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Examining the relationship between personality traits and nomophobia among preservice teachers

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2019
Akhoroz, Mehmet
In the last decade, the uptake of mobile information and communication technologies, especially smartphones, has undoubtedly had a substantial impact on how people communicate, work, learn, entertain, and even live. While smartphones have obvious benefits due to the capabilities they provide, such as instant access to information and constant connectivity to family and friends, problems associated with smartphones constitute a growing concern for end users, parents, teachers, experts, and researchers. One such problem that has recently become popular is nomophobia, which refers to the fear of being unable to use one’s smartphone and to utilize its capabilities. Although research into nomophobia has rapidly grown over the last five years, little is known about the factors contributing to nomophobia, especially among preservice teachers. Therefore, the current study investigated the prevalence and personalityrelated predictors of nomophobia among preservice teachers in Turkey. The current study collected data from 458 preservice teachers regarding their nomophobia levels, demographic characteristics, and personality traits. Results indicated that nomophobia was a prevalent issue among the preservice teachers in the sample, with 55% of the preservice teachers demonstrating moderate levels of nomophobia and 22.5% demonstrating severe levels of nomophobia. Results also indicated that female preservice teachers were more nomophobic than male preservice teachers. However, there was no age-related differences in nomophobia levels. In relation to personalityrelated predictors of nomophobia, extraversion and agreeableness were the only personality traits that were significant predictors of preservice teachers’ nomophobia levels, with extraversion being a positive predictor and agreeableness being a negative predictor.