Examining the Relationship Between Social Media Addiction Level, Emotional State and Mental Well-being of Early Childhood Teacher Candidates
Abstract
This study explores the relationship between social media addiction, mental well-being, and emotional states among Early Childhood Education (ECE) candidates. Utilizing a sample of 330 ECE students from Düzce University and Alanya Alaaddin Keykubat University, the research employed the Social Media Addiction Scale-Adult Form, Positive and Negative Affect Schedule (PANAS), and Warwick-Edinburgh Mental Well-Being Scale (WEMWBS) to gather data. Findings revealed that ECE candidates exhibited moderate levels of social media addiction, with significant age and daily internet usage time as predictors, while gender was not a significant factor. Despite moderate addiction levels, participants reported above-average mental well-being, potentially attributed to positive digital engagement. The study also found significant correlations between social media addiction and negative affect, as well as a negative relationship with mental well-being and positive affect. These findings highlight the need for targeted interventions focusing on healthy digital engagement and emotional resilience, particularly for younger candidates and those heavily engaged online. The study's implications underscore the critical role of ECE candidates in modeling balanced digital behaviors to future generations, emphasizing the integration of digital literacy and emotional intelligence in educational curricula.
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DOI: https://doi.org/10.51383/ijonmes.2024.373
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