Implementando y Evaluando un Programa de Mentorazgo Tecnológico Desarrollado para Formadores de Docentes: Una Estructura 6M

The purpose of this basic research is to determine the problems experienced in the Technology Mentoring Program (TMP), and the study discusses how these problems affect the process in general. The implementation was carried out with teacher educators in the education faculty. 8 doctorate students (mentors) provided technology mentoring implementation for one academic term to 9 teacher educators (mentees) employed in the Education Faculty. The data were collected via the mentee and the mentor interview form, mentor reflections and organization meeting reflections. As a result, the problems based on the mentor, on the mentee and on the organization/institution were determined. In order to carry out TMP more effectively and successfully, a 6M-framework (Modifying, Meeting, Matching, Managing, Mentoring - Monitoring) was suggested within the scope of this study. It could be stated that fewer problems will be encountered and that the process will be carried out more effectively and successfully when the structure in this framework is taken into consideration.El propósito de esta investigación básica es determinar los problemas experimentados en el Programa de Mentorazgo Tecnológico (PGT), y el estudio analiza cómo estos problemas afectan al proceso en general. La implementación se llevó a cabo con los formadores de docentes de la facultad de educación. 8 estudiantes de doctorado (mentores) proporcionaron la implementación de tutoría tecnológica durante un periodo académico a 9 formadores de docentes (aprendices) empleados en la Facultad de Educación. Los datos fueron recolectados a través del aprendiz y el mentor con un formulario de entrevista, reflexiones del mentor y reuniones de reflexión sobre la organización. Como resultado, se determinaron los problemas basados en el mentor, en el aprendiz y en la organización / institución. Con el fin de llevar a cabo TMP más eficaz y con éxito, se sugirió un marco 6M (Modificación, Reunión, Adecuación, Dirección, Mentorización, Supervisión) en el ámbito de este estudio. Podría decirse que se encontraron con menos problemas y que el proceso se llevará a cabo de manera más eficaz y con éxito cuando se tome la estructura de este marco en consideración

Adaptation of Internet Addiction Scale in Azerbaijani Language: A Validity-reliability and Prevalence Study

The purpose of the present paper was to adapt Gunuc and Kayri’s (2010) Internet Addiction Scale, with show validity and reliability for many various sampling groups, into the Azerbaijani language. Another objective of the study is to determine the prevalence of Internet addiction among Azerbaijani adolescents and youth, which preemptively requires adaptation of the Internet Addiction Scale into the Azerbaijani language. Samples in the study have been selected separately for both purposes (validity and prevalence). Data were collected from students attending Khazar University in Azerbaijan in 2014-2015, first, in order to conduct Confirmatory Factor Analysis of the scale and second, to determine the prevalence of Internet addiction among youth. Data was obtained from 309 students for the first purpose and from 836 students for the second one. Students in various majors within the research sample were stratified through stratified sampling and students in these majors were randomly selected. The four-factor structure of the scale was tested through CFA. The Cronbach’s Alpha (α) internal consistency coefficient of the scale was calculated as α=.926. Reliability coefficient of 4 sub-factors, regarding the scale, was found as follows: α=.844 for Withdrawal, α=.821 for Controlling difficulty, α=.829 for Disorder in Functionality and α=.792 for Social Isolation. The prevalence of Internet addiction among youth in Azerbaijan was determined. The study found that 51.9% were not Internet addicts, 40.6% were moderate Internet addicts, and 7.5% were Internet addicts. These findings show that the rate of Internet addicts, particularly in the categories of moderate Internet addicts and Internet addicts (48.1%), is not small enough to ignore

Impact of parents' technology use on 18- to 24-month-old infants' adaptive behaviors

The aim of this study is to investigate the relationship between adaptive behaviors of 18- to 24-month-old infants and their parents' use of technology. For this purpose, a survey research method was used. The sample consisted of 116 people who are 58 volunteering married couples with 18- to 24-month-old infants and were registered in family health centers in Turkey's Eastern Anatolia Region. Comparison analyses were conducted between parents’ demographic variables (i.e., education background) and their use of technology (i.e., Internet, smartphone) and adaptive behaviors of their 18- to 24-month-old infants. Adaptive behaviors of infants were measured with ABAS-3 (Adaptive Behavior Assessment System, Third Edition) and the profiles of parents using technology were measured with a survey developed by the researchers. The results showed that parents' use of technology had an impact on adaptive behaviors of 18- to 24-month-old infants. Infants of mothers who did not engage in any Internet activity have higher adaptive behavior scores. The infants of mothers who engaged in activities such as games, videos, and music on the Internet together with their 18- to 24-month-old infants had low scores on adaptive behaviors in terms of concept, self-management, leisure, and communication. According to the findings, various suggestions are presented for parents, researchers, and practitioners

Development and validation of Videogame Addiction Scale for Children (VASC)

The aim of the present study was to develop a valid and reliable Videogame Addiction Scale for Children (VASC). The data were derived from 780 children who completed the Videogame Addiction Scale (405 girls and 375 boys; 48.1% ranging in age from 9 to 12 years). The sample was randomly split into two different sub-samples (sample 1, n=400; sample 2, n= 380). Sample 1 was used to perform exploratory factor analysis (EFA) to define the factorial structure of VASC. As a result of EFA, a four-factor structure comprising 21 items was obtained and explained 55% of the total variance (the four factors being "self-control," "reward/reinforcement", "problems," and "involvement"). The internal consistency reliability of VASC has found 0.89. Confirmatory factor analysis (CFA) was performed to confirm the factorial structure obtained by EFA in the remaining half of sample (n= 390). The obtained fit indices from the CFA confirmed the structure of the EFA. The 21-item VASC has good psychometric properties that can be used among Turkish schoolchildren populations

Investigation of the relationships between ADHD risk and digital screen exposure in children aged 4-11: A large population study in Turkey

This study investigated whether some factors regarding especially pregnancy and post-pregnancy and 0-36-month-old infants' exposure to digital screens played a role in the attention deficit hyperactivity disorder (ADHD) scores of 4-11-year-old children. The cross-sectional research method was used. The sample consisted of the mothers of 2835 (48.2%) daughters and 3042 (51.8%) sons. The children of the mothers in the sample were between 4 and 11 years old. The mothers were asked to fill in the personal information form about their children and the Conners Parent Rating Scale to determine the ADHD score of the child. The main results revealed associations between ADHD and digital screen exposure at 0-36 months. In conclusion, exposure to digital screen-whether much or little-for the purposes of feeding, silencing, distraction, language acquisition, and digital gaming might pose a serious risk for ADHD

Implementando y Evaluando un Programa de Mentorazgo Tecnológico Desarrollado para Formadores de Docentes: Una Estructura 6M

The purpose of this basic research is to determine the problems experienced in the Technology Mentoring Program (TMP), and the study discusses how these problems affect the process in general. The implementation was carried out with teacher educators in the education faculty. 8 doctorate students (mentors) provided technology mentoring implementation for one academic term to 9 teacher educators (mentees) employed in the Education Faculty. The data were collected via the mentee and the mentor interview form, mentor reflections and organization meeting reflections. As a result, the problems based on the mentor, on the mentee and on the organization/institution were determined. In order to carry out TMP more effectively and successfully, a 6M-framework (Modifying, Meeting, Matching, Managing, Mentoring - Monitoring) was suggested within the scope of this study. It could be stated that fewer problems will be encountered and that the process will be carried out more effectively and successfully when the structure in this framework is taken into consideration.El propósito de esta investigación básica es determinar los problemas experimentados en el Programa de Mentorazgo Tecnológico (PGT), y el estudio analiza cómo estos problemas afectan al proceso en general. La implementación se llevó a cabo con los formadores de docentes de la facultad de educación. 8 estudiantes de doctorado (mentores) proporcionaron la implementación de tutoría tecnológica durante un periodo académico a 9 formadores de docentes (aprendices) empleados en la Facultad de Educación. Los datos fueron recolectados a través del aprendiz y el mentor con un formulario de entrevista, reflexiones del mentor y reuniones de reflexión sobre la organización. Como resultado, se determinaron los problemas basados en el mentor, en el aprendiz y en la organización / institución. Con el fin de llevar a cabo TMP más eficaz y con éxito, se sugirió un marco 6M (Modificación, Reunión, Adecuación, Dirección, Mentorización, Supervisión) en el ámbito de este estudio. Podría decirse que se encontraron con menos problemas y que el proceso se llevará a cabo de manera más eficaz y con éxito cuando se tome la estructura de este marco en consideración

Comparison of Parental Attitudes Before and During the COVID-19 Pandemic

The goal of this study was to investigate changes in parental attitudes and family variables during the COVID-19 pandemic.Survey methodology was employed to collect the data; the questionnaires included a family information form prepared by the researchers and the Parental Attitude Research Instrument (PARI), used to examine changes in parental attitudes related to the pandemic. The initial data, collected immediately before the outbreak of COVID-19, were compared with data gathered in May 2020, by which time the pandemic had already spread throughout Turkey.The research sample included 119 mothers with preschool children aged 5-6 years enrolled in four public schools.Our findings indicated that changes in family life and parental attitudes occurred during the pandemic. While scores measuring the two PARI subscales of dependency and egalitarianism and democratic attitudes increased, the scores for rejection of the homemaking role and strictness and authoritarianism decreased. According to the multivariate analysis of covariance (MANCOVA) results, there was a statistically significant difference between the time measurements (taken before and during the pandemic) with respect to the combined dependent variables of egalitarianism and democratic attitudes and strictness and authoritarianism, even after controlling for the demographic variables

Implementation and Evaluation of Technology Mentoring Program Developed for Teacher Educators: A 6M-Framework

The purpose of this basic research is to determine the problems experienced in the Technology Mentoring Program (TMP), and the study discusses how these problems affect the process in general. The implementation was carried out with teacher educators in the education faculty. 8 doctorate students (mentors) provided technology mentoring implementation for one academic term to 9 teacher educators (mentees) employed in the Education Faculty. The data were collected via the mentee and the mentor interview form, mentor reflections and organization meeting reflections. As a result, the problems based on the mentor, on the mentee and on the organization/institution were determined. In order to carry out TMP more effectively and successfully, a 6M-framework (Modifying, Meeting, Matching, Managing, Mentoring - Monitoring) was suggested within the scope of this study. It could be stated that fewer problems will be encountered and that the process will be carried out more effectively and successfully when the structure in this framework is taken into consideration.El propósito de esta investigación básica es determinar los problemas experimentados en el Programa de Mentorazgo Tecnológico (PGT), y el estudio analiza cómo estos problemas afectan al proceso en general. La implementación se llevó a cabo con los formadores de docentes de la facultad de educación. 8 estudiantes de doctorado (mentores) proporcionaron la implementación de tutoría tecnológica durante un periodo académico a 9 formadores de docentes (aprendices) empleados en la Facultad de Educación. Los datos fueron recolectados a través del aprendiz y el mentor con un formulario de entrevista, reflexiones del mentor y reuniones de reflexión sobre la organización. Como resultado, se determinaron los problemas basados en el mentor, en el aprendiz y en la organización / institución. Con el fin de llevar a cabo TMP más eficaz y con éxito, se sugirió un marco 6M (Modificación, Reunión, Adecuación, Dirección, Mentorización, Supervisión) en el ámbito de este estudio. Podría decirse que se encontraron con menos problemas y que el proceso se llevará a cabo de manera más eficaz y con éxito cuando se tome la estructura de este marco en consideración