Browsing by Author "Ergun, Naif"

Now showing 1 - 3 of 3

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.
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.
Program Literacy Status of Special Education Teachers
(Ankara Univ, Fac Educational Sciences, 2025) Gol, Hakan; Ergun, Naif