Examination of pre-service teachers social media use in terms of e-learning styles and self-control-self-management levels

The aim of this study is to examine the social media usage levels of university students and to determine the relationship between self-control self-management levels and e-learning styles. In the study, quantitative research design was utilized and relational survey method was used. The participants of the study consisted of 359 students studying in the 2nd grade at the faculty of education. The social media usage scale developed by Deniz and Tutgun Ünal (2019), the e-learning styles scale developed by Gülbahar and Alper (2014), the self-control self-management scale adapted into Turkish by Ercoşkun (2016) and the participant demographic characteristics form were applied as data collection tools. The data collected in this direction were analyzed in the SPSS program and independent sample t-test, one-way analysis of variance (ANOVA) and Pearson correlation tests were used. As a result of the analysis, it was seen that students' social media use, self-control self-management levels and e-learning styles were at a medium level. We can say that they use social media for an average of 3 hours a day and the most frequently used applications are Instagram, Youtube, Twitter respectively. Students mostly use social media for entertainment, news and education purposes. Students' self-control self-management levels showed differentiation according to the time spent on social media. Based on this, students who spend more time on social media have lower levels of self-control self-management. When the e-learning styles of the students were analyzed, it was found that the students had the most independent learning and the least logical learning styles. When e-learning styles were analyzed according to departments, differences emerged in social, verbal and logical learning. Looking at the relationship between social media use, self-control self-management and e-learning styles, there is a significant positive relationship between self-control self-management and e-learning styles.