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    Impact of Family Support and Perception of Loneliness on Game Addiction Analysis of a Mediation and Moderation
    (Igi Global, 2019) Sahin, Muhittin; Keskin, Sinan; Yurdugul, Halil
    This study aims to analyse the psychological constructs of loneliness and family support on game addiction among children, who are a major risk group for game addiction. the study explores: a) the effect of the secondary-school students' perception of family support on game addiction; b) the mediation effect of the feeling of loneliness experienced by children in the effect of family support on game addiction; and c) the moderating effect of gender on the mediation model. the study group is composed of 575 students studying in a secondary school in the city of Ankara. For the analysis of the data, the study employed factorial and structure validity analyses, a reliability analysis, a structural equation model, and mediator and moderator variable analyses. the study concluded that although family support had a significant effect on game addiction, a major part of such effect resulted from the individual's perception of loneliness, which was more evident among the female students.
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    Social anxiety in E-Learning: Scale validation and socio-demographic correlation study
    (Springer, 2022) Alsudais, Ali S.; Alghamdi, Abdullah S.; Alharbi, Abdullrhman A.; Alshehri, Atif A.; Alzhrani, Mustafa A.; Keskin, Sinan; Sahin, Muhittin
    During the ongoing coronavirus disease 2019 pandemic, over 1.5 billion students worldwide have been deprived of access to traditional learning. This situation has necessitated the use of social distancing-based educational methods; consequently, a tremendous shift towards e-learning has been observed. This study assesses medical students' social anxiety levels in e-learning environments. The study was conducted in two phases. In the first phase, the original Turkish Social Anxiety Scale for E-Learning Environments (SASE) was adapted in English and tested for validity and reliability. This instrument has two subscales: social anxiety in learner-learner interaction and in learner-instructor interaction. In the second stage, we explored the associations of gender, age, and perceived academic performance with medical students' social anxiety levels in e-learning environments. A total of 325 responses were analysed. Consistent with the original version, the adapted scale is a reliable and valid measure of social anxiety in e-learning. Social anxiety in e-learning was related to gender (p = 0.008) and age (p = 0.013). Social anxiety levels were higher in students with lower perceived performance during e-learning compared to students with enhanced performance, but the difference was not significant. The SASE is a useful instrument for evaluating social anxiety in e-learning environments across English educational frameworks. Considering the shift in social interaction environments, efforts are required to reduce medical students' social anxiety levels and enhance learning.