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Yapılan çalışmanın amacı, covid-19 pandemisi sürecindeki eğitimcilerin dijital bağımlılığı ve fiziksel aktivite(FA) düzeylerinin ne olduğu ile bu parametrelerin bazı değişkenlere göre değişiminin belirlenmesi ve aralarındaki ilişkinin incelenmesidir. Çalışmaya Adana ilinde, ilköğretim ve ortaöğretim kurumlarında farklı branşlarda görev yapan toplam 786 kişiden oluşan öğretmen ve yönetici (erkek= 392, kadın=394) katılmıştır. Çalışmaya katılan eğitimcilerin sosyo-demografik özellikleri bilgi formu ile fiziksel aktivite düzeyleri ‘Uluslararası Fiziksel Aktivite Anketi Kısa Formu’ ile ve dijital bağımlılık seviyeleri ise Dijital Bağımlılık Ölçeği ile tespit edilmiştir. Verilerin analizinde frekans, yüzde, Spearman Korelasyon, Mann-Whitney U, Kruskal Wallis H- testi kullanılmıştır. Eğitimcilerin dijital bağımlılık düzeyleri ile fiziksel aktivite düzeyleri arasında anlamlı olmayan, oldukça düşük pozitif ve negatif ilişkiler gözlenmiştir. Dijital bağımlılık ölçeğinde; ölçeğin geneli ve alt boyutları ile FAS (Fiziksel Aktivite Seviyesi) için cinsiyet, medeni durum, görev yapılan eğitim öğretim kademesi ve eğitim kurumunun konumu değişkenlerine göre bazı anlamlı farklılıklar gözlenmiştir. Sonuç olarak, eğitimcilerin fiziksel aktivite seviyelerinin artmasının dijital bağımlılığı azaltacağı söylenebilir. Serbest zamanların, eğitimcilerin kendileri ve yetkililer tarafından fiziksel aktivite yapacak şekilde planlanması önerisinde bulunulmuştur.
The aim of the study is to determine what the digital addiction and physical activity (FA) levels of educators in the covid-19 pandemic process are and the variation of these parameters according to certain variables and the relationship between them. The study was attended by a total of 786 teachers and managers (man = 392, woman = 394) working in different branches in primary and secondary education institutions. The socio-demographic characteristics of the educators who participated in the study were identified by the information form and the levels of physical activity by the 'International Physical Activity Survey Short Form' and the levels of digital addiction by the Digital Addiction Scale. The data analysis used frequency, percentage, Spearman Correlation, Mann-Whitney U, Kruskal Wallis H- test. There have been significantly low positive and negative relationships between educators’ digital addiction levels and physical activity levels. In the scale of digital dependency; some significant differences have been observed according to the general and sub-dimensions of the scale and the gender, civic status for the FAS (Level of Physical Activity), the educational level in charge and the location of the educational institution. As a result, it can be said that an increase in the levels of physical activity of educators will reduce digital addiction. It is recommended that free time is planned in such a way that the educators themselves and the authorities will exercise physical activity.
The aim of the study is to determine the digital dependence and physical activity levels of educators in the Covid-19 pandemic and the change of these parameters according to some variables and to examine the relationship between them. A total of 786 teachers and managers (male= 392, female=394) who worked in different branches in primary and secondary education institutions in Adana province participated in the study. The socio-demographic characteristics of the educators who participated in the study were determined by the information form and physical activity levels with the 'International Physical Activity Survey Short Form' and the digital addiction levels were determined by the Digital Addiction Scale. Frequency, percentage, Spearman Correlation, Mann-Whitney U, Kruskal Wallis H-test were used in the analysis of the data. Significant, very low positive and negative relationships were observed between educators' digital addiction levels and physical activity levels. On the scale of digital dependency; with the overall and sub-dimensions of the scale and for FAS, any significant differences was observed according to gender, marital status, education instruction grade, education institutıon’ location. As a result, it can be said that increasing the physical activity levels of educators will reduce digital dependence. It has been proposed that leisure time be planned by educators themselves and the authorities to perform physical activity.
Field : Sosyal, Beşeri ve İdari Bilimler
Journal Type : Uluslararası
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