The Distribution of Variables That Affect Nomophobia in Adults' Profiles

Autor/inn/en	Karademir Coskun, Tugra; Kaya, Omer
Titel	The Distribution of Variables That Affect Nomophobia in Adults' Profiles
Quelle	In: International Journal of Research in Education and Science, 6 (2020) 4, S.534-550 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9955
Schlagwörter	Predictor Variables; Fear; Handheld Devices; Adults; Profiles; Social Media; Addictive Behavior; Gender Differences; Individual Differences; Educational Attainment; Life Satisfaction + Suchen Sie Ihr Suchwort? Prädiktor; Furcht; Charakterisierung; Profilanalyse; Soziale Medien; Geschlechterkonflikt; Individueller Unterschied; Bildungsabschluss; Bildungsgut; Lebensvollendung
Abstract	This study focused on the effects of variables related to nomophobia levels of youths for adults; and exhibited a nomophobia profile of an adult by means of the significant variables about adults. Two hundred-ten adults from 30 different occupational groups participated in the research. The relational research design was used in the research. Data after collecting through scales were subjected to logistic regression analysis and two-step clustering analysis. As a result of the analysis, it was determined that while the nomophobia scores of the participated adults who were married, had children, were 30 years and older, have higher life satisfaction scores and lower social media addiction scores were low. On the other hand, it was determined that the adult in high nomophobia scores were clustered in the group who were single and did not have children, were between the ages of 24-29, had low life satisfaction scores and high social media addiction. (As Provided).
Anmerkungen	International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: ijresoffice@gmail.com; Web site: http://www.ijres.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01