, the social media platform followed, the length of using social media, average time of the daily use of social media, the use of social media as a support implement, the number of groups joined in social media, the change of social media membership in social environment and the purpose of using social media. The correlation between the attitude to the social media and the perceived levels of social support has been found by means of Pearson Product-Moment Correlation Coefficient by using the numbers received from the scales. In the result of being meaningful of Pearson Product-Moment Correlation Coefficient simple regression analysis has been used in order to find to some extent Social Media attitude Scale and subdimensions numbers effect the number of ASDÖ-R and subdimensions. As a result of this study family support subdimension is positive sided with the need of sharing subdimension, is negative sided, meaningful with social isolation subdimension; friend support subdimension is positive sided with the need of sharing subdimension, is neagtive sided, meaningful with social isolation and relation with teachers subdimensions; teacher support subdimension is positive sided with relation with teachers subdimension, is negative, meaningful with social isolation dimension. Positive sided meaningful relation between ASDÖ-R and Social Media Attitude Scale has been found. For the reason of that most of social media studies are in the fields of communication sciences this study will be suppor and use to the minority studies in the fields of education. Key words: Social media, Social support, Internet
Social media, the most effective authority of internet which provides the facility of living real life in virtual atmosphere based technology updates itself everyday and is used actively by teenagers who are open to innovations in technology and have high capacity to learn. In our age teenagers' attitudes towards social media has been a matter of curiousity. It has been thought that particularly teenagers in the period of adolescence meet lots of their needs through internet. In the world of our age where virtual support is important it is a matter of curiousity about the level of social support of teenagers using social media which they perceive in their real life. For this reason this study aims to show the correlation between high school students' attitudes to social media and the level of social support perceived by them. In the research made in the scanning model, sample group consists of 970 high school students chosen from public high schools in Bahçelievler, İstanbul in 2013-2014 academic year by the method of random unproportional group. In order to collect date, Social Media Attitude Scale developed by Otrar, Argın (2013), Perceived Social Support Scale developed and revised by Yıldırım (2006) and Personal Knowledge Form prepared by the researcher have been applied. Applications have been applied in students' schools where they get education, and before they start verbal and written motions about the purpose and process of the research have been given directly by the researcher. Applications lasted about for 40-45 minutes (1 lesson duration). At the end of this process datas have been analyzed in SPSS 15.00 programme on computer, meaningfulnesses have been tested on minimum p<,05 level, other levels of meaningfullness have also been indicated and findings have been put to tables in appropriate to the purpose of the research. In order to show the correlation between perceived social support and attitudes to the social media among demographic varieties Independant Groups Test T, ANOVA, Kruskal Wallis, Mann Whithney- U analyses have been done. In the states of having difference in ANOVA Scheffe, Tamhane T2 or LSD tests were used. In the states of having difference in Kruskal Wallis, Mann Whithney-U tests were applied. Perceived social support ranges according to the varieties such as gender, type of class and school, success, perceived level of income, togetherness of parents, the level of mother's graduation, the length of the use of social media, average time of the daily use of social media, the use of social media as a support implement, the change of social media membership in social environment, perceived family attitude and the purpose of using social media. Also the attitude to social media ranges according to the type of class and school, whether the parents are alive or not, the social media platform followed, the length of using social media, average time of the daily use of social media, the use of social media as a support implement, the number of groups joined in social media, the change of social media membership in social environment and the purpose of using social media. The correlation between the attitude to the social media and the perceived levels of social support has been found by means of Pearson Product-Moment Correlation Coefficient by using the numbers received from the scales. In the result of being meaningful of Pearson Product-Moment Correlation Coefficient simple regression analysis has been used in order to find to some extent Social Media attitude Scale and subdimensions numbers effect the number of ASDÖ-R and subdimensions. As a result of this study family support subdimension is positive sided with the need of sharing subdimension, is negative sided, meaningful with social isolation subdimension; friend support subdimension is positive sided with the need of sharing subdimension, is neagtive sided, meaningful with social isolation and relation with teachers subdimensions; teacher support subdimension is positive sided with relation with teachers subdimension, is negative, meaningful with social isolation dimension. Positive sided meaningful relation between ASDÖ-R and Social Media Attitude Scale has been found. For the reason of that most of social media studies are in the fields of communication sciences this study will be suppor and use to the minority studies in the fields of education. Key words: Social media, Social support, Internet