Algılanan Stres ve Sosyal Medya Bağımlılığı: Akış Yaşantılarının Aracı Rolü

Sosyal medya bağımlılığı son yıllarda üzerinde önemle durulan ve üniversite öğrencilerinin yaşadığı bir sorundur. Araştırmacılar sosyal medya bağımlılığının öncüllerini tespit etmek ve bu bağımlılığı azaltmak için birçok çalışma gerçekleştirmiştir. Ancak aktiviteye odaklanma ve kontrol etme ile karakterize edilen akış deneyimlerinin olumlu etkisine sosyal medya bağımlılığının azaltılmasında daha az yer verilmektedir. Bu bağlamda, bu araştırma algılanan stres ve sosyal medya bağımlılığı arasındaki ilişkide akış deneyimlerinin aracılık rolünü belirlemeyi amaçlamaktadır. Katılımcılar 542 üniversite öğrencisinden (377 kadın, 165 erkek) oluşmaktadır. Araştırmada veri toplama aracı olarak kişisel bilgi formu, Sosyal Medya Bağımlılığı Ölçeği, Algılanan Stres Ölçeği ve Akış Durumları Ölçeği kullanılmıştır. Araştırma bulguları, algılanan stres ile sosyal medya bağımlılığı arasında pozitif, akış deneyimleri arasında ise negatif bir ilişki olduğunu göstermektedir. Aynı zamanda, sonuçlar akış deneyimleri ile sosyal medya bağımlılığı arasında negatif bir ilişki olduğunu ortaya koymuştur. Algılanan stres ile sosyal medya bağımlılığı arasındaki ilişkide akış deneyimlerinin aracılık etkisi bulunmaktadır. Araştırma bulguları, akış deneyimlerinin olumlu etkisinin, algılanan stresin sosyal medya bağımlılığı üzerindeki etkisini azaltmada önemli olduğunun altını çizmektedir.

Anahtar Kelimeler:

Akış yaşantıları, sosyal medya bağımlılığı, stres, aracılık analizi

Perceived Stress and Social Media Addiction: Mediating Role of Flow Experiences

Social media addiction is a problem that has been emphasized in recent years and experienced by university students. Researchers have carried out many studies to clarify its antecedents and reduce this addiction. However, little is known about the positive effect of flow experiences in reducing social media addiction. In this context, the goal of this current research is to determine the mediator role of flow experiences in the relations between perceived stress and social media addiction. Participants comprised 542 university students (377 female and 165 male). The research used the Social Media Addiction Scale, the Perceived Stress Scale, and the Flow State Scale. Research results demonstrate that perceived stress and social media addiction have a statistically significant positive correlation, while flow experiences have a negative correlation. The findings also showed a bad correlation between social media addiction and experiences of flow. The mediation analysis results showed that flow experiences have a statistically significant mediating role in the relationships between perceived stress and social media addiction. Research findings underline that the positive effect of flow experiences is essential in reducing perceived stress’s impact on social media addiction.

Keywords:

Flow experiences, social media addiction, stress, mediation analysis,

PDF

___

Abdi, M., & Sharyati, A. (2019). Comparing the training effects of problem-solving and coping skills with stress. Global Journal of Psychology Research: New Trends and Issues, 9(1), 16-22. https://doi.org/10.18844/gjpr.v9i1.4110
Andreassen, C. S., Billieux, J., Griffiths, M. D., Kuss, D. J., Demetrovics, Z., Mazzoni, E., & Pallesen, S. (2016). The relationship between addictive use of social media and video games and symptoms of psychiatric disorders: A large-scale cross-sectional study. Psychology of Addictive Behaviors, 30(2), 252-262. https://psycnet.apa.org/doi/10.1037/adb0000160
Andreassen, C. S., Torsheim, T., & Pallesen, S. (2014). Predictors of use of social network sites at work-a specific type of cyberloafing. Journal of Computer-Mediated Communication, 19(4), 906-921. https://doi.org/10.1111/jcc4.12085
Bae, M. (2023). Coping strategies initiated by COVID-19-related stress, individuals' motives for social media use, and perceived stress reduction. Internet Research, 33(1), 124-151. https://doi.org/10.1108/INTR-05-2021-0269
Baltaş, A., & Baltaş, Z. (2008). Stres ve başaçıkma yolları. Remzi Kitabevi.
Barberis, N., Cannavò, M., Costa, S., & Cuzzocrea, F. (2022). Problematic behaviours and flow experiences during screen-based activities as opposite outcomes of the dual process of passion and basic needs. Behaviour & Information Technology, 41(14), 3110-3123. https://doi.org/10.1080/0144929X.2021.1972158
Başaran-Alagöz, S., Yazgan, A. E., & Baiturova, K. (2017). Tüketicilerin internet bağımlılığının sosyal medya reklamlarına yönelik genel algı ve tutumları üzerindeki etkisi. Journal of Suleyman Demirel University Institute of Social Sciences, 29(4), 287-310.
Baz, F. Ç. (2018). Sosyal medya bağımlılığı: Üniversite öğrencileri üzerine çalışma. OPUS International Journal of Society Researches, 9(16), 276-295.
Bilge, A. F., Ogce, U. F., Etki-Genç, R., Tuna-Oran, N. (2009). Psychometric eligibility of Turkish version of perceived stress scale. Journal of Ege Uni Sch Nur. 2(25), 61-72.
Billieux, J., Flayelle, M., Rumpf, H. J., & Stein, D. J. (2019). High involvement versus pathological involvement in video games: A crucial distinction for ensuring the validity and utility of gaming disorder. Current Addiction Reports, 6, 323-330. https://doi.org/10.1007/s40429-019-00259-x
Błachnio, A., & Przepiorka, A. (2016). Personality and positive orientation in Internet and Facebook addiction. An empirical report from Poland. Computers in Human Behavior, 59, 230-236. https://doi.org/10.1016/j.chb.2016.02.018
Brailovskaia, J., & Teichert, T. (2020). “I like it” and “I need it”: Relationship between implicit associations, flow, and addictive social media use. Computers in Human Behavior, 113, 106509. https://doi.org/10.1016/j.chb.2020.106509
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper and Row.
Çiftçi, H. (2018). Üniversite öğrencilerinde sosyal medya bağımlılığı. MANAS Sosyal Araştırmalar Dergisi, 7(4), 417-434.
Çömlekçi, M.F., & Başol, O. (2019). Gençlerin sosyal medya kullanım amaçları ile sosyal medya bağımlılığı ilişkisinin incelenmesi. Manisa Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, 17(4), 173-188. https://doi.org/10.18026/cbayarsos.525652
Dailey, S. L., Howard, K., Roming, S. M., Ceballos, N., & Grimes, T. (2020). A biopsychosocial approach to understanding social media addiction. Human Behavior and Emerging Technologies, 2(2), 158-167. https://doi.org/10.1002/hbe2.182
Demir, Ü. (2016). Sosyal medya kullanımı ve aile iletişimi: Çanakkale’de lise öğrencileri üzerine bir araştırma, Selçuk İletişim, 9(2), 27-50. https://doi.org/10.18094/si.99029
Doan, L. P., Le, L. K., Nguyen, T. T., Nguyen, T. T. P., Le, M. N. V., Vu, G. T., ... & Zhang, M. W. (2022). Social media addiction among Vietnam youths: patterns and correlated factors. International Journal of Environmental Research and Public Health, 19(21), 14416. https://doi.org/10.3390/ijerph192114416
Erkan, S., Özbay, Y., Cihangir-Çankaya, Z., Terzi, Ş. (2012). Problems experienced by university students and their willingness to seek psychological help. Education and Science, 37 (164), 94-107.
Feng, Y., Ma, Y., & Zhong, Q. (2019). The relationship between adolescents’ stress and internet addiction: A mediated-moderation model. Frontiers in Psychology, 10, 2248. https://doi.org/10.3389/fpsyg.2019.02248
Folkman, S., & Lazarus, R. S. (1988). Coping as a mediator of emotion. Journal of personality and social psychology, 54(3), 466. https://psycnet.apa.org/doi/10.1037/0022-3514.54.3.466
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (Vol. 7, p. 429). McGraw-hill.
Gong, Z., Wang, L., & Wang, H. (2021). Perceived stress and internet addiction among Chinese college students: mediating effect of procrastination and moderating effect of flow. Frontiers in Psychology, 12, 632461. https://doi.org/10.3389/fpsyg.2021.632461
Günüç, S. (2009). İnternet bağımlılık ölçeğinin geliştirilmesi ve bazı demografik değişkenler ile internet bağımlılığı arasındaki ilişkilerin incelenmesi. (Tez No. 234300) [Yüksek lisans tezi. Yüzüncü Yıl Üniversitesi-Van) Yükseköğretim Kurulu Ulusal Tez Merkezi.
Hayes, A. F. (2013). Mediation, moderation, and conditional process analysis. Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. Guilford Publications.
Hefferon, K., & Boniwell, I. (2014). Pozitif psikoloji: Kuram, araştırma ve uygulamalar. T. Doğan (Çev. Ed.). Nobel Akademi Yayıncılık.
Hsu, C. L. (2020). How vloggers embrace their viewers: Focusing on the roles of para-social interactions and flow experience. Telematics and Informatics, 49, 101364. https://doi.org/10.1016/j.tele.2020.101364
Huang, Q., Hu, M., & Chen, H. (2022). Exploring stress and problematic use of short-form video applications among middle-aged Chinese adults: the mediating roles of duration of use and flow experience. International Journal of Environmental Research and Public Health, 19(1), 132. https://doi.org/10.3390/ijerph19010132
Jackson, S. A., & Eklund, R. C. (2004). The flow scales manual. Fitness Information Technology. Morgantown, WV: Publishers Graphics.
Kara, M. (2021). High schoolers’ usage intensity of mobile social media and nomophobia: Investigating the mediating role of flow experience. Participatory Educational Research, 8(1), 409-422. http://dx.doi.org/10.17275/per.21.24.8.1
Keller, J., Bless, H., Blomann, F., & Kleinbohl, D. (2011). Physiological aspects of flow experiences: Skills–demand-compatibility effects on heart rate variability and salivary cortisol. Journal of Experimental Social Psychology, 47(4), 849-852. http://dx.doi.org/10.1016/j.jesp.2011.02.004
Kim, M. Y., & Park, S. (2018). Associations of stress, self-esteem, and collective efficacy with flow in simulation among nursing students: A descriptive cross-sectional study. Nurse Education Today, 71, 193-197. https://doi.org/10.1016/j.nedt.2018.09.033
Kline, R. B. (2015). Principles and practice of structural equation modeling. Guilford Publications.
Ko, H. J., & Lee, M. G. (2013). The effects of flow on stress and well-being in Korean college students: The moderating effect of flow and the mediating effect of coping strategies. The Korean Journal of Stress Research, 21(4), 283-292.
Kuss, D. J., & Griffiths, M. D. (2017). Social networking sites and addiction: Ten lessons learned. International Journal of Environmental Research and Public Health, 14(3), 311. https://doi.org/10.3390/ijerph14030311
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer Publishing Company.
Lee, Z. W., Cheung, C. M., & Thadani, D. R. (2012). An investigation into the problematic use of Facebook. In 2012 45th Hawaii international conference on system sciences (pp. 1768-1776). IEEE.
Lenhart, A., Purcell, K., Smith, A., & Zickuhr, K. (2010). Social media & mobile internet use among teens and young adults. Millennials.
Lin, J., Lin, S., Turel, O., & Xu, F. (2020). The buffering effect of flow experience on the relationship between overload and social media users’ discontinuance intentions. Telematics and Informatics. https://doi.org/10.1016/j.tele.2020.101374
Liu, C. C., & Chang, I. C. (2016). Model of online game addiction: The role of computer-mediated communication motives. Telematics and Informatics, 33(4), 904-915. https://doi.org/10.1016/j.tele.2016.02.002
Magyaródi, T., Nagy, H., Soltész, P., Mózes, T., & Oláh, A. (2013). Psychometric properties of a newly established flow state questionnaire. The Journal of Happiness & Well-Being, 1(2), 85-96.
Malik, S., & Khan, M. (2015). Impact of facebook addiction on narcissistic behavior and self-esteem among students. Journal of the Pakistan Medical Association, 65(3), 260-263.
Mauri, M., Cipresso, P., Balgera, A., Villamira, M., & Riva, G. (2011). Why is Facebook so successful? Psychophysiological measures describe a core flow state while using Facebook. Cyberpsychology, Behavior, and Social Networking, 14, 723-731. https://doi.org/10.1089/cyber.2010.0377
McMillan, J. H., & Schumacher, S. (2010). Research in education: Evidence-based inquiry, Pearson. Mertens, D. M. (2015). Research and evaluation in education and psychology (4th ed.) Sage Publications.
Miranda, S., Trigo, I., Rodrigues, R., & Duarte, M. (2023). Addiction to social networking sites: Motivations, flow, and sense of belonging at the root of addiction. Technological Forecasting and Social Change, 188, 122280. https://doi.org/10.1016/j.techfore.2022.122280
Nakamura, J. & Csikszentmihalyi, M. (2005). ‘The concept of flow’. In Handbook of positive psychology. Snyder, C. R. ve Lopez, S. J. (Eds.). (pp. 89-105). Oxford University Press.
Nakamura, J., & Csikszentmihalyi, M. (2014). The concept of flow. In Flow and the foundations of positive psychology (pp. 239-263). Springer.
Nie, J., Zhang, W., & Liu, Y. (2017). Exploring depression, self-esteem and verbal fluency with different degrees of internet addiction among Chinese college students. Comprehensive Psychiatry, 72, 114-120. https://doi.org/10.1016/j.comppsych.2016.10.006
Novak, T. P., & Hoffman, D. L. (1997). Measuring the flow experience among web users. Interval Research Corporation, 31(1), 1-35. http://www2000.ogsm.vanderbilt.edu/
Ostovar, S., Allahyar, N., Aminpoor, H., Moafian, F., Nor, M. B. M., & Griffiths, M. D. (2016). Internet addiction and its psychosocial risks (depression, anxiety, stress and loneliness) among Iranian adolescents and young adults: A structural equation model in a cross-sectional study. International Journal of Mental Health and Addiction, 14, 257-267. https://doi.org/10.1007/s11469-015-9628-0
Özdemir, Z. (2019). Üniversite öğrencilerinde sosyal medya bağımlılığı. Beykoz Akademi Dergisi, 7(2), 91-105.
Özmen, H., & Karamustafaoğlu, O. (2019). Eğitimde Araştırma Yöntemleri, Ankara: Pegem Akademi.
Pearce, J. M., Ainley, M., & Howard, S. (2005). The ebb and flow of online learning. Computers in Human Behavior, 21(5), 745-771. https://doi.org/10.1016/j.chb.2004.02.019
Pearson, A. D., Young, C. M., Shank, F., & Neighbors, C. (2021). Flow mediates the relationship between problematic smartphone use and satisfaction with life among college students. Journal of American College Health, 1-9. https://doi.org/10.1080/07448481.2021.1910274
Peifer, C., Schulz, A., Schachinger, H., Baumann, N., & Antoni, C.H. (2014). The relation of flow-experience and physiological arousal under stress- Can u shape it? Journal of Experimental Social Psychology, 53, 62-69. https://doi.org/10.1016/j.jesp.2014.01.009
Peker, A., & Cengiz, S. (2022). Covid-19 fear, happiness and stress in adults: the mediating role of psychological resilience and coping with stress. International Journal of Psychiatry in Clinical Practice, 26(2), 123-131. https://doi.org/10.1080/13651501.2021.1937656
Peker, A., & Yalçın, R. Ü. (2022). Resilience levels of Turkish adolescents cyber-victims in social networking sites: The mediation roles of cyberbullying and active coping. Current Psychology, 1-16. https://doi.org/10.1007/s12144-022-04163-y
Pelet, J. É., Ettis, S., & Cowart, K. (2017). Optimal experience of fow enhanced by telepresence: Evidence from social media use. Information & Management, 54(1), 115-128. https://doi.org/10. 1016/j.im.2016.05.001
Preacher, K. J., Hayes, A. F. (2004). SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behavior Research Methods, Instruments, & Computers 36(4), 717-731. https://doi.org/10.3758/BF03206553
Rasmussen, E. E., Punyanunt-Carter, N., LaFreniere, J. R., Norman, M. S., & Kimball, T. G. (2020). The serially mediated relationship between emerging adults’ social media use and mental well-being. Computers in Human Behavior, 102, 206-213. https://doi.org/10.1016/j.chb.2019.08.019
Sahranç, Ü. (2008). A state flow model: Stress control, general self-efficiency, status anxiety, life satisfaction and flow relations. The Journal of SAU Education Faculty, 16, 122-144.
Segerstrom, S. C., & O’Connor, D. B. (2012). Stress, health and illness: Four challenges for the future. Psychology & Health, 27(2), 128-140. https://doi.org/10.1080/08870446.2012.659516
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5-14.
Sepehr, S., & Head, M. (2012). Dualistic Model of Passionate Video Gameplay: Addiction or flow. SIGHCI 2012 Proceedings2012.
Sofyan, Y., Shang, Y., & Pan, Y. (2023). Social media knowledge seeking, diversive curiosity, and flow experience: moderated mediation of performance goal orientation. Current Psychology, https://doi.org/10.1007/s12144-023-04933-2
Tabachnick, B. G., Fidell, L. S., & Ullman, J. B. (2007). Using multivariate statistics (Vol. 5). Pearson.
Topkaya, N., & Meydan, B. (2013). University students’ problem areas, sources of help, and intentions to seek psychological help. Trakya University Journal of Education, 3(1), 25-37.
Tutgun-Ünal, A. (2015). Sosyal medya bağımlılığı: Üniversite öğrencileri üzerine bir araştırma. (Tez No. 396821) [Yayımlanmamış doktora tezi. Marmara Üniversitesi-İstanbul]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
Türkiye İstatistik Kurumu. (2022). Bilişim Teknolojileri Kullanım Araştırması. https://data.tuik.gov.tr/Bulten/Index?p=Hanehalki-Bilisim-Teknolojileri-(BT)-Kullanim-Arastirmasi-2022-45587
Uz-Baş, A. (2019). Akış Yaşantıları Ölçeği’nin Türkçe’ye uyarlanması, geçerlik ve güvenirlik çalışması. [Bildiri sunumu] I. Uluslararası Bilim, Eğitim, Sanat ve Teknoloji (UBEST) Sempozyumu, İzmir, Türkiye.
Wan, C. S., & Chiou, W. B. (2006). Psychological motives and online games addiction: Atest of flow theory and humanistic needs theory for taiwanese adolescents. CyberPsychology & Behavior, 9(3), 317-324. https://doi.org/10.1089/cpb.2006.9.317
Wang, Z., Yang, X., & Zhang, X. (2020). Relationships among boredom proneness, sensation seeking and smartphone addiction among Chinese college students: Mediating roles of pastime, flow experience and self-regulation. Technology in Society, 62, 101319. https://doi.org/10.1016/j.techsoc.2020.101319
Wolfers, L. N., & Utz, S. (2022). Social media use, stress, and coping. Current Opinion in Psychology, 45, 101305. https://doi.org/10.1016/j.copsyc.2022.101305
Xu, H., & Tan, B. C. (2012). Why do I keep checking Facebook: Effects of message characteristics on the formation of social network services addiction. Research in Progress. Thirty Third International Conference on Information Systems, Orlando 2012.
Yang, S., Lu, Y., Wang, B., & Zhao, L. (2014). The benefits and dangers of flow experience in high school students’ internet usage: The role of parental support. Computers in Human Behavior, 41, 504-513. https://doi.org/10.1016/j.chb.2014.09.039
Yao, S., Xie, L., & Chen, Y. (2023). Efect of active social media use on fow experience: Mediating role of academic self efcacy. Education and Information Technologies, 28, 5833-5848 https://doi.org/10.1007/s10639-022-11428-3
Yılmaz H., & Talu, E. (2022). A flow theory-based psycho-educational program on the stress of the Covid-19 pandemic of adolescents. An experimental study. Journal of the National Academy of Education, 6(2), 156-174. https://doi.org/10.32960/uead.1134581
Yılmaz, İ. A., Dursun, S., Güzeller, E. G., & Pektaş, K. (2014). Determining the anxiety level of university students: A case study. Electronic Journal of Vocational Colleges-December, 116-126.
Zhao, L. (2023). Social media addiction and its ımpact on college students’ academic performance: the mediating role of stress. The Asia-Pacific Education Researcher, 32(1), 81-90. https://doi.org/10.1007/s40299-021-00635-0
Zhao, N., & Zhou, G. (2021). COVID-19 stress and addictive social media use (SMU): mediating role of active use and social media flow. Frontiers in Psychiatry, 12, 635546. https://doi.org/10.3389/fpsyt.2021.635546