Araştırma Makalesi
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Uzaktan Eğitimin Okul Çocuklarının Sağlık Davranışlarına ve İnternet Kullanımlarına Etkisi: Karma Araştırma

Yıl 2025, Cilt: 27 Sayı: 1, 51 - 68, 21.04.2025

Seher Yurt , Hasibe Kadıoğlu , Nurcan Kolaç , Füsun Kubilay

https://doi.org/10.69487/hemarge.1571078

Öz

Amaç: COVID-19 salgını döneminde uzaktan eğitimin okul çocuklarının sağlık davranışları ve internet kullanımına olan etkilerini belirlenmesi amaçlandı.
Yöntem: Araştırma deseni karma araştırmadır. Örnekleme yöntemi olarak amaçlı örneklem kullanıldı. İstanbul ilinde bulunan bir devlet okulunda öğrenim gören öğrenciler, ebeveynler ve öğretmenler örneklemi oluşturdu. Çalışma, Mart-Temmuz 2021 tarihleri arasında yürütüldü. Nitel yöntemde, öğrenci-ebeveyn -öğretmen ile odak grup görüşmesi yapıldı. Nicel yöntemde, 3. ve 4. sınıfta okuyan 246 öğrenciye ve 876 ebeveyne ulaşıldı. Verilerin toplanmasında; “Yarı Yapılandırılmış Görüşme Formu”, “Pandemi Dönemi Uzaktan Eğitimde Çocukların Sağlık Durumları Ebeveyn ve Öğrenci Anketi” ve “Aile-Çocuk İnternet Bağımlılık Ölçeği” kullanıldı. Nitel verilerin çözümlenmesinde betimsel analiz, nicel verilerin çözümlenmesinde ise tanımlayıcı istatistik yöntemi kullanıldı.
Bulgular: Analizler sonucunda, çocukların %0,6’sının internet bağımlısı olduğu bulundu. Nitel verilerin analizi sonucunda, ebeveyn-öğrenci ve öğretmen görüşleri sonucunda; “Uzaktan Eğitimle Tanışma”, “Pandemi ile Yaşama Uyumlanma”, “Pandeminin Ailesel Yükü”, “Okul Öğretmen Desteği”, “Uzaktan Eğitim Önerileri” ve “Rutin Davranışlar ve Fiziksel Sağlıkta Bozulma” olmak üzere altı tema belirlendi
Sonuç: Pandemi döneminde ilkokul öğrencilerinin, uzaktan eğitimle ekran önünde eğitime katılmak durumunda kalmalarının fiziksel, ruhsal ve sosyal sorunlar yaşamalarına yol açtığı görüldü

Anahtar Kelimeler

Internet bağımlılığı bozukluğu Kalitatif araştırma Kantitatif araştırma Öğrenciler uzaktan eğitim

Etik Beyan

Bu çalışma Maltepe Üniversitesi Etik Kurulu tarafından onaylanmıştır (Onay tarihi: 05.03.2021; Onay numarası: 2021/07-16)

Destekleyen Kurum

Yok

Teşekkür

Çalışmaya katılan öğrenci, veli ve öğretmenlere çok teşekkür ederiz.

Kaynakça

  • Adams, E.L., Smith, D., Caccavale, L.J. & Bean, M.K. (2021). Parents are stressed! Patterns of parent stress across COVID-19. Frontiers in Psychiatry, 12, 626456. https://doi.org/10.3389/fpsyt.2021.626456.
  • Am Racine, N., Eirich, R., Cooke, J., Zhu, J., Pador, P., Dunnewold, N. & Madigan, S. (2022). When the bough breaks: A systematic review and meta-analysis of mental health symptoms in mothers of young children during the COVID-19 pandemic. Infant Mental Health Journal, 43(1), 36–54. https://doi.org/10.1002/imhj.21959.
  • Amerikan Çocuk ve Ergen Psikiyatrisi Akademisi (2020). Screen time and children. Erişim adresi: https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Children-And-Watching-TV-054.aspx. (Erişim Tarihi: 10.01.2022)
  • Aşut, Ö., Abuduxike, G., Acar-Vaizoğlu, S. & Cali, S. (2019). Relationships between screen time, internet addiction and other lifestyle behaviors with obesity among secondary school students in the Turkish Republic of Northern Cyprus. The Turkish Journal of Pediatrics, 61(4), 568-579. https://doi.org/10.24953/turkjped.2019.04.014.
  • Ayas, T. & Horzum M. (2013). İlköğretim öğrencilerinin internet bağımlılığı ve aile internet tutumu. Türk Psikolojik Danışma ve Rehberlik Dergisi, 4(39), 46-57.
  • Cachón-Zagalaz, J., Sánchez-Zafra, M., Sanabrias-Moreno, D., González-Valero, G., Lara-Sánchez, A. J. & Zagalaz-Sánchez, M. L. (2020). Systematic review of the literature about the effects of the COVID-19 pandemic on the lives of school children. Frontiers in Psychology, 11, 569348. https://doi.org/10.3389/fpsyg.2020.569348.
  • Chen, C. Y., Liu, C. H., Ahorsu, D. K., Griffiths, M. D., Chen, Y. P. & Wang, S. M. (2021). Internet addiction and psychological distress among Chinese schoolchildren before and during the COVID-19 outbreak: A latent class analysis. Journal of Behavioral Addictions, 10(3), 731-746. https://doi.org/10.1556/2006.2021.00052.
  • Creswell, J. (2019). Karma Yöntem Araştırmalarına Giriş. (2. Baskı). 1/1-9. Ankara: Pagem Akademi.
  • Çaykuş, E.T., & Çaykuş, M. T. (2020). COVID-19 pandemi sürecinde çocukların psikolojik dayanıklılığını güçlendirme yolları: Ailelere, öğretmenlere ve ruh sağlığı uzmanlarına öneriler. Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi 7(5), 95-113.
  • Çetin, C. & Anuk, Ö. (2020). COVID-19 pandemi sürecinde yalnızlık ve psikolojik dayanıklılık: Bir kamu üniversitesi öğrencileri örneklemi. Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi, 7(5), 170-178
  • Daoud, R., Starkey, L., Eppel, E., Vo, T. D. & Sylvester, A. (2020). The educational value of internet use in the home for school children: A systematic review of literature. Journal of Research on Technology in Education, 53(4), 353-374. https://doi.org/10.1080/15391523.2020.1783402.
  • Demircioğlu, H., &Yoldaş, C. (2019). Çocukluk ve ergenlik döneminde psikososyal risk faktörleri ve koruyucu unsurlar. Ankara Sağlık Hizmetleri Dergisi, 18 (1), 40-48.
  • Doğan, Y. (2007). İlköğretim çağındaki 10-14 yaş grubu öğrencilerinin gelişim özellikleri. Uludağ Üniversitesi Fen-Edebiyat Fakültesi Sosyal Bilimler Dergisi, 8(13), 155-187.
  • Douglas, M., Katikireddi, S. V., Taulbut, M., McKee, M. & McCartney, G. (2020). Mitigating the wider health effects of COVID-19 pandemic response. British Medical Journal, 369, m1557. Doi:10.1136/bmj.m1557.
  • Eşği, N. (2014). Aile-Çocuk İnternet Bağımlılık Ölçeği’nin Türkçeye uyarlanması: Geçerlilik ve güvenirlik çalışması. Kastamonu Eğitim Dergisi, 22(2), 807-839.
  • Fegert, J. M., Vitiello, B. & Plener, P. L. (2020). Challenges and burden of the Coronavirus 2019 (COVID-19) pandemic for child and adolescent mental health: A narrative review to highlight clinical and research needs in the acute phase and the long return to normality. Child and Adolescent Psychiatry and Mental Health, 14(1), 20. https://doi.org/10.1186/s13034-020-00329-3
  • Hendekçi, A., &Avcı, İ. A. (2020). Adolesanlarda internet bağımlılığı ile beslenme egzersiz davranışları arasındaki ilişki. Ankara Medical Journal, 20(2), 315-326. https://doi.org/10.5505/amj.2020.52533
  • Kara, Y. (2020). Pandemi sürecindeki öğrenci deneyimleri: Bakırköy ilçesi örneği. Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi 7(7), 165-176.
  • Karakuş, T., Çağıltay, K., Kaşıkcı, D., Kurşun, E. & Ogan, C. (2014). Türkiye ve Avrupa’daki çocukların internet alışkanlıkları ve güvenli internet kullanımı. Eğitim ve Bilim, 39(171), 23-243.
  • Krueger, R.A. & Casey, M.A. (2014). Focus groups: A practical guide for applied research. California: Sage Pub. ISBN-13: 9781483365244, 5th. Edition.
  • Lin, Min-Pei (2020). Prevalence of ınternet addiction during the COVID-19 outbreak and ıts risk factors among junior high school students in Taiwan. International Journal of Environmental Research and Public Health, 17(22), 8547. https://doi.org/10.3390/ijerph17228547.
  • Liu, J., Zhou, T., Yuan, M., Ren, H., Bian, X. & Coplan, R. J. (2021). Daily routines, parent–child conflict, and psychological maladjustment among Chinese children and adolescents during the COVID-19 pandemic. Journal of Family Psychology, 35(8), 1077–1085. https://doi.org/10.1037/fam0000914.
  • Magklara, K., & Kyriakopoulos, M. (2023). The impact of the COVID-19 pandemic on children and young people. Psychiatriki, 34(4),265-268. https://doi.org/10.22365/jpsych.2023.024.
  • Martínez-Domínguez, M., &Fierros-González, I. (2022). Determinants of internet use by school-age children: The challenges for Mexico during the COVID-19 pandemic. Telecommunications Policy, 46(1), 102241. https://doi.org/10.1016/j.telpol.2021.102241.
  • McKim,CA. (2017). The value of mixed methods research: A mixed methods Study. Journal of Mixed Methods Research, 11(2), 202-222.
  • Melnixk, H., & Hammond, L. D. (2020). Reopening schools in the context of COVID-19: Health and safety guidelines from other countries.
  • Moulin, F., Bailhache, M., Monnier, M., Thierry, X., Vandentorren, S., Côté, S. M., Falissard, B.& Galéra, C. (2022). Longitudinal impact of psychosocial status on children's mental health in the context of COVID-19 pandemic restrictions. European Child and Adolescent Psychiatry. 2(1), 1073–1082 https://doi.org/10.1007/s00787-022-02010-w
  • Ostermeier, E., Tucker, P., Clark, A., Seabrook, J. A. & Gilliland, J. (2021). Parents’ report of Canadian elementary school children’s physical activity and screen time during the COVID-19 Pandemic: A Longitudinal study. International Journal of Environmental Research and Public Health, 18(23), 12352. https://doi.org/10.3390/ijerph182312352.
  • Papageorgiou, K., Mitrousias. V., Tsirelis, D., Tzika, G., Tsekouras, A., Zygas, N. & Zibis, A.H. (2023). The impact of distance learning and COVID-19 lockdown on students' physical activity and musculoskeletal health. Cureus, 15(2), e34764. https://doi.org/10.7759/cureus.34764.
  • Poon, K. T. (2018). Unpacking the mechanisms underlying the relation between ostracism and Internet addiction. Psychiatry research, 270, 724-730. https://doi.org/10.1016/j.psychres.2018.10.056.
  • Reddy, K., & Balasubramanian, G. (2022). Misuse of Internet Among School Children: Risk Factors and Preventative Measures. In Child Safety, Welfare and Well-being (pp. 321-334). Springer, Singapore. Erişim adresi: https://link.springer.com/chapter/10.1007/978-981-16-9820-0_19.
  • Santa-Cruz, C., Espinoza, V., Donoso, J., Rosas, R. & Badillo, D. (2022). How did the pandemic affect the socio-emotional well-being of Chilean schoolchildren? A longitudinal study. School Psychology, 37(1), 85–96. https://doi.org/10.1037/spq0000493.
  • Symonds, J. E., & Galton, M. (2014). Moving to the next school at age 10–14 years: An international review of psychological development at school transition. Review of Education, 2(1), 1-27. https://doi.org/10.1002/rev3.3021.
  • Ünsal, A. & Ulutaş, İ. (2019). Bilgisayar bağımlılığı ölçeğinin okul öncesi dönem çocuklarına uyarlanması. Aksaray Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 3(2), 324-342. https://doi.org/10.38122/ased.572655.
  • Valcke, M., Bonte, S., De Wever, B. & Rots, I. (2010). Internet parenting styles and the impact on Internet use of primary school children. Computers & Education, 55(2), 454-464. https://doi.org/10.1016/j.compedu.2010.02.009.
  • Wang, G., Zhang, Y., Zhao, J., Zhang, J. & Jiang, F. (2020). Mitigate the effects of home confinement on children during the COVID-19 outbreak. The Lancet, 395(10228), 945-947. https://doi.org/10.1016/S0140-6736(20)30547-X.
  • Watson, K. D. (2003). Low back pain in schoolchildren: The role of mechanical and psychosocial factors. Archives of Disease in Childhood, 88(1), 12–17. http://dx.doi.org/10.1136/adc.88.1.12.
  • Whaley, G.L., & Pfefferbaum, B. (2023). Parental challenges during the COVID-19 Pandemic: Psychological outcomes and risk and protective factors. Current Psychiatry Reports, 25(4),165-174. https://doi.org/10.1007/s11920-023-01412-0
  • WHO. (2020). 2019 Novel Coronavirus (2019‑nCoV): Strategic Preparedness And Response Plan. Erişim adresi: https://www.who.int/docs/default-source/coronaviruse/srp-04022020.pdf
  • Zhang, Y., Qin, X. & Ren, P. (2018). Adolescents' academic engagement mediates the association between internet addiction and academic achievement: The moderating effect of classroom achievement norm. Computers in Human Behavior, 89, 299-307. https://doi.org/10.1016/j.chb.2018.08.018.
  • Zhou, M., Zhu, W., Sun, X. & Huang, L. (2022). Internet addiction and child physical and mental health: Evidence from panel dataset in China. Journal of Affective Disorders, 15(309), 52-62. https://doi.org/10.1016/j.jad.2022.04.115.

The Impact of Distance Education on School Children’s Health Behaviors and Internet Usage: A Mixed-Methods Study

Yıl 2025, Cilt: 27 Sayı: 1, 51 - 68, 21.04.2025

Seher Yurt , Hasibe Kadıoğlu , Nurcan Kolaç , Füsun Kubilay

https://doi.org/10.69487/hemarge.1571078

Öz

Aim: The study aimed to determine the effects of distance education on the health behaviors and internet usage of school children during the COVID-19 pandemic.
Method: A mixed design was used in the study. A purposive sampling method was used. The sample consisted of students, parents, and teachers studying at a public school in Istanbul. The study was conducted between March-July 2021. In the qualitative method, focus group interviews were conducted with student-parent-teachers. In the quantitative method, 246 students studying in the 3rd and 4th grades and 876 parents were reached. Semi-Structured Interview Form, Parent and Student Survey on the Health Status of Children in Distance Education During the Pandemic Period, and Family-Child Internet Addiction Scale were used to collect data. Descriptive analysis was used in the analysis of qualitative data, and descriptive statistics were used in the analysis of quantitative data.
Results: As a result of the analysis, 0.6% of the children were found to be internet addicted. As a result of the analysis of the qualitative data, parent-student and teacher views were found on Meeting with Remotely Education, Adapting to Life with the Pandemic, Family Burden of the Pandemic, School Teacher Support, Remotely Education Suggestions and Routine Behaviors and Deterioration in Physical Health. Six themes were identified.
Conclusion: During the pandemic period, it was observed that primary school students' having to participate in education in front of the screen with remote education caused them to experience physical, mental and social problems.

Anahtar Kelimeler

Distance education Internet addiction disorder Qualitative research Quantitative research Students

Kaynakça

  • Adams, E.L., Smith, D., Caccavale, L.J. & Bean, M.K. (2021). Parents are stressed! Patterns of parent stress across COVID-19. Frontiers in Psychiatry, 12, 626456. https://doi.org/10.3389/fpsyt.2021.626456.
  • Am Racine, N., Eirich, R., Cooke, J., Zhu, J., Pador, P., Dunnewold, N. & Madigan, S. (2022). When the bough breaks: A systematic review and meta-analysis of mental health symptoms in mothers of young children during the COVID-19 pandemic. Infant Mental Health Journal, 43(1), 36–54. https://doi.org/10.1002/imhj.21959.
  • Amerikan Çocuk ve Ergen Psikiyatrisi Akademisi (2020). Screen time and children. Erişim adresi: https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Children-And-Watching-TV-054.aspx. (Erişim Tarihi: 10.01.2022)
  • Aşut, Ö., Abuduxike, G., Acar-Vaizoğlu, S. & Cali, S. (2019). Relationships between screen time, internet addiction and other lifestyle behaviors with obesity among secondary school students in the Turkish Republic of Northern Cyprus. The Turkish Journal of Pediatrics, 61(4), 568-579. https://doi.org/10.24953/turkjped.2019.04.014.
  • Ayas, T. & Horzum M. (2013). İlköğretim öğrencilerinin internet bağımlılığı ve aile internet tutumu. Türk Psikolojik Danışma ve Rehberlik Dergisi, 4(39), 46-57.
  • Cachón-Zagalaz, J., Sánchez-Zafra, M., Sanabrias-Moreno, D., González-Valero, G., Lara-Sánchez, A. J. & Zagalaz-Sánchez, M. L. (2020). Systematic review of the literature about the effects of the COVID-19 pandemic on the lives of school children. Frontiers in Psychology, 11, 569348. https://doi.org/10.3389/fpsyg.2020.569348.
  • Chen, C. Y., Liu, C. H., Ahorsu, D. K., Griffiths, M. D., Chen, Y. P. & Wang, S. M. (2021). Internet addiction and psychological distress among Chinese schoolchildren before and during the COVID-19 outbreak: A latent class analysis. Journal of Behavioral Addictions, 10(3), 731-746. https://doi.org/10.1556/2006.2021.00052.
  • Creswell, J. (2019). Karma Yöntem Araştırmalarına Giriş. (2. Baskı). 1/1-9. Ankara: Pagem Akademi.
  • Çaykuş, E.T., & Çaykuş, M. T. (2020). COVID-19 pandemi sürecinde çocukların psikolojik dayanıklılığını güçlendirme yolları: Ailelere, öğretmenlere ve ruh sağlığı uzmanlarına öneriler. Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi 7(5), 95-113.
  • Çetin, C. & Anuk, Ö. (2020). COVID-19 pandemi sürecinde yalnızlık ve psikolojik dayanıklılık: Bir kamu üniversitesi öğrencileri örneklemi. Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi, 7(5), 170-178
  • Daoud, R., Starkey, L., Eppel, E., Vo, T. D. & Sylvester, A. (2020). The educational value of internet use in the home for school children: A systematic review of literature. Journal of Research on Technology in Education, 53(4), 353-374. https://doi.org/10.1080/15391523.2020.1783402.
  • Demircioğlu, H., &Yoldaş, C. (2019). Çocukluk ve ergenlik döneminde psikososyal risk faktörleri ve koruyucu unsurlar. Ankara Sağlık Hizmetleri Dergisi, 18 (1), 40-48.
  • Doğan, Y. (2007). İlköğretim çağındaki 10-14 yaş grubu öğrencilerinin gelişim özellikleri. Uludağ Üniversitesi Fen-Edebiyat Fakültesi Sosyal Bilimler Dergisi, 8(13), 155-187.
  • Douglas, M., Katikireddi, S. V., Taulbut, M., McKee, M. & McCartney, G. (2020). Mitigating the wider health effects of COVID-19 pandemic response. British Medical Journal, 369, m1557. Doi:10.1136/bmj.m1557.
  • Eşği, N. (2014). Aile-Çocuk İnternet Bağımlılık Ölçeği’nin Türkçeye uyarlanması: Geçerlilik ve güvenirlik çalışması. Kastamonu Eğitim Dergisi, 22(2), 807-839.
  • Fegert, J. M., Vitiello, B. & Plener, P. L. (2020). Challenges and burden of the Coronavirus 2019 (COVID-19) pandemic for child and adolescent mental health: A narrative review to highlight clinical and research needs in the acute phase and the long return to normality. Child and Adolescent Psychiatry and Mental Health, 14(1), 20. https://doi.org/10.1186/s13034-020-00329-3
  • Hendekçi, A., &Avcı, İ. A. (2020). Adolesanlarda internet bağımlılığı ile beslenme egzersiz davranışları arasındaki ilişki. Ankara Medical Journal, 20(2), 315-326. https://doi.org/10.5505/amj.2020.52533
  • Kara, Y. (2020). Pandemi sürecindeki öğrenci deneyimleri: Bakırköy ilçesi örneği. Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi 7(7), 165-176.
  • Karakuş, T., Çağıltay, K., Kaşıkcı, D., Kurşun, E. & Ogan, C. (2014). Türkiye ve Avrupa’daki çocukların internet alışkanlıkları ve güvenli internet kullanımı. Eğitim ve Bilim, 39(171), 23-243.
  • Krueger, R.A. & Casey, M.A. (2014). Focus groups: A practical guide for applied research. California: Sage Pub. ISBN-13: 9781483365244, 5th. Edition.
  • Lin, Min-Pei (2020). Prevalence of ınternet addiction during the COVID-19 outbreak and ıts risk factors among junior high school students in Taiwan. International Journal of Environmental Research and Public Health, 17(22), 8547. https://doi.org/10.3390/ijerph17228547.
  • Liu, J., Zhou, T., Yuan, M., Ren, H., Bian, X. & Coplan, R. J. (2021). Daily routines, parent–child conflict, and psychological maladjustment among Chinese children and adolescents during the COVID-19 pandemic. Journal of Family Psychology, 35(8), 1077–1085. https://doi.org/10.1037/fam0000914.
  • Magklara, K., & Kyriakopoulos, M. (2023). The impact of the COVID-19 pandemic on children and young people. Psychiatriki, 34(4),265-268. https://doi.org/10.22365/jpsych.2023.024.
  • Martínez-Domínguez, M., &Fierros-González, I. (2022). Determinants of internet use by school-age children: The challenges for Mexico during the COVID-19 pandemic. Telecommunications Policy, 46(1), 102241. https://doi.org/10.1016/j.telpol.2021.102241.
  • McKim,CA. (2017). The value of mixed methods research: A mixed methods Study. Journal of Mixed Methods Research, 11(2), 202-222.
  • Melnixk, H., & Hammond, L. D. (2020). Reopening schools in the context of COVID-19: Health and safety guidelines from other countries.
  • Moulin, F., Bailhache, M., Monnier, M., Thierry, X., Vandentorren, S., Côté, S. M., Falissard, B.& Galéra, C. (2022). Longitudinal impact of psychosocial status on children's mental health in the context of COVID-19 pandemic restrictions. European Child and Adolescent Psychiatry. 2(1), 1073–1082 https://doi.org/10.1007/s00787-022-02010-w
  • Ostermeier, E., Tucker, P., Clark, A., Seabrook, J. A. & Gilliland, J. (2021). Parents’ report of Canadian elementary school children’s physical activity and screen time during the COVID-19 Pandemic: A Longitudinal study. International Journal of Environmental Research and Public Health, 18(23), 12352. https://doi.org/10.3390/ijerph182312352.
  • Papageorgiou, K., Mitrousias. V., Tsirelis, D., Tzika, G., Tsekouras, A., Zygas, N. & Zibis, A.H. (2023). The impact of distance learning and COVID-19 lockdown on students' physical activity and musculoskeletal health. Cureus, 15(2), e34764. https://doi.org/10.7759/cureus.34764.
  • Poon, K. T. (2018). Unpacking the mechanisms underlying the relation between ostracism and Internet addiction. Psychiatry research, 270, 724-730. https://doi.org/10.1016/j.psychres.2018.10.056.
  • Reddy, K., & Balasubramanian, G. (2022). Misuse of Internet Among School Children: Risk Factors and Preventative Measures. In Child Safety, Welfare and Well-being (pp. 321-334). Springer, Singapore. Erişim adresi: https://link.springer.com/chapter/10.1007/978-981-16-9820-0_19.
  • Santa-Cruz, C., Espinoza, V., Donoso, J., Rosas, R. & Badillo, D. (2022). How did the pandemic affect the socio-emotional well-being of Chilean schoolchildren? A longitudinal study. School Psychology, 37(1), 85–96. https://doi.org/10.1037/spq0000493.
  • Symonds, J. E., & Galton, M. (2014). Moving to the next school at age 10–14 years: An international review of psychological development at school transition. Review of Education, 2(1), 1-27. https://doi.org/10.1002/rev3.3021.
  • Ünsal, A. & Ulutaş, İ. (2019). Bilgisayar bağımlılığı ölçeğinin okul öncesi dönem çocuklarına uyarlanması. Aksaray Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 3(2), 324-342. https://doi.org/10.38122/ased.572655.
  • Valcke, M., Bonte, S., De Wever, B. & Rots, I. (2010). Internet parenting styles and the impact on Internet use of primary school children. Computers & Education, 55(2), 454-464. https://doi.org/10.1016/j.compedu.2010.02.009.
  • Wang, G., Zhang, Y., Zhao, J., Zhang, J. & Jiang, F. (2020). Mitigate the effects of home confinement on children during the COVID-19 outbreak. The Lancet, 395(10228), 945-947. https://doi.org/10.1016/S0140-6736(20)30547-X.
  • Watson, K. D. (2003). Low back pain in schoolchildren: The role of mechanical and psychosocial factors. Archives of Disease in Childhood, 88(1), 12–17. http://dx.doi.org/10.1136/adc.88.1.12.
  • Whaley, G.L., & Pfefferbaum, B. (2023). Parental challenges during the COVID-19 Pandemic: Psychological outcomes and risk and protective factors. Current Psychiatry Reports, 25(4),165-174. https://doi.org/10.1007/s11920-023-01412-0
  • WHO. (2020). 2019 Novel Coronavirus (2019‑nCoV): Strategic Preparedness And Response Plan. Erişim adresi: https://www.who.int/docs/default-source/coronaviruse/srp-04022020.pdf
  • Zhang, Y., Qin, X. & Ren, P. (2018). Adolescents' academic engagement mediates the association between internet addiction and academic achievement: The moderating effect of classroom achievement norm. Computers in Human Behavior, 89, 299-307. https://doi.org/10.1016/j.chb.2018.08.018.
  • Zhou, M., Zhu, W., Sun, X. & Huang, L. (2022). Internet addiction and child physical and mental health: Evidence from panel dataset in China. Journal of Affective Disorders, 15(309), 52-62. https://doi.org/10.1016/j.jad.2022.04.115.
Toplam 41 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Halk Sağlığı Hemşireliği
Bölüm Araştırma Makaleleri
Yazarlar

Seher Yurt 0000-0001-9972-3273

Hasibe Kadıoğlu 0000-0003-4965-0277

Nurcan Kolaç 0000-0002-8258-0998

Füsun Kubilay 0000-0002-0966-6947

Erken Görünüm Tarihi 22 Nisan 2025
Yayımlanma Tarihi 21 Nisan 2025
Gönderilme Tarihi 21 Ekim 2024
Kabul Tarihi 3 Mart 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 27 Sayı: 1

Kaynak Göster

APA Yurt, S., Kadıoğlu, H., Kolaç, N., Kubilay, F. (2025). Uzaktan Eğitimin Okul Çocuklarının Sağlık Davranışlarına ve İnternet Kullanımlarına Etkisi: Karma Araştırma. Hemşirelikte Araştırma Geliştirme Dergisi, 27(1), 51-68. https://doi.org/10.69487/hemarge.1571078
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