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    A Stitch in Time Saves Nine: Predicting Internet Addiction Levels of Preservice Teachers
    (Springer, 2025) San, Ismail; Karsak, H. Gulhan Orhan; Bonk, Curtis J.; Karadeniz, Derya
    The present study aimed to explore the potential moderating effects of extracurricular study habits, internet usage duration, gender and emotion regulation skills on internet addiction of preservice teachers. The sample consisted of 492 preservice teachers (308 female) from 10 different institutions in Turkey, who voluntarily provided data. The findings revealed that emotion regulation skills, particularly reappraisal, interacted with daily internet usage time in predicting internet addiction. High levels of reappraisal emotion regulation were linked to lower levels of internet addiction, regardless of the duration of internet use. Conversely, for individuals with lower reappraisal abilities, a positive correlation emerged between internet usage time and internet addiction. Furthermore, extracurricular study habits significantly contributed to the prediction of internet addiction in a positive way, as evidenced by both regression and correlational analyses. These findings underscore the importance of considering emotion regulation alongside study habits and other physiological factors to better understand and address internet addiction in preservice teachers. The implications of the findings for educational policy and teacher education are discussed.
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    Digital Dilemma in Teacher Training: Digital Well-Being and Internet Addiction
    (Int Soc Technology Education & Science-Istes, 2025) San, Ismail; Karadeniz, Derya; Karsak, Hanife Gulhan Orhan; Kara, Ahmet
    This study examines the relationship between teacher candidates' perceptions of digital well-being and internet addiction. With the widespread use of digital technologies, their negative effects on mental health are becoming increasingly significant. The study involved 146 teacher candidates from a state university in Turkey's Eastern Anatolia Region. Data were collected using the Digital Wellbeing Scale and the Internet Addiction Scale. Results show that teacher candidates generally have a medium-high level of digital well-being. Perceptions of digital well-being do not vary significantly based on factors like gender, place of residence, or where they access the internet. However, they are related to factors such as extracurricular activities and the frequency of online shopping. Internet addiction levels notably increase with internet use for entertainment, though no significant relationship was found between daily internet use and digital wellbeing. The study highlights the importance of developing digital literacy and selfcontrol skills to protect digital well-being and prevent internet addiction. Educational institutions should implement strategies to support prospective teachers' digital well-being and raise awareness on this issue. Future research is recommended to explore the relationship between digital literacy and internet addiction further.
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    Internet addiction of university students in the Covid-19 process
    (Cell Press, 2024) San, Ismail; Karsak, Hanife Gulhan Orhan; Izci, Eyup; Oncul, Kubra
    This study delves into the intricate dynamics of internet addiction among university students, leveraging a comprehensive quantitative approach to unravel the myriad factors influencing this modern-day malaise. Utilizing logistic regression analysis, this research delineates the predictive significance of Daily Internet Usage Time (DIUT) and Communicative Internet Use Frequency (CIUF) on the propensity for internet addiction, with the analysis substantiating these variables as potent predictors. The model elucidates a significant variance in internet addiction, affirming the complexity of internet addiction as influenced by a constellation of behavioral patterns. Amidst the backdrop of the COVID-19 pandemic's exacerbation of digital dependency, this investigation sheds light on the escalation of internet use to addictive levels, prompted by prolonged isolation and the pivot to online learning platforms. This study underscores the resultant educational and psychological ramifications, highlighting a surge in addiction and its associated detriments such as diminished academic performance, social isolation, and a deterioration in mental health. Comparison of these findings with existing literature reveals a nuanced understanding of internet addiction, characterised by the interaction between individual behaviours and broader socio-economic and psychological contexts, such as the duration of daily internet use and the frequency of communicative internet use. This synthesis argues for a holistic strategy to address internet addiction, emphasizing the need for educational interventions, improving digital literacy and promoting healthy digital habits. By pinpointing the multifaceted nature of internet addiction and its predictors within the university student demographic, this research contributes to the ongoing discourse on digital dependency, proposing a multidisciplinary approach to develop resilient academic environments and support systems. It underscores the urgent need for targeted research to identify predictive factors of internet addiction, thereby enabling the formulation of effective strategies and policies for mitigating its impact on students' academic and psychological well-being. This study not only captures the complexity of internet addiction but also provides critical insights crucial for developing informed educational strategies and interventions in the digital age.
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    Investigating Attitudes toward Instructional Principles and Methods Course of Pedagogical Formation Students: Inonu University Case
    (Nesıbe aydın educatıon ınst, nesıbe aydın okulları yerleskesı haymana yolu 5 km golbası, ankara, 00000, turkey, 2016) San, Ismail
    The purpose of this study is investigating the attitudes toward Teaching Principles and Methods course of pedagogical formation students at Inonu University. For this purpose, data was collected via "Attitude Scale for Teaching Principles and Methods Course" (MEB, 2012) from 368 students that are voluntary for applying to this research, in the 2014-2015 spring semester. At the last week of the semester, before the final examinations the attitude scale was applied to the students. The scale is composed of 21 statements that are from affective domain. The survey method was used in this paper. To set light to the attitude level of students, the single survey design was used. On the other side between-subjects survey method also preferred to investigate the variables that change students' attitude levels. Independent samples t-test, Kruskal-Wallis H test, Man-Whitney U were used to determine differences; and Spearman rank-order correlation coefficient was calculated to determine associations. According to the results gender, previous faculty, ALES score preference and grade level change the attitude toward IPM course. But marital status doesn't change it. This result was concluded in the light of the background of literature. In the light of that conclusion, this study is seen to be in conflict with some previous studies respect for attitude levels of students, gender, previous faculty, ALES score preferences, and attitude-success correlation.
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    Mathematics examination anxiety of middle school seniors
    (Univ Granada, Fac Ciencias Educacion, 2019) San, Ismail; Dulkadir, Keyser
    The concept of Mathematics Examination Anxiety needs to be highlighted because of being important for academic success and future plans of students. However, this research's scope is middle school seniors. This paper struggles to present the data with anxious students about mathematics examinations while they are on transition step to high-school. The participants of this study were 375 seniors from 14 different middle schools, in Malatya. In the research, Mathematics Examination Anxiety Scale (San, 2014) was adapted for 8th grade students and applied to determine the level of the mathematics examination anxiety. Also, the relations between the followings were examined: Mathematics Examination Anxiety Level, Academic Success both in general and mathematics in fall semester, the raw score of both High-School Entrance Exam in mathematics and the overall tests, gender, parents education level, gender of students' mathematics teachers. Middle school seniors show mathematics examination anxiety symptoms frequently. The frequency level significantly differentiated according to gender and parents' educational status. The level is also found to be correlated with academic success. Middle school senior students show higher mathematics examination anxiety levels than regular students. This emotional-state is limited to evaluative academic tasks but could be extended too many educational situations as participation and homework tasks. It is suggested that assessment process should include the affective measurements for middle school students
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    Old habits die hard: Technology acceptance of teachers and police officers
    (Springer, 2025) Karsak, Hanife Gulhan Orhan; San, Sultan; San, Ismail
    The objective of this study is to compare the levels of acceptance of occupational technology among police officers and middle school teachers in the Eastern Anatolia region of Turkey. Analyses based on the UTAUT2 model evaluated the impact of demographic variables, including gender, occupation, age, and tenure, on technology acceptance processes. The study demonstrated that police officers exhibited markedly higher technology acceptance levels than teachers. This finding demonstrates the proclivity of both groups to adopt technology in their professional practices and the discrepancies in the utilisation of these technologies. The findings of the study demonstrate that demographic factors and occupational roles exert a considerable influence on technology acceptance, with these effects being shaped by a range of mediating variables, including perceptions of social interaction and organisational support. In particular, it is emphasized that habits and enabling conditions are important determinants of technology acceptance. By providing a comprehensive framework for understanding technology acceptance processes in educational and legal practice, the study establishes a foundation for future research to examine these processes in depth among different professional groups, especially in developing countries. The results emphasize the necessity for more comprehensive professional technology acceptance strategies and highlight the influence of various demographic and contextual factors on this process
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    THERE IS A VERSE FAR AWAY: TEACHERS' COGNITIVE STRUCTURES ABOUT THE METAVERSE
    (Natl Technical Univ Ukraine Kyiv Polytechnic Inst, Fac Linguistics, 2025) Kaya, Fatih; San, Ismail
    The main purpose of this research is to determine teachers' cognitive structures about the Metaverse. It is a descriptive research in a survey model. The research participants consist of 93 teachers working in public schools in the 2023-2024 academic year in Malatya, T & uuml;rkiye. First, a stratified purposive sampling method was used to identify the types of schools according to the research questions. Then, convenience and snowball sampling methods were used to select the participants. The research data was collected using the word association test. Content analysis was used to analyse the research data. Metaverse technology, education, possible dangers, space, social Metaverse and fallacy were found. At the end of the research, it is recommended that studies be carried out to eliminate teachers' misconceptions and that Metaverse technologies be introduced into the education system in small steps.