A model explaining high school students' science literacy: Technology addiction and academic procrastination

In this study, it was aimed to examine the relationship between science literacy, technology addiction and academic procrastination behaviors of high school students studying at different grade levels through a model that explains and predicts the relationship. İn addition, it was aimed to investigate whether high school students' academic procrastination behavior has a mediating role in their technology addiction levels and science literacy. For this purpose, explanatory sequential (sequential quantitative→qualitative) mixed method design was used in the study. For the quantitative part of the study, the relational survey design, which is a quantitative research method, and Path Analysis model (Path Analysis) and mediation analysis, one of the "Structural Equation Model" types, were used to reveal these relationships. The quantitative sample of the study consisted of 588 high school students (312 female, 276 male) studying in different high schools in a socio-culturally rich district in southeastern Turkey, while the qualitative research group consisted of 40 high school students (21 female, 12 male). In order to obtain the research data, the "Personal Information Form", the "Universal Science Literacy Scale", the "Technology Dependency Scale" and the "Academic Procrastination Scale" were used to collect detailed information about the students. Then, in order to reveal students' thoughts on science literacy, technology addiction and academic procrastination, 40 students, who were determined with the help of school counselors, were asked 13 interview questions and the results were analyzed. The findings show that high school students' technology addictions directly affect their academic procrastination behaviors and also technology addictions indirectly affect their universal science literacy through academic procrastination behavior. Technology addictions of high school students together with academic procrastination behavior explained 12% of the variance in universal science literacy. According to the results of mediation analysis, it was determined that high school students' academic procrastination behavior had a full mediating role between their technology addiction levels and their science literacy. In addition, a negative relationship was found between high school students' universal science literacy and their technology addiction and academic procrastination behaviors. Academic procrastination behavior, confirmatory factor analysis, mediation analysis, technology addiction, path analysis, universal science literacy