Dijital teknoloji kullanımına bağlı öğrenci problemleri: okul psikolojik danışmanlarının vaka analizlerine dayalı çok boyutlu bir inceleme
Student problems associated with digital technology use: a multidimensional analysis based on school counsellors’ case reports
DOI:
https://doi.org/10.14687/jhs.v23i1.6630Keywords:
Teknoloji, ilkokul, vaka,, Digital technology use,, school psychological counseling, multiple case study, primary school,, digital literacy,, thematic analysis documentAbstract
Özet
Bu çalışma, ilkokul öğrencilerinde dijital teknoloji kullanımına bağlı olarak ortaya çıkan davranışsal, akademik ve sosyal sorunları, okul psikolojik danışmanlarının vaka gözlemleri temelinde incelemektedir. Araştırma nitel araştırma yaklaşımıyla yürütülmüş ve çoklu durum çalışması deseni kullanılmıştır. Veri seti, ilkokul düzeyinde görev yapan psikolojik danışmanlar tarafından raporlanan sekiz vakadan oluşmakta; veriler tematik analiz yöntemiyle çözümlenmiştir. Bulgular, teknoloji kullanımına bağlı sorunların üç ana temada yoğunlaştığını göstermektedir: bilişsel ve algısal riskler (dijital içeriklerin gerçek yaşam davranışlarıyla ilişkilendirilmesi ve riskli davranış örüntüleri), sosyal ve duygusal regülasyon sorunları (sosyal izolasyon, düşük engelleme toleransı ve bağımlılık eğilimi) ve dijital okuryazarlık ve güvenlik boşluğu (siber zorbalık ve dijital risklere karşı savunmasızlık). Sonuç olarak çalışma, teknoloji kaynaklı öğrenci problemlerinin yalnızca ekran süresiyle açıklanamayacağını; bu sorunların bilişsel, duygusal ve güvenlik boyutlarını içeren psikososyal süreçlerle ilişkili olduğunu ortaya koymakta ve müdahale yaklaşımlarının bütüncül bir çerçevede ele alınması gerektiğini vurgulamaktadır.
Abstract
This study examines behavioral, academic, and social problems associated with digital technology use among primary school students based on case observations reported by school psychological counselors. The research was conducted using a qualitative approach and employed a multiple case study design. The dataset consisted of eight cases documented by counselors working at the primary school level, and the data were analyzed through thematic analysis. The findings indicate that technology-related problems clustered around three main themes: (1) cognitive and perceptual risks, including the influence of digital experiences on children’s interpretations of real-life situations and risk perceptions; (2) social and emotional regulation problems, including social withdrawal, low frustration tolerance, and difficulties in emotional regulation; and (3) digital literacy and safety gaps, including vulnerability to cyberbullying and digital risks despite students’ technical competence. The findings suggest that technology-related student problems cannot be explained solely by screen time or problematic use; rather, they appear to be associated with broader cognitive, emotional, and digital safety processes. Accordingly, the study emphasizes the need for holistic intervention approaches that integrate digital literacy, emotional regulation, and digital safety awareness. In addition, the study proposes a multidimensional framework for understanding technology-related student problems within developmental and psychosocial contexts.
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