Abstract:

In this study, it was aimed to determine the factors that affect the nomophobia levels of the students and the investigation of the effect of nomophobia on their lesson performances. The participants of this descriptive study consists of 258 students who are studying in different department related to health in Istanbul in the 2017-2018 academic year spring semester. In the data collection, the Nomophobia Questionnaire, which was developed by Yıldırım and Correia (2015) and adapted to Turkish by Yıldırım et al. (2016), was used. In the data analysis, descriptive statistics, confirmatory factor analysis and structural equation model were used. The nomophobia levels of the students is calculated above the average (3,20±0,81). It was determined that the variables of the frequency of the smartphone’s daily control (β=0,35), carrying the status of the charger (β=-0,12), controlling the status of the smartphone as soon as waking up (β=-0,29), and daily use time of social media by means of the smartphone (β=0,15) were affecting the nomophobia levels of students significant. In other words, the nomophobia levels of the students were predicted with 30% rate by the qualities of the smartphone and social media usage. All pathways between the nomophobia latent variable and the observational variables constituting its sub-dimensions were also found to be positive and significant. There was a negative and significant effect of nomophobia on students' listening to the course (β = -0.22) and its participation levels (β = -0.13). In summary, as students' nomophobia levels increase, their course performances decrease.

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