Adıyaman Üniversitesi Kurumsal Arşivi

Emotion regulation strategies as predictors of internet addiction and smartphone addiction in adolescents

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dc.contributor.author Yıldız, Mehmet Ali
dc.date.accessioned 2023-12-04T06:29:29Z
dc.date.available 2023-12-04T06:29:29Z
dc.date.issued 2017
dc.identifier.issn 2247-6377
dc.identifier.uri http://dspace.adiyaman.edu.tr:8080/xmlui/handle/20.500.12414/4767
dc.description.abstract The current study aims to examine the strategies of adolescents' emotion regulation to predict the Internet addiction and the smartphone addiction. The study participants included totally 262 high school students with 132 females (50.4%) and 130 (49.6%) males. Students' ages ranged between 14 and 19 with average age being 16.57, SD = 1.13. Emotion Regulation Scale for Adolescents, Young Internet Addiction Test-Brief Form, Smartphone Addiction Scale-Brief Form, and Personal Information Form were used as instruments to collect data in the current research. Based on the research findings, it was seen that external-dysfunctional emotion regulation, internal-dysfunctional emotion regulation, and internal-functional emotion regulation significantly predicted both the Internet addiction and the smartphone addiction; however, external-functional emotion regulation predict neither of the variables on significant levels. Emotion regulation strategies overall explained the 38% of variance in the Internet addiction and 19% of that in the smartphone addiction. The current research findings were discussed and interpreted, and suggestions were included for relevant researchers. tr
dc.language.iso en tr
dc.publisher Petroleum-Gas Univ Ploiesti tr
dc.subject Adolescents tr
dc.subject Smartphone addiction tr
dc.subject Internet addiction tr
dc.subject Emotion regulation tr
dc.title Emotion regulation strategies as predictors of internet addiction and smartphone addiction in adolescents tr
dc.type Article tr
dc.contributor.department Journal Of Educational Sciences & Psychology tr
dc.identifier.endpage 78 tr
dc.identifier.issue 1 tr
dc.identifier.startpage 66 tr
dc.identifier.volume 7 tr
dc.source.title Journal Of Educational Sciences & Psychology tr


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