Abstract
Examinatıon of the Correlation Between Digital Addiction Levels and Self-Regulated Learning Abilities of High School Students
The present study was conducted in order to determine the correlation between digital
addiction levels and self-regulated learning abilities of high school students. The research
sample consists of 319 high school students from two Anatolian high schools and one
Anatolian Imam Hatip high school in 9th, 10th, 11th and 12th grades, selected through
random sampling from the province of Sivas. 190 of the students are female (59.6%)
while 129 are male (40.4%). The “Digital Addiction Scale (DAS)” developed by Dilci
(2019) and the “Perceived Self-regulation Scale (PSS)” developed by Arslan and Gelişli
(2019) were employed while collecting data for the study. For data analysis, arithmetic
average and standard deviation of the scores obtained from the scales were calculated and
Pearson correlation analysis and simple linear Regression analysis tests were conducted.
At the end of the study, a negative statistically significant correlation, although low, was
detected between the subscales of “withdrawal”, “impulsivity”, “low performance”,
“low sense of self” and “social isolation” within the DAS and the subdimension of “
openness” within the PSS. Another low significant negative correlation was revealed
between the “social isolation” subscale of the DAS and the “openness” subscale of PSS.
In addition, there was a low significant negative correlation between the scores of high
school students for the entire DAS and PSS. Furthermore, it was concluded that digital
addiction levels explain 6% of the variance in self-regulated learning abilities of high
school students. The results of the study were then discussed and interpreted based on the
academic literature.
Keywords
Digital Addiction, Self Regulation, Self-Regulatedlearning, Technology Addiction, Self-Control.
