Preservice teachers' nomophobia levels, sense of loneliness and adjustment to college life

AbstractPurposeThe aim of this study was to investigate whether preservice teachers' nomophobia levels, sense of loneliness and adjustment to university life vary based on their demographic characteristics. Additionally, regression analyses were carried out to determine whether their sense of loneliness, nomophobia levels, and adjustment to university life were predictors of each other.Design and MethodsIn this quantitative study, the cross-sectional survey research model was used. A total of 234 preservice teachers, 65 of whom were studying at the elementary mathematics department, 81 of whom were studying at the preschool education department, and 88 of whom were studying at the science education department, participated in this study. Independent-samplest test, one-way analysis of variance (ANOVA) and simple linear regression analyses were used to analyze the quantitative data.FindingsThe main conclusions from this study were that (a) the students with the highest sense of loneliness were the students of the elementary mathematics department, the students with the highest level of nomophobia were the science education students, and the students who adjusted the most to university life were the preschool education students. (b) There were no significant differences between the 1st and 2nd year preservice teachers in terms of their sense of loneliness, nomophobia levels, and adjustment to university life. (c) There were statistically significant differences between the mean ...
Source: Perspectives in Psychiatric Care - Category: Psychiatry Authors: Tags: ORIGINAL ARTICLE Source Type: research