An examination of phubbing and being phubbed behaviors among turkish teachers

In this study, it was aimed to examine teachers’ level of phubbing and being phubbed in terms of various variables. The study was designed as a survey research with a target population of teachers working in the Turkish public schools during the 2020-2021 academic years. The sample was formed using a convenience sampling method and made up of 307 (141 female, 166 male) teachers whose ages ranged from 23 to 64. Research data were collected through a questionnaire including “Personal Information Form”, “Generic Scale of Phubbing (GSP)” and “Generic Scale of Being Phubbed (GSBP)”. Descriptive statistics, correlation analyses and multivariate analysis of variance (MANOVA) tests were conducted for the analysis of the collected data. As a result of the research, participating teachers’ level of phubbing and being phubbed were determined as moderate level. There was no significant difference in terms of gender, educational status and branch variables. Regarding marital status variable, nomophobia and self-isolation levels of single teachers were found to be higher than those of married ones. Age was found to be negatively and weakly correlated with the levels of self-isolation. In addition, the levels of phubbing were found to be positively and moderately associated with the levels of being phubbed.

Phubbing and Social Intelligence: Role-Playing Experiment on Bystander Inaccessibility

Smartphone use has changed patterns of online and offline interaction. Phubbing (i.e., looking at one’s phone instead of paying attention to others) is an increasingly recognized phenomenon in offline interaction. We examined whether people who phub are more likely to have lower social intelligence, whether phubbing is considered more annoying than being ignored due to reading a magazine, and if people describe smartphones and magazines differently as sources of social distraction. We collected two survey samples (N = 112, N = 108) for a cartoon-based role-playing experiment (the Bystander Inaccessibility Experiment) in which a smartphone user and a person reading a magazine ignored the respondents’ conversational initiatives. Annoyance in each scenario was measured, and written accounts were collected on why the respondents rated the scenarios the way they did. Other measures used included the Generic Scale of Phubbing, Generic Scale of Being Phubbed, and Tromsø Social Intelligence Scale. The results showed that participants in both samples were more annoyed by phubbing than by being ignored due to reading a magazine. Linear regression analyses showed that phubbing was associated with lower social intelligence, even after adjusting for confounding factors. The annoyingness of phubbing was explained with negative attitudes toward smartphones, which were assumed to be used for useless endeavors, while magazines were more appreciated and seen as more cultivating. The role of bystanders’ epistemic access to the smartphone user’s activities is discussed.

Online Learning Readiness, Phubbing and Sofalizing Levels of Pre-Service Teachers amidst Pandemic

With the effect of the pandemic, online learning has gained importance. In addition, due to restrictions, individuals’ behavior with digital tools has begun to change. Thus, the present study examines online learning readiness, phubbing, and sofalizing behavior in pre-service teachers and the correlations between these variables in a completely online instruction environment. A correlational design was adopted in the study. The study was carried out with 130 pre-service teachers. The data were collected with the E-Learning Readiness Scale for College Students, the Generic Scale of Phubbing, the Generic Scale of Being Phubbed, and the Sofalizing Scale. The data collection process was conducted at the end of the 2020-2021 academic year fall semester. The study findings demonstrated that the readiness of pre-service teachers for online learning readiness was high. However, the findings for phubbing, being phubbed, and sofalizing scales were inversely low. There were no differences between the variables based on gender. There was a difference only in being phubbed scores based on department. In the study, a significant correlation was found between phubbing, being phubbed and sofalizing. However, no correlation was determined between these variables and online learning readiness. It was suggested that the study findings could contribute to future research on online learning readiness, phubbing, and sofalizing variables.

Phubbing and Social Intelligence: Role-Playing Experiment on Bystander Inaccessibility

Smartphone use has changed patterns of online and offline interaction. Phubbing (i.e., looking at one’s phone instead of paying attention to others) is an increasingly recognized phenomenon in offline interaction. We examined whether people who phub are more likely to have lower social intelligence, whether phubbing is considered more annoying than being ignored due to reading a magazine, and if people describe smartphones and magazines differently as sources of social distraction. We collected two survey samples (N = 112, N = 108) for a cartoon-based role-playing experiment (the Bystander Inaccessibility Experiment) in which a smartphone user and a person reading a magazine ignored the respondents’ conversational initiatives. Annoyance in each scenario was measured, and written accounts were collected on why the respondents rated the scenarios the way they did. Other measures used included the Generic Scale of Phubbing, Generic Scale of Being Phubbed, and Tromsø Social Intelligence Scale. The results showed that participants in both samples were more annoyed by phubbing than by being ignored due to reading a magazine. Linear regression analyses showed that phubbing was associated with lower social intelligence, even after adjusting for confounding factors. The annoyingness of phubbing was explained with negative attitudes toward smartphones, which were assumed to be used for useless endeavors, while magazines were more appreciated and seen as more cultivating. The role of bystanders’ epistemic access to the smartphone user’s activities is discussed.

Is phubbing a matter for educators: A case for pre-service and in-service teachers

Becoming one of the indispensable tools of our daily life, mobile phones have accelerated the pace of our life by facilitating our business affairs. In addition to the good aspects of these tools reshaping even our habits, they also have various psychological and physiological damages. One of the behaviors for which the cell phone is considered as harmful is phubbing. Phubbing is defined as giving the perception of the individual to his/her mobile phone, not to these people during the communication with other individuals. Considering the increasing use of such technological tools in the classroom, within the scope of phubbing, the status of teachers, one of the important stakeholders of the education environment, is also important. From this point of view, in this study, it was purposed to examine the status of being phubber of pre-service and in-service teachers and their exposure to phubbing in terms of age and gender variables. The study designed in correlational survey method, was conducted with the data collected from 293 people, 46 in-service teachers and 247 pre-service teachers, through the Generic Scale of Phubbing and Generic Scale of Being Phubbed. The independent samples t-Test and Pearson correlation analysis were implemented in the context of the research questions. The results of the analysis indicated that the pre-service teachers are higher in terms of both being a phubber and phubbee than the in-service teachers. In addition to this, it was comprehended that these concepts did not differ in terms of gender and age. On the other hand, it was found out that the behavior of being a phubber tended to increase as getting older. Moreover, it was observed that the participants and the pre-service teachers who were phubber were also exposed to this behavior.

Validasi Generic Scale of Phubbing (GSP) Versi Bahasa Indonesia dengan Rasch Model

Penelitian ini bertujuan untuk melakukan validasi Generic Scale of Phubbing (GSP) versi Indonesia dengan menggunakan Rasch Model. Perilaku phubbing memiliki indikator (1) Nomophobia, (2) Konflik inter personal, (3) Isolasi Diri, dan (4) pengakuan masalah. Sampel penelitian sebanyak 379 mahasiswa UNNES terdiri dari laki laki sebanyak 106 dan perempuan sebanyak 273 orang di ambil secara acak dari 8 fakultas. Hasil penelitian ini menunjukkan Generic Scale of Phubbing memiliki indeks reliabiltas responden (α = 0.07), reliabilitas item (α =1.00). Berdasarkan pada temuan ini instrument GSP bisa digunakan untuk mengukur perilaku phubbing untuk mahasiswa. Untuk mendapatkan manfaat yang lebih luas maka penggunaan GSP perlu ditindaklanjuti dengan terus diadakannya pengembangan baik dalam hal penulisan butir-butir penyataan, jumlah butir-butir pernyataan, isi dari pernyataan sampai pada subyek yang dipergunakan sesuai dengan budaya Indonesia.

Cultural Adaptation and Preliminary Validation of the Proxy-Rated Sinhala Version of the Stroke and Aphasia Quality of Life Generic Scale–39

Background: Health-related quality of life (HRQOL) is an important measure that enables evaluation of rehabilitation outcomes. Stroke and Aphasia Quality of Life Generic Scale–39 (SAQOL-39g) is a disease-specific questionnaire that measures HRQOL of patients with stroke. This study was conducted to adapt the preliminary version of proxy-rated Sinhala version of the SAQOL-39g. Methods: The study was conducted with the participation of 115 proxies of the patients with stroke. The SAQOL-39g was translated and back translated, and culturally adapted by evaluating the items of the questionnaire. The culturally adapted scale was evaluated for its internal consistency, test-retest reliability, and validity. Results: The mean age of the patients with stroke was 67.07 (standard deviation [SD] = 11.2) years; males comprising two-thirds of the study sample (67% [n = 77]). The proxy-rated Sinhala version of the SAQOL-39g showed excellent internal consistency (α = 0.98 [overall score]), 0.97, 0.96, and 0.95 for physical, communication, and psychosocial domains, respectively. The intraclass correlation coefficient (ICC) was 0.92 for overall, and 0.93, 0.92, and 0.91 for physical, communication, and psychosocial domains, respectively. Factor analysis extracted 3 factors with 72.4% of the variance. Conclusions: Proxy-rated Sinhala version of the SAQOL-39g is a psychometrically sound, reliable, and valid tool to assess the post-stroke quality of life of Sinhala-speaking patients with stroke and aphasia.