Browsing by Author "Ergun, Naif"

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The Age of Human Comparison With AI: Development of AI Competence Anxiety Scale and AI Optimism Scale and Their Relationship with Generative AI Literacy and AI Self-Efficacy
(Taylor & Francis Inc, 2026) Kaya, Bilal; Gume, Sena; Ergun, Naif
The sudden penetration of artificial intelligence (AI) into daily life prompts individuals to compare their own competence with that of AI technologies. Moreover, the expectation that AI will bring many benefits keeps optimism about AI alive. Accordingly, we aimed to develop the AI Competence Anxiety Scale (AICAS) (in Studies I and II) and the AI Optimism Scale (AIOS) (in Studies III and IV) and to examine the serial mediating role of AI self-efficacy and AI optimism between generative AI (GenAI) literacy and AI competence anxiety (in Study V). Exploratory factor analysis revealed a single-factor structure for the AICAS and AIOS, and Item Response Theory found high discrimination of the items (Study I for AICAS and Study III for AIOS). Model fit values, convergent validity, composite reliability, and reliability coefficients of AICAS and AIOS were within the acceptance range (Study II for AICAS and Study IV for AIOS). As evidence of criterion-related validity, AI competence anxiety showed significant associations with AI anxiety and acceptance, whereas AI optimism was significantly related to digital well-being and AI self-efficacy. Study V found that AI self-efficacy and AI optimism mediated the relationship between GenAI literacy and AI competence anxiety. These results suggest that AICAS, for measuring AI competence anxiety, and AIOS for measuring AI optimism, are valuable and valid. They also suggest that GenAI literacy-based strategies have the potential to alleviate AI competence anxiety by enhancing AI self-efficacy and AI optimism.
Educational Continuity under Crisis: How School-Based Support Professionals Navigate Systemic Constraints
(Pergamon-Elsevier Science Ltd, 2026) Ergun, Naif; Bozdag, Faruk
The COVID-19 pandemic significantly disrupted educational systems worldwide, with lockdowns and school closures forcing a rapid transition to online learning. This shift posed unprecedented challenges for the delivery of educational support services in public education, revealing critical vulnerabilities in institutional readiness and professional adaptability. This study explores the lived experiences of school-based support professionals (psychological counselling and guidance [PCG]) as key institutional actors within educational systems working in public schools and Guidance Research Centres in Türkiye during and after the pandemic. Drawing on qualitative methodology, two complementary studies were conducted. The first employed a phenomenological design and involved in-depth interviews-both face-to-face and online-with 61 PCG experts (27 females, 34 males; M = 33.48 years). The second study utilized a case study design, engaging 29 professionals (15 females, 14 males; M = 33.38 years) through similar interview methods. Findings highlight a stark discrepancy between the educational and psychosocial needs of students and the limited capacity of support professionals to respond effectively, primarily due to systemic constraints exacerbated by pre-existing inequalities and the need to reconceptualise their professional roles to include family engagement. The pandemic exposed a critical paradox: while student distress and learning disruption surged to historic levels, the digital divide, institutional inertia, and lack of policy coordination rendered many core competencies of support professionals inoperable. Crucially, the study reveals that effective educational continuity in crisis contexts requires transforming families from passive recipients to active partners in student support, challenging the conventional school-cantered support model. The long-term implications of this mismatch between demand and support capacity, alongside inadequate home-school partnerships, pose significant risks to educational equity and are likely to reverberate across educational settings for years to come.
Program Literacy Status of Special Education Teachers
(Ankara Univ, Fac Educational Sciences, 2025) Gol, Hakan; Ergun, Naif
Program Literacy Status of Special Education Teachers
(Ankara Univ, FAC Educational Sciences, 2025) Gol, Hakan; Ergun, Naif
Citation - WoS: 2
Citation - Scopus: 2
The Role of Technological Devices in Parent-Children Interactions: The Correlated Variables of Children's Well-Being and Life Satisfaction
(Sage Publications inc, 2025) Kiliman, Sevinc; Ergun, Naif; Aslan, Alper; Goksu, Idris
This study aims to examine children's well-being and life satisfaction in terms of various variables related to parents' and children's problematic technology usage. Specifically, parent/child responses during their technology use and parents' phubbing and technoference behaviors were considered. The study was conducted with 185 children (8-14) and their parents (mother = 96, father = 89). The data were analyzed by performing correlation analysis, multiple regression analysis, t test, and one-way ANOVA. According to the results, there were negative correlations between children's life satisfaction and age, children's technological device (smartphone, computer) usage time, and children/parents responding negatively to each other when engaged in technological devices. Children's well-being was negatively correlated to their age and children/parents responding negatively to each other when engaged in technological devices. A positive correlation was found between children's life satisfaction and well-being as well as parents' phubbing and technoference. According to another result, the well-being of children having their own computer was significantly higher than those who do not have a computer. Finally, children/parents responding negatively to each other when engaged in technological devices negatively predicted the children's life satisfaction and well-being.
Social Media Addiction and Poor Mental Health: Examining the Mediating Roles of Internet Addiction and Phubbing
(SAGE Publications Inc, 2025) Ergun, Naif; Ozkan, Zafer; Griffiths, Mark D.
Many researchers have examined the potential detrimental role of problematic social media use (often referred as 'social media addiction') on mental health. The present study investigated how social media addiction is associated with three components of mental health: depression, anxiety, and stress. In addition, structural equation modeling was used to test the mediating roles of internet addiction and phubbing among a sample of young adults (N = 603). Results showed that social media addiction was associated with poorer mental health via internet addiction and phubbing. More specifically, associations between social media addiction and stress, and social media addiction and anxiety were explained by both internet addiction and phubbing. The association between social media addiction and depression was explained by internet addiction only. These results remained consistent after controlling for gender, age, frequency of internet use, frequency of social media use, and frequency of smartphone use. These findings extend the extant literature by providing evidence for the dual roles of internet addiction and phubbing in explaining the relationship between social media addiction and poor mental health. Social media addiction did not directly influence poorer mental health but did via internet addiction and phubbing. Therefore, greater awareness of the inter-relationships between technology-based behaviors and their impact on mental health is needed among a wide range of stakeholders, and these inter-relationships need considering in the prevention and treatment of technology-based disorders.