Abstract
The use of smart phones is quite common among young people. This may sometimes cause problems. Different steps are being taken in the schools regarding the rules that students should follow for the use of telephone. However, student-oriented solutions are needed. The main aim of this study is to reveal the role of self-control, difficulties in emotion regulation and having pet on problematic smartphone use. The sample consisted of 296 university students. In this study, “Personal Information Form”, “Brief Self-Control Scale”, “Difficulties in Emotion Regulation Scale” and “Smartphone Addiction Scale” were utilized to gather data. According to the findings of the research, high self-control ability and having a pet reduces the time spent on the use of problematic smart phone, whereas the difficulty of emotion control increases it. Findings are discussed within the framework of the related literature and some self-control and emotion regulation exercises were suggested for curricula.
Highlights
The changes in the curriculum are in the direction of technology, global awareness, foreign language skills and communication which provide competitive advantages in the international arena (Law, 2004)
The research design was analysed by using stepwise regression analysis in order to measure the effects of demographic variables, pet keeping, self-control and emotion regulation difficulties on problematic smartphone use
This method requires the variables to be entered into the equation in two steps respectively (Tabachnick & Fidell, 2013)
Summary
The changes in the curriculum are in the direction of technology, global awareness, foreign language skills and communication which provide competitive advantages in the international arena (Law, 2004). Teachers of technology-related courses may be assigned with the tasks in helping students to avoid problematic smartphone use. This task may be performed by warning students, by taking preventative measures and by providing students with protective information. A study conducted in Turkey indicates that IT teachers of information technologies are expected to follow the developments in the IT area, to use them in their daily lives and to convey these to their students (Çiftçi, Çengel & Özkaya 2018). It could be expected from the teachers of related subjects to inform their students about the probable harms of technology and to help them to be prepared for better protection
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