Examining the Relationship Between Social Media Addiction Level, Emotional State, and Mental Well-being among Early Childhood Teacher Candidates

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dc.contributor.authorPınarcık, Özge
dc.contributor.authorYiğit, Nur Banu
dc.date.accessioned2026-01-24T12:01:11Z
dc.date.available2026-01-24T12:01:11Z
dc.date.issued2024
dc.departmentAlanya Alaaddin Keykubat Üniversitesi
dc.description.abstractThis study explores the relationship between social media addiction, mental well- being, and emotional states among Early Childhood Education (ECE) candidates. Utilizing a sample of 330 ECE students from Düzce University and Alanya Alaaddin Keykubat University, the research employed the Social Media Addiction Scale-Adult Form, Positive and Negative Affect Schedule (PANAS), and the Warwick-Edinburgh Mental Well-Being Scale (WEMWBS) to gather data. Findings revealed that ECE candidates exhibited moderate levels of social media addiction, with age and daily internet usage time being significant predictors, while gender was not a significant factor. Despite moderate addiction levels, participants reported above-average mental well-being, potentially attributed to positive digital engagement. The study also found significant correlations between social media addiction and negative affect, as well as a negative relationship with mental well-being and positive affect. These findings highlight the need for targeted interventions that focus on healthy digital engagement and emotional resilience, particularly for younger candidates and those heavily engaged online. The study’s implications underscore the critical role of ECE candidates in modeling balanced digital behaviors to future generations, emphasizing the integration of digital literacy and emotional intelligence into educational curricula.
dc.identifier.doi10.51383/ijonmes.2024.373
dc.identifier.endpage223
dc.identifier.issn2618-6209
dc.identifier.issue2
dc.identifier.startpage201
dc.identifier.trdizinid1353820
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1353820
dc.identifier.urihttps://doi.org/10.51383/ijonmes.2024.373
dc.identifier.urihttps://hdl.handle.net/20.500.12868/4072
dc.identifier.volume8
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.relation.ispartofInternational Journal of Modern Education Studies
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_TR-Dizin_20260121
dc.subjectEmotional states
dc.subjectEarly childhood teacher candidates’ social media addiction levels
dc.subjectand mental well-being
dc.titleExamining the Relationship Between Social Media Addiction Level, Emotional State, and Mental Well-being among Early Childhood Teacher Candidates
dc.typeArticle

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