Analysis of the relationship between media literacy and social skill levels of high school students

In this study; It is aimed to investigate the relationship between media literacy levels and social skill levels of high school students. The answers to the questions that would reveal the relationship between media literacy levels and social skill levels were sought. In addition, adhering to the purpose of the study, it was aimed to examine whether social skill levels and media literacy levels showed a significant difference according to gender, age, grade level and educational status of parents. This study was applied to 550 high school students of 3 private schools in the European side of Istanbul and 513 of the questionnaires were accepted as valid and used in the study. In this study, "Media Literacy Scale" developed by Karaman and Karataş (2009) and "Social Skill Scale" developed by Avcıoğlu (2003) were used. When the results of the study are examined, it is observed that social skill level and media literacy levels are related in some sub-dimensions, but some sub-dimensions are not found. According to the correlation results, there is an inverse relationship between the ability to analyze and react, and the ability to control anger behaviors and adapt to changes. According to this result, it can be said that the more skillful a student is in terms of analyzing and reacting skills, the weaker they are in terms of controlling anger behaviors and adapting to changes. There is an inverse and weak relationship between the ability to judge and see implicit messages and the ability to control anger behaviors and adapt to changes. There is an inverse weak relationship between peer pressure and coping skills and goal-building skills. The ability to cope with peer pressure is not high, nor does it result in a higher level of goal-building skills. There is a weak relationship between self-control and goal-building skills. And finally, a moderate level relationship was found between resting skills and control skills. When the gender, class and age of the students are examined, it is seen that there is a significant difference in some sub-dimensions of media literacy level and social skill level. When the relationship between media literacy and gender is examined; In the questionnaire that measures the students' media literacy, there was a difference in the subscale of having information according to the gender of the participants. When the relationship between media literacy and age of individuals is examined; According to the results of the analysis, it was understood that the subtitle of judicial and implicit messages in the media literacy scale did not show difference according to different ages, but it was found that the sub-titles of having information and analyzing and generating responses at the same scale reached statistical differences according to different ages. When the relationship between social skills and the age of individuals is examined; It is observed that the skills of controlling anger behaviors and adapting to changes, coping skills with peer pressure, verbal explanation skills, listening skills, self-control skills, completing tasks, and accepting the results are higher than 0.05. According to these results, it can be said that all sub-titles with p value greater than 0.05 do not differ statistically according to age. When the p values of the interpersonal skills and goal-building skills are smaller than 0.05, differences are observed statistically according to age groups. When the relationship between social skills and classes of individuals is examined; In the analysis table, statistically significant results were obtained in Interpersonal Skills and Objective Forming Skills sub-headings of class levels and social skill scale. In addition, there are no differences in subheadings of Anger Behavior Control and Adaptation Skills, Peer Pressure and Coping Skills, Verbal Explanation Skills, Listening Skills, Self Control Skills, Task Completion Skills and Results Acceptance Skills. When the relationship between media literacy, social skills with educational status of parents of individuals are examined; According to the results of the analysis, it was found that the educational status of the parents of the participants did not have a statistically significant effect on media literacy. In addition, no significant difference was found when the comparison was made with the expectation that the educational status of the parents would make a difference.