Yasemin Demiraslan Çevik

Modelling smartphone addiction

The present study investigates the roles of smartphone usage, self-regulation, general self-efficacy and cyberloafing in smartphone addiction. We conducted an online survey which received responses from 598 participants attending a public university in Ankara, Turkey. The results showed that both the duration of smartphone usage and cyberloafing positively affected smartphone addiction. The effect of self-regulation on smartphone addiction was negative and significant. In addition, neither self-regulation nor general self-efficacy had an effect on cyberloafing. Research results are discussed within the context of the effect of smartphone addiction on learning environments and individuals. Predictors of smartphone addiction were modelled.The smartphone usage positively affected smartphone addiction.Cyberloafing positively affected smartphone addiction.Self-regulation negatively affected smartphone addiction.Neither self-regulation nor general self-efficacy had an effect on cyberloafing.

Studying the impact of three different instructional methods on preservice teachers’ decision-making

This study compared the impact of three types of instructional methods (case-based learning, worked example and faded worked example) on preservice teachers’ (n = 72) decision-making about classroom management. A quasi-experimental study was conducted to investigate both the outcomes and the processes of preservice teachers’ decision-making performance. The results revealed that the worked example group, compared to the case-based learning and faded worked example groups, performed better on making reason-based decisions related to classroom management.