The Mediator Effect of Mindfulness Awareness on The Relationship Between Nomophobia and Academic University Adjustment Levels in College Students
Keywords:
Mindfulness, nomophobia, academic university adjustmentAbstract
This study explores the mediator effect of mindfulness awareness levels on the relationship between not being able to access information with mobile phone (nomophobia) and academic university adjustment rates in college students. 286 university students from Aydın Adnan Menderes University were recruited into the research and Mindful Attention Awareness Scale, University Life Scale and Not Being Able to Access Information Factor of Nomophobia Scale were given to participants to obtain the data. The consequences of this research showed up that there is a crucial negative correlation between nomophobia and academic university adjustment levels in college students and more vitally, nomophobia significantly predicts the academic adjustment level of college students. Also, it is found out that there is a significant mediator effect of mindfulness awareness levels of college students on the relationship between nomophobia and academic university adjustment rates.Downloads
References
Beyers, W., & Goossens, L. (2003). Psychological separation and adjustment to university: Moderating effects of gender, age, and perceived parenting style. Journal of adolescent research, 18(4), 363-382.
Bishop, S. R, Lau, M, Shapiro, S, & Carlson, L. (2004). Mindfulness: A proposed operational definition. Clinical Psychology: Science and Practice, 11(3), 230-241.
Brown, KW, & Ryan, RM. (2003). The benefits of being present: mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822- 848.
Buote, V. M., Pancer, M. S., Pratt, M. W., Adams, G., Birnie-Lefcovitch, S., Polivy, J., & Wintre, M. (2007). The importance of friends: Friendship and adjustment among 1st- year university students. Journal of Adolescent Research, 22(6), 665–689.
Chase. (2009). Trait mindfulness, overall adjustment, and physical well-being perceptions of college students. Unpublished Doctoral Thesis. Marywood University.
Chemers, M. M., Hu, L. T., & Garcia, B. F. (2001). Academic self-efficacy and first year college student performance and adjustment. Journal of Educational psychology, 93(1), 55.
Ehrenberg, A., Juckes, S., White, K. M., & Walsh, S. P. (2008). Personality and self-esteem as predictors of young people's technology use. Cyberpsychology & behavior, 11(6), 739-741.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive– developmental inquiry. American psychologist, 34(10), 906.
Gezgin, D. M., Sumuer, E., Arslan, O., & Yildirim, S. (2017). Nomophobia prevalence among pre-service teachers: A case of Trakya University. Trakya University Journal of Education Faculty, 7(1), 86-95.
Huang, C., &Guo, S. (2009). Stress, perceived support, resourcefulness and depressive symptoms in Taiwanese adolescents.Journal of Clinical Nursing,18(23), 3271–3279.
Mittal, A., Rajasekar, V. D., & Krishnagopal, L. (2015). Cell phone dependence among medical students and its implications-a cross sectional study. International Journal of Current Research and Review, 7(8), 7.
Pancer, S. M., Hunsberger, B., Pratt, M. W., & Alisat, S. (2000). Cognitive complexity of expectations and adjustment to university in the first year. Journal of Adolescent Research, 15(1), 38-57.
Pantages, T. J., &Creedon, C. F. (2016). Studies of College Attrition: 1950––1975. Review of Educational Research, 48(1), 49–101.
Wintre, M. G., &Yaffe, M. (2000). First-year students' adjustment to university life as a function of relationships with parents. Journal of Adolescent Research, 15(1), 9-37
Yildirim, C. & Correia A.P. (2015). Exploring the dimensions of nomophobia: Development and validation of a self-reported questionnaire. Computers in Human Behavior, 49, 130-137.
Zitzow, D. (1984). The college adjustment rating scale.Journal of College Student Personnel. 25(2), 160-164.
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary educational psychology, 25(1), 82-91.
Additional Files
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
