The aim of this study is to determine teacher candidates' level of fear of missing out (FoMO) and cyberloafing behaviors which they perform in the computer lab and examine the relationship between them. The study is a quantitative research based on the descriptive survey model. In this context, personal information form, "Fear of Missing Out Scale" which is adapted Turkish by Gökler, Aydın, Ünal & Metintaş (2016) and "Cyberloafing Activities Scale" which is an updated scale by Yaşar (2013) have been used to collect data. These data collection tools have been entered an online form and data has been collected in this way. Convenience sampling method has been used for sampling. The population of the study consists of undergraduate teacher candidates studying at Faculty of Education of Anadolu University, Firat University and Necmettin Erbakan University. 62 male and 79 female, a total of 141 students from these universities who voluntarily filled out the online form constituted the sample. Independent samples t-test, one-way anova, simple/bivariate correlation and simple linear regression tests have been performed on the obtained data. According to the results of the study, teacher candidates' levels of fear of missing out are moderate and not differentiated by gender. Besides, cyberloafing levels of teacher candidates are on the moderate and differentiated by gender. The cyberloafing and fear of missing out levels of the teacher candidates are not differentiated according to the university they study. In addition, there is a significant relationship between teacher candidates' levels of fear of missing out and their social cyberloafing (cyberloafing for socialization) behaviors. Fear of missing out is a significant predictor of cyberloafing behavior for socialization.

ÖZETBu çalışmayla, öğrencilerin bilgisayar laboratuvarında işlenen derslerde siber aylaklık davranışına yönelme nedenlerini belirleyebilmek amacıyla bir ölçek geliştirilmiştir. Ölçek maddeleri oluşturulur iken alanyazında bulunan siber aylaklık konusu ile ilgili yapılan çalışmalar incelenmiş, bunun yanında uzman görüşüne başvurulmuştur. Ölçeğin kararlılığını belirlemek için test-tekrar test yöntemi kullanılmış, ölçek iki hafta arayla 20 erkek, 24 kadın toplam 44 öğrenciye uygulanmıştır. Ölçeğe ilişkin Pearson korelasyon testi sonuçları ve Cronbach's Alfa güvenirlik katsayıları ölçeğin güvenirlik düzeyinin yeterli olduğunu göstermektedir. Ayrıca, yapılan testler ölçeğin "Güdülenme", "Yürütücü Kaynaklı Nedenler" ve "Derse İlişkin Tutum" olmak üzere toplam 3 faktörde toplandığını göstermiştir. Sonuç olarak; Siberaylaklık Nedenleri Ölçeği üç faktör altında toplanan, 11 maddeden oluşmuş 5'li Likert tipi bir ölçektir. Analizler ölçeğin, bireylerin siber aylaklık davranışlarının nedenlerini ölçmeye dönük geçerli ve güvenilir bir araç olduğunu ortaya koymuştur. Çalışma sonunda elde edilen bu sonuçlara göre, Siberaylaklık Nedenleri Ölçeği'nin öğrencilerin bilgisayar laboratuarlarında gerçekleştirdikleri siberaylaklık davranışlarını ve nedenlerini belirlemede, eğitim kurumlarında bir ölçme aracı olarak kullanılabileceği söylenebilir.Anahtar Kelimeler: siberaylaklık, siberaylaklık nedenleri, ölçek geliştirme, geçerlik, güvenirlik ABSTRACTWith this study, It is aimed to determine the reasons for cyberloafing behaviors of thestudents in computerlabs. Reasons of Cyberloafing Scale has been developed to determine cyberloafing behaviors of undergraduate students. In the forming period of the scale items, previous studies on the cyberloafing subject in the literature have been examined and additionally it has been consulted experts for their opinions. The study has been conducted in the academic year of 2014-2015 and the participants of the study have been composed of the students studying in the Faculty of Education and Faculty of Engineering in Firat University. 92 female and 70 male, 162 students in total have been participated in the first implementation. 254 maleand 223 female, a total of 477 students have been participated in the second implementation.. In the third implementation, test-retest method was used and the scale was applied to a total of 44 students, including 24 men and 20 women at two week intervals. The data collected at the end of the implementations have been analyzed with IBM SPSS and AMOS. In order to detect the validity of the scale, KMO and Bartlett's test and exploratory and confirmatory factor analyzes have been performed, item discriminations have been designated. For the purpose of assessing the reliability of the scale, the internal consistency coefficient has been calculated. Test-retest method has been used to determine the reliability of the scale. According to the analysis performed with data, the scale's Cronbach's alpha reliability coefficient is 1 Yrd. Doç. Dr.,Fırat Üniversitesi, Eğitim Fak...

In this research, it is aimed to examine teachers' nomophobia and fear of missing out (FoMO) levels according to various variables. In the research conducted in the 2016-2017 academic year, data were collected from 338 male, 347 female, a total of 685 teachers who own smartphones. As data collection tools; two different scales: "Fear of Missing Out Scale (FoMOs)" developed by Przybylski, Murayama, DeHaan ve Gladwell (2013) and "The Nomophobia Questionnaire (NMP-Q)" developed by Yıldırım and Correia (2015) were used. Independent group t-test, one-way ANOVA and multivariate ANOVA were used to examine the nomophobia and FoMO levels of the participants according to various variables. In addition, regression analysis was performed to determine the level of the relationship between nomophobia and FoMO. According to the results, there was a positive linear relationship between nomophobia and FoMO. The nomophobia scores of the participants differentiated significantly according to age, branch and duration of use, but did not differ according to gender, graduation and institution. Besides, the FoMO scores of the participants were differentiated significantly according to gender, age, branch, graduation, institution and device usage time. Also, it has been concluded that the duration of social network use leads to a significant difference in nomophobia and FoMO. This difference is between less daily usage (less than 1 hour) and more daily usage (1-3 hours, 4 hours or more) of social networking sites.

The aim of this study is to determine Technological Pedagogical Content Knowledge (TPACK) Competencies of teacher candidates in Turkish Teaching department of Mevlana (Rumi) University and the effect of Instructional Technology and Material Design (ITMD) Course on TPACK. The study is a study of quantitative type and single-group pretest-posttest experimental design has been used. The study has been conducted in the spring semester of 2013/2014 academic year, candidates who are studying in 2nd class of Turkish teaching department in Education Faculty of Mevlana (Rumi) University. In this study, Sahin (2011)'s Technological Pedagogical Content Knowledge (TPACK) Survey has been used. The survey is a 5 point likert type survey and it has 47 items in total. This survey has been applied as pre-test in the classroom to the students who participated in the study. After a period of 10 weeks, the same survey has been applied again to the same students as post-test and thus, pre-test/posttest data has been obtained for the study. According to the findings of the study, TPACK levels of Turkish teacher candidates who participated in the study have been differentiated significantly in terms of all the subscales of the survey. In the light of this study, it can be said that TPACK model plays a leading role on the subject of teachers' needs about technology, pedagogy and content in order to ensure professional development of teachers.