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T
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[
1]
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T
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A
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p
r
o
ce
s
s
y
et
[
5
,
9]
.
R
esear
ch
es
h
av
e
r
ep
o
r
ted
th
at
th
e
m
o
s
t
im
p
o
r
ta
n
t
r
ea
s
o
n
f
o
r
ad
o
lescen
ts
’
u
s
e
o
f
s
o
cial
m
ed
ia
is
en
ter
tain
m
en
t
an
d
co
m
m
u
n
icatio
n
.
T
h
eir
s
ec
o
n
d
p
u
r
p
o
s
e
is
to
s
ea
r
ch
f
o
r
in
f
o
r
m
atio
n
[
1
0
,
1
1
]
.
I
n
a
n
o
th
e
r
s
tu
d
y
co
n
d
u
ct
ed
,
th
e
r
elatio
n
s
h
ip
b
etwe
en
in
ter
n
et
an
d
s
o
cial
m
ed
ia
ad
d
ictio
n
a
n
d
i
n
ter
n
et
u
s
e
b
eh
av
i
o
u
r
p
atter
n
s
was
e
x
am
in
ed
an
d
a
s
ig
n
if
ica
n
t
r
el
atio
n
s
h
ip
was
f
o
u
n
d
b
etwe
en
th
ese
two
b
e
h
av
io
u
r
s
.
T
h
e
m
o
s
t
im
p
o
r
tan
t
r
ea
s
o
n
wh
y
esp
ec
ially
a
d
o
lescen
ts
d
ev
elo
p
ad
d
ictio
n
in
th
is
r
eg
ar
d
is
f
o
r
c
o
m
m
u
n
ica
tio
n
an
d
e
n
ter
tain
m
en
t
p
u
r
p
o
s
es,
as
s
tated
in
r
esu
lts
o
f
s
im
ilar
s
tu
d
ies
[
1
2
]
.
Ad
o
lescen
ts
d
ev
elo
p
u
n
h
ea
lth
y
in
ter
n
et
u
s
e
b
eh
av
io
u
r
s
in
o
r
d
er
to
f
ig
h
t
th
eir
a
d
ap
tatio
n
p
r
o
b
lem
s
an
d
lo
w
s
elf
-
esteem
in
th
is
p
er
i
o
d
[
1
3
]
.
Ad
o
lescen
ts
m
ay
ex
p
e
r
ien
ce
d
if
f
icu
lties
d
u
e
to
th
ei
r
f
ee
lin
g
s
an
d
th
o
u
g
h
ts
an
d
as
a
r
esu
lt,
th
e
y
m
a
y
tu
r
n
to
th
e
g
r
o
u
p
o
f
f
r
ien
d
s
in
o
r
d
er
to
g
et
awa
y
f
r
o
m
th
e
p
r
o
b
lem
s
a
n
d
o
v
er
co
m
e
th
em
.
I
n
th
is
p
er
i
o
d
,
s
o
cial
a
p
p
r
o
v
al
an
d
p
ee
r
ac
ce
p
tan
ce
m
a
y
b
e
at
th
e
f
o
r
e
f
r
o
n
t
f
o
r
ad
o
lescen
ts
.
T
ec
h
n
o
lo
g
y
ca
n
p
r
o
v
id
e
o
p
p
o
r
tu
n
ities
to
m
ee
t
th
e
s
o
cial
ap
p
r
o
v
al
an
d
p
ee
r
ac
ce
p
tan
ce
ex
p
ec
tatio
n
s
o
f
a
d
o
lescen
ts
th
r
o
u
g
h
co
m
m
u
n
icatio
n
ap
p
licati
o
n
s
[
1
4
,
1
5
]
.
I
n
ad
d
itio
n
,
th
e
u
s
e
o
f
tech
n
o
lo
g
ies
s
u
ch
as
th
e
in
ter
n
et,
s
o
cial
m
ed
ia,
s
m
ar
tp
h
o
n
es
an
d
d
ig
ital
g
am
es
is
m
o
r
e
co
m
m
o
n
am
o
n
g
a
d
o
lescen
ts
.
T
h
is
s
itu
atio
n
ca
n
m
ak
e
ad
o
lescen
ts
m
o
r
e
s
en
s
itiv
e
to
tech
n
o
lo
g
ica
l a
d
d
ictio
n
s
[
1
6
]
.
On
e
o
f
th
e
m
o
s
t
co
m
m
o
n
p
r
o
b
lem
s
in
ad
o
lescen
ts
af
ter
s
o
cial
m
ed
ia
u
s
e
is
d
ig
ita
l
g
am
in
g
.
E
s
p
ec
ially
in
d
iv
id
u
als
in
th
e
e
ar
ly
p
e
r
io
d
s
o
f
ad
o
lescen
ce
u
s
e
d
ig
ital
g
a
m
es
m
o
r
e
f
r
e
q
u
en
t
ly
.
Dig
ital
g
am
es,
wh
ich
ar
e
u
s
ed
f
o
r
p
u
r
p
o
s
es
s
u
ch
as
h
av
in
g
a
g
o
o
d
tim
e,
en
ter
tain
m
en
t,
p
leasu
r
e,
m
in
d
ex
er
cise
ca
n
lead
th
e
p
ath
to
d
ig
ital
g
am
e
ad
d
ictio
n
if
to
o
m
u
ch
tim
e
is
s
p
en
t
o
n
d
ig
ital
g
am
es
[
1
7
]
.
Dig
ital
g
am
e
ad
d
ictio
n
h
as
b
ee
n
ca
lled
a
s
itu
atio
n
with
c
o
n
s
eq
u
en
ce
s
s
u
ch
as
th
e
in
d
iv
id
u
al’
s
in
ab
ilit
y
t
o
s
to
p
p
lay
in
g
f
o
r
a
l
o
n
g
tim
e,
ass
o
ciati
n
g
th
e
g
am
e
with
r
ea
l
life
,
h
in
d
er
in
g
th
e
r
esp
o
n
s
ib
ilit
ies
im
p
o
s
ed
o
n
th
e
in
d
iv
id
u
al
d
u
e
to
p
lay
in
g
g
am
e
an
d
p
r
ef
er
r
in
g
g
a
m
in
g
to
o
th
er
ac
tiv
ities
[
1
8
]
.
So
f
ar
,
th
er
e
is
n
o
s
tan
d
ar
d
s
in
g
le
d
ef
in
itio
n
o
f
d
ig
ital
g
am
e
ad
d
ictio
n
in
a
d
o
lescen
ts
.
Ho
wev
er
,
d
ig
it
al
g
am
e
a
d
d
ic
tio
n
is
ac
ce
p
ted
as
a
ty
p
e
o
f
b
eh
av
io
u
r
ad
d
ictio
n
.
I
t
is
ex
p
r
ess
ed
as
an
in
d
iv
id
u
al’
s
co
n
tin
u
in
g
to
p
lay
g
am
e
f
o
r
a
lo
n
g
tim
e
with
o
u
t
b
e
in
g
ab
le
to
co
n
tr
o
l
h
im
s
elf
d
esp
ite
b
ein
g
h
a
r
m
e
d
b
y
th
e
ac
tio
n
.
Dig
ital
g
am
e
ad
d
ictio
n
ca
n
b
e
d
e
f
in
ed
with
ac
tio
n
s
s
u
ch
as
ass
o
ciatin
g
th
e
g
am
e
p
lay
ed
with
r
ea
l lif
e,
n
o
t b
ein
g
ab
le
to
f
u
lf
il th
e
r
esp
o
n
s
ib
ilit
ies d
u
e
to
tim
e
allo
ca
ted
f
o
r
th
e
g
am
e
an
d
th
e
im
p
o
r
tan
ce
o
f
th
e
g
am
e
in
th
e
m
in
d
,
p
r
ef
e
r
r
in
g
to
p
lay
g
am
e
in
s
tead
o
f
o
th
e
r
r
esp
o
n
s
ib
ilit
ies an
d
th
e
in
d
iv
i
d
u
al’
s
n
o
t b
ein
g
a
b
le
to
p
r
e
v
e
n
t h
im
s
elf
f
r
o
m
d
o
i
n
g
o
t
h
er
wis
e
[
1
9
]
.
Gam
in
g
d
is
o
r
d
e
r
,
wh
ich
is
d
ef
in
ed
as
p
lay
in
g
with
o
th
e
r
p
lay
er
s
f
r
eq
u
en
tly
a
n
d
r
e
p
et
itiv
ely
,
is
in
clu
d
ed
in
DSM
-
V.
So
m
e
s
y
m
p
to
m
s
ca
n
e
asil
y
b
e
n
o
tic
ed
in
g
am
e
ad
d
icts
.
T
h
ese
ar
e
a
lar
g
e
n
u
m
b
er
o
f
co
g
n
itiv
e
a
n
d
b
eh
av
i
o
u
r
al
s
y
m
p
to
m
s
s
u
ch
as
p
lay
in
g
g
a
m
e
s
th
at
last
as
lo
n
g
as
8
-
1
0
h
o
u
r
s
a
d
ay
,
in
a
b
ilit
y
to
m
ain
tain
co
n
tr
o
l
in
th
is
b
eh
a
v
io
u
r
,
r
ea
ctin
g
with
an
g
er
ev
en
to
co
n
s
tr
u
ctiv
e
cr
iticis
m
ag
ain
s
t
th
is
s
i
tu
atio
n
,
b
r
ea
k
in
g
ties
with
clo
s
e
r
e
latio
n
s
h
ip
s
,
d
elay
in
g
o
r
n
o
t
d
o
in
g
b
asic
n
ee
d
s
an
d
ac
tiv
it
ies
[
2
0
]
.
All
th
ese
s
y
m
p
to
m
s
ca
u
s
e
n
e
g
ativ
e
e
f
f
ec
ts
f
o
r
a
d
o
lescen
ts
in
d
e
v
elo
p
m
en
tal
p
er
io
d
.
Oth
er
d
ef
in
ed
e
f
f
ec
ts
ar
e
m
aln
u
tr
itio
n
,
a
p
p
ea
r
a
n
ce
o
f
s
u
icid
al
an
d
d
ea
d
ly
b
e
h
av
io
u
r
s
,
d
is
co
n
n
ec
tio
n
in
s
o
cial
r
elatio
n
s
h
ip
s
,
p
r
o
b
lem
s
with
f
am
ily
an
d
s
ig
n
if
ica
n
t
d
ec
r
ea
s
es
in
s
ch
o
o
l
s
u
cc
ess
[
2
1
-
24
]
.
Fam
ily
p
r
o
b
lem
s
,
o
n
e
o
f
th
ese
ef
f
ec
ts
,
ca
n
b
r
in
g
alo
n
g
p
r
o
b
le
m
s
th
at
ca
n
n
o
t b
e
s
o
lv
e
d
in
th
e
f
u
tu
r
e
.
Ad
o
lescen
ts
’
ex
ce
s
s
iv
e
u
s
e
o
f
s
o
cial
m
ed
ia
an
d
d
ig
ital
g
am
es,
o
r
th
e
f
o
r
m
atio
n
o
f
ad
d
ictio
n
cr
ea
tes
d
is
co
n
n
ec
tio
n
s
in
f
am
ily
ties
b
y
h
av
in
g
a
n
e
g
ativ
e
ef
f
ec
t
o
n
h
u
m
an
r
elatio
n
s
h
ip
s
an
d
esp
ec
ially
f
am
ily
r
elatio
n
s
h
ip
s
.
Ad
o
lescen
ts
ca
n
s
ee
tech
n
o
lo
g
y
as
an
escap
e
f
r
o
m
th
e
p
r
o
b
le
m
s
o
f
r
ea
l
life
.
Ho
wev
er
,
it
is
d
eb
atab
le
h
o
w
h
ea
lth
y
in
ter
n
et
u
s
e
f
o
r
c
o
p
in
g
p
u
r
p
o
s
es
is
.
As
a
r
esu
lt
o
f
in
te
n
s
e
s
o
cial
m
ed
ia
o
r
d
ig
ital
g
am
es,
th
e
co
m
m
u
n
icatio
n
b
etwe
en
ad
o
lescen
ts
an
d
th
eir
p
ar
en
ts
d
ec
r
ea
s
e
g
r
ad
u
al
ly
an
d
tu
r
n
in
to
a
d
ef
en
s
iv
e
o
r
ag
g
r
ess
iv
e
ty
p
e
o
f
co
m
m
u
n
icatio
n
an
d
t
h
u
s
th
e
co
m
m
u
n
icatio
n
with
in
th
e
f
am
ily
is
n
eg
ativ
ely
in
f
lu
en
ce
d
[
2
5
]
.
I
n
a
s
tu
d
y
co
n
d
u
cted
with
1
2
2
8
m
id
d
le
s
ch
o
o
l
5
th
an
d
8
th
g
r
a
d
e
s
tu
d
en
ts
in
T
aiwa
n
in
2
0
0
4
,
it
was
f
o
u
n
d
th
at
co
m
p
u
ter
g
a
m
es
ca
u
s
e
p
r
o
b
lem
s
an
d
co
n
f
licts
in
th
e
f
am
ily
an
d
a
f
f
ec
t
a
ca
d
em
ic
s
u
cc
ess
.
I
t
h
as
b
ee
n
o
b
s
er
v
ed
th
at
a
d
o
les
ce
n
ts
wh
o
h
av
e
p
r
o
b
lem
s
with
th
eir
f
am
ilies
d
u
r
in
g
a
d
o
lescen
ce
a
r
e
also
p
r
o
n
e
to
g
am
e
a
d
d
ictio
n
[
2
6
]
.
I
n
a
n
o
th
er
s
tu
d
y
,
it
was
o
b
s
er
v
ed
t
h
at
ad
o
lescen
ts
with
in
ter
n
et
ad
d
ictio
n
d
ev
elo
p
e
d
an
x
io
u
s
attac
h
m
e
n
t sty
le
to
wa
r
d
s
th
eir
f
am
ilies
[
2
7
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
R
ela
tio
n
s
h
ip
b
etw
ee
n
s
o
cia
l m
ed
ia
a
d
d
ictio
n
,
g
a
me
a
d
d
ictio
n
a
n
d
fa
mily
fu
n
ctio
n
s
(
E
b
r
u
Ya
yma
n
)
981
Ad
o
lescen
ts
wh
o
u
s
e
s
o
cial
m
ed
ia
an
d
p
lay
d
ig
ital g
am
es
ar
e
n
o
ticed
b
y
th
eir
f
am
ilies
o
v
e
r
tim
e
an
d
th
e
co
m
m
u
n
icatio
n
r
eso
u
r
ce
s
b
etwe
en
th
e
a
d
o
lescen
t
an
d
f
a
m
ily
m
em
b
er
s
m
ay
e
x
p
er
ien
c
e
d
if
f
icu
lties
in
th
e
p
r
o
ce
s
s
.
As a
r
esu
lt o
f
th
is
r
esear
ch
,
th
e
im
p
o
r
tan
ce
o
f
s
o
cia
l m
ed
ia
an
d
g
am
e
ad
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ictio
n
in
ad
o
lescen
ts
will b
e
em
p
h
asized
as
to
h
o
w
th
e
ac
tio
n
-
r
ea
ctio
n
d
y
n
am
ics
o
f
th
e
f
am
ily
ar
e
f
o
r
m
e
d
as
a
p
r
o
ce
s
s
an
d
h
o
w
th
is
p
r
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ce
s
s
will
b
e
m
an
ag
ed
m
o
r
e
ac
cu
r
ately
b
y
r
aisi
n
g
awa
r
e
n
ess
.
As
a
r
e
s
u
lt
o
f
th
e
f
in
d
in
g
s
o
b
tain
ed
,
it
is
th
o
u
g
h
t
th
at
th
is
r
esear
ch
will
b
e
an
im
p
o
r
tan
t
r
esear
ch
r
eso
u
r
ce
in
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aisi
n
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awa
r
en
ess
an
d
e
d
u
ca
tio
n
o
f
ad
o
lescen
ts
an
d
f
am
ilies
.
T
h
e
g
en
er
al
aim
o
f
th
is
s
tu
d
y
is
to
d
eter
m
in
e
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
s
o
cial
m
ed
ia
ad
d
ictio
n
,
g
am
in
g
ad
d
ictio
n
an
d
f
am
ily
f
u
n
ctio
n
s
in
ad
o
lescen
ts
.
I
n
lin
e
with
th
is
p
u
r
p
o
s
e,
it
was
ex
am
in
ed
wh
eth
er
th
er
e
is
s
ig
n
if
ican
t
r
elatio
n
s
h
i
p
b
etwe
en
th
ese
co
n
ce
p
ts
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h
e
s
tu
d
y
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ex
am
in
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s
o
cial
m
ed
ia
an
d
g
am
in
g
ad
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ictio
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els o
f
p
r
ed
ictin
g
f
am
ily
f
u
n
ctio
n
s
in
a
d
o
lesce
n
ts
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
Resea
rc
h m
o
del
I
n
th
is
s
tu
d
y
,
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elatio
n
al
s
u
r
v
e
y
m
o
d
el,
wh
ich
is
o
n
e
o
f
th
e
g
en
er
al
s
u
r
v
e
y
m
o
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els,
was
u
s
ed
.
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r
v
ey
m
o
d
els
ar
e
r
esear
ch
es
wh
ich
a
im
to
d
escr
ib
e
a
s
itu
atio
n
th
at
h
as
ex
is
ted
in
th
e
p
ast
an
d
s
till
co
n
tin
u
es
to
ex
is
t
to
d
ay
.
“Relatio
n
al
s
u
r
v
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o
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el
,
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wh
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e
o
f
th
e
s
u
r
v
ey
m
o
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els,
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ch
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o
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e
l
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o
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t
wh
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th
e
c
h
an
g
e
b
et
wee
n
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m
o
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les
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is
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r
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n
d
o
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t
th
e
lev
el
o
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th
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ch
an
g
e
[
2
8
]
.
2
.
2
.
P
o
pu
la
t
io
n a
nd
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a
m
ple
T
h
e
p
o
p
u
latio
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o
f
th
e
s
tu
d
y
co
n
s
is
ts
o
f
ad
o
lescen
ts
s
tu
d
y
in
g
in
th
e
p
r
o
v
in
ce
o
f
İ
s
tan
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u
l
d
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r
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2018
-
2
0
1
9
ac
ad
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ic
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ea
r
.
T
h
e
s
am
p
le
o
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th
e
s
tu
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n
s
is
ts
o
f
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6
2
ad
o
lescen
ts
s
tu
d
y
in
g
in
f
o
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r
d
i
f
f
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h
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ch
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o
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th
e
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r
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ta
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r
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g
2
0
1
8
-
2
0
1
9
ac
ad
e
m
ic
y
ea
r
.
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h
e
d
is
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ib
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tio
n
o
f
t
h
e
ad
o
lescen
t
s
wh
o
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ticip
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th
e
s
tu
d
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b
y
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en
d
er
is
s
h
o
wn
in
T
ab
le
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le
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ex
am
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e
s
ee
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th
at
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7
9
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e
m
ale
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d
3
8
3
(
5
0
.
3
%)
ar
e
m
al
e.
T
ab
le
1
.
Dis
tr
ib
u
tio
n
o
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th
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tu
d
en
ts
wh
o
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ar
ticip
ated
in
t
h
e
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y
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en
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er
G
e
n
d
e
r
f
%
F
e
mal
e
3
7
9
4
9
.
7
M
a
l
e
3
8
3
5
0
.
3
2
.
3
.
Da
t
a
co
llect
io
n ins
t
rum
ent
s
I
n
th
is
s
tu
d
y
,
th
e
d
ata
wer
e
co
llected
with
“So
cial
Me
d
ia
Ad
d
ictio
n
Scale
f
o
r
A
d
o
lescen
t
s
,
”
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m
e
Ad
d
ictio
n
Scale
Sh
o
r
t Fo
r
m
f
o
r
Ad
o
lescen
ts
”
an
d
“Fam
ily
Ass
es
s
m
en
t D
ev
ice
.
”
2
.
3
.
1
.
So
cia
l
m
edia
a
dd
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n sca
le
f
o
r
a
do
lescent
s
(
SM
AS
A)
So
cial
Me
d
ia
Ad
d
ictio
n
Scale
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o
r
Ad
o
lescen
ts
was
d
ev
elo
p
ed
b
y
Özg
en
el,
C
an
b
o
lat
an
d
E
k
ş
i
[
29
]
.
As
a
r
esu
lt
o
f
th
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ex
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o
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ato
r
y
f
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an
aly
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cted
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e
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item
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s
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h
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ee
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8
7
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th
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tal
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ar
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test
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co
n
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u
c
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f
o
r
r
eliab
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th
at
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ac
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.
W
ith
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er
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e
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aid
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at
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ca
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v
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at
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e
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s
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t
o
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in
d
o
u
t so
cial
m
ed
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ad
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ictio
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lev
el
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ad
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lescen
ts
.
2
.
3
.
2
.
G
a
m
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dd
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n sca
le
s
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rt
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o
r
m
f
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r
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do
lescent
s
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e
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d
ictio
n
Scale
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o
r
t
Fo
r
m
f
o
r
Ad
o
lescen
ts
was
d
ev
elo
p
ed
b
y
An
lı
a
n
d
T
aş
[
3
0
]
.
As
a
r
esu
lt
o
f
th
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f
ac
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an
aly
s
is
co
n
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u
ct
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to
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in
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n
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th
at
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d
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d
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g
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e
ad
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ictio
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.
T
est
tak
er
s
ar
e
ask
ed
to
ch
o
o
s
e
o
n
e
f
r
o
m
th
e
o
p
tio
n
s
“Ne
v
er
”,
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ely
”,
“So
m
etim
es”,
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eq
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en
tly
”,
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s
”.
W
h
ile
it
was
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o
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n
d
th
at
th
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g
l
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8
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o
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n
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th
at
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m
o
n
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ar
ian
ce
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o
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t
h
e
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le
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r
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g
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b
etwe
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1
9
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d
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5
7
9
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f
ac
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lo
ad
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o
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n
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4
3
7
a
n
d
.
7
6
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n
d
item
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tal
c
o
r
r
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r
an
g
e
d
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etwe
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3
4
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n
d
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6
5
3
.
C
r
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ac
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s
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d
f
o
r
th
e
r
eliab
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a
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aly
s
is
o
f
th
e
s
ca
le
was f
o
u
n
d
as .
8
1
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
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[
3
1
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ess
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8
6
[
3
2
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.
2
.
4
.
Da
t
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ly
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s
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o
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ld
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m
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m
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ally
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it wa
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test
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SP
SS
2
5
.
0
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p
r
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s
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ican
t
d
if
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er
en
ce
s
in
v
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les
o
f
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h
e
s
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wer
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aly
s
ed
with
I
n
d
ep
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Sam
p
les
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test
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m
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f
am
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ad
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3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
T
h
is
p
ar
t
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f
th
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clu
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m
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r
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th
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s
h
o
wn
i
n
T
ab
le
2
.
T
ab
le
2
s
h
o
ws
th
e
co
r
r
elatio
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co
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f
icien
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b
etwe
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s
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p
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at
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if
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g
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all
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im
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ad
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d
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.
T
ab
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2.
C
o
r
r
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s
b
etwe
en
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m
ed
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g
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e
ad
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n
an
d
f
am
ily
f
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o
f
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s
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in
T
ab
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3
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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3
3
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W
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u
n
d
.
Un
lik
e
th
e
r
esu
lts
o
f
t
h
e
p
r
esen
t
s
tu
d
y
,
n
o
s
tatis
tically
s
ig
n
if
ican
t
ass
o
ciatio
n
was
f
o
u
n
d
b
etwe
en
s
o
cial
m
ed
ia
ad
d
ictio
n
a
n
d
f
a
m
ily
co
m
m
u
n
icatio
n
in
a
s
tu
d
y
co
n
d
u
cted
[
3
6
].
4.
CO
NCLU
SI
O
N
T
o
s
u
m
m
ar
ize
th
e
f
in
d
in
g
s
o
f
th
e
s
tu
d
y
,
g
am
e
ad
d
ictio
n
a
n
d
s
o
cial
m
ed
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d
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n
wer
e
u
s
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as
p
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o
f
all
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u
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-
d
im
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s
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o
n
s
o
f
f
am
ily
f
u
n
ctio
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s
in
th
i
s
s
tu
d
y
.
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th
e
r
eg
r
ess
ed
v
ar
i
ab
les,
s
o
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ed
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d
g
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m
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d
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s
ig
n
if
i
ca
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tly
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f
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th
at
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g
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ex
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W
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with
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h
ea
lth
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f
a
m
ily
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.
T
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also
a
p
o
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itiv
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ass
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b
etwe
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s
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m
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g
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wh
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m
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ad
d
ictio
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in
cr
ea
s
es
s
o
cial
m
ed
ia
ad
d
ictio
n
.
As
a
r
es
u
lt,
it
ca
n
b
e
s
aid
th
at
in
cr
ea
s
ed
u
s
e
o
f
s
o
cial
m
ed
ia
an
d
g
am
e
ad
d
ictio
n
esp
ec
ially
in
a
d
o
lescen
ts
h
av
e
a
d
ir
ec
t a
n
d
n
eg
ativ
e
ef
f
ec
t o
n
f
am
ily
r
elatio
n
s
h
ip
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
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.
I
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N:
2252
-
8
8
2
2
R
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ip
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cia
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d
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985
T
h
e
in
cr
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d
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d
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d
s
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m
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ic
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b
y
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C
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id
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with
in
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ac
tiv
ities
ab
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t
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ex
is
ten
ce
,
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ea
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s
an
d
all
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estru
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ts
o
f
s
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d
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,
m
o
r
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e
f
f
ec
tiv
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wo
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k
s
s
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o
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ld
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e
ca
r
r
ie
d
o
u
t
b
y
th
e
s
t
ate,
esp
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ially
b
y
th
e
Fam
ily
an
d
So
cial
Ser
v
ices
u
n
it
o
f
th
e
Min
is
tr
y
o
f
Fam
ily
.
Par
en
ts
s
h
o
u
ld
co
m
m
u
n
icate
with
t
h
eir
ch
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r
en
with
a
s
u
p
p
o
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tiv
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f
am
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ap
p
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ac
h
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er
th
an
a
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r
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h
ib
itiv
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f
am
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ap
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h
.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
is
s
tu
d
y
was
p
r
o
d
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ce
d
f
r
o
m
o
n
e
o
f
th
e
au
th
o
r
'
s
m
aster
'
s
th
esi
s
in
d
is
cip
lin
e
o
f
P
s
y
ch
o
lo
g
ical
C
o
u
n
s
elin
g
an
d
Gu
i
d
an
ce
at
I
s
tan
b
u
l Sab
ah
attin
Z
aim
Un
iv
e
r
s
ity
.
RE
F
E
R
E
NC
E
S
[1
]
M.
M
o
d
a
h
l,
N
o
w
o
r
Ne
v
e
r:
Ho
w
c
o
mp
a
n
ies
mu
st
c
h
a
n
g
e
to
d
a
y
t
o
wi
n
t
h
e
b
a
tt
le
fo
r
i
n
t
e
rn
e
t
c
o
n
c
u
me
r
,
1
st.
Ed
.
Ne
w Yo
rk
:
Ha
rp
e
r
Co
ll
in
s
P
u
b
li
s
h
e
rs
,
2
0
0
1
.
[2
]
Eg
g
e
r
O,
a
n
d
Ra
u
terb
e
r
g
M
.
,
“
I
n
tern
e
t
b
e
h
a
v
i
o
u
r
a
n
d
a
d
d
ictio
n
,
”
M
a
ste
r’s
th
e
sis,
Zu
r
ih
,
Wo
rk
&
Org
a
n
isa
ti
o
n
a
l
P
sy
c
h
o
l
o
g
y
U
n
it
(IfAP
)
,
S
wiss
F
e
d
e
ra
l
In
stit
u
te o
f
Tec
h
n
o
lo
g
y
(ET
H),
1
9
9
6
.
[3
]
G
re
e
n
field
DN
.
,
“
Virt
u
a
l
a
d
d
ict
io
n
:
S
o
m
e
ti
m
e
s
n
e
w
tec
h
n
o
l
o
g
y
c
a
n
c
re
a
te
n
e
w
p
r
o
b
lem
s,
”
2
0
0
8
.
[On
li
n
e
].
Av
a
il
a
b
le:
h
tt
p
:/
/www
.
v
irt
u
a
l
-
a
d
d
ictio
n
.
c
o
m
/p
d
f
/
n
a
t
u
re
_
i
n
tern
e
t_
a
d
d
icti
o
n
.
p
d
f
[4
]
Kim
S
,
a
n
d
Kim
R.
,
“
A
stu
d
y
o
f
ı
n
tern
e
t
a
d
d
icti
o
n
:
S
tat
u
s,
Ca
u
se
s,
a
n
d
Re
m
e
d
ies
-
Fo
c
u
si
n
g
o
n
t
h
e
a
li
e
n
a
ti
o
n
fa
c
to
r,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
Hu
ma
n
Eco
lo
g
y
,
v
o
l
.
3
,
n
o
.
1
,
p
p
.
1
-
19
,
2
0
0
2
.
[5
]
S
.
C.
Ya
n
g
,
a
n
d
C.
J.
T
u
n
g
,
“
Co
m
p
a
riso
n
o
f
i
n
tern
e
t
a
d
d
icts
a
n
d
n
o
n
-
a
d
d
icts
in
Taiwa
n
e
se
h
ig
h
sc
h
o
o
l
,
”
C
o
mp
u
ter
s
in
Hu
m
a
n
Be
h
a
v
i
o
r,
v
o
l.
23
,
n
o
.
1
,
p
p
.
79
-
9
6
,
2
0
0
7
.
[6
]
H.
B.
Ha
ti
p
o
ğ
l
u
,
“
S
o
sy
a
l
M
e
d
y
a
v
e
Ti
c
a
re
t
Ha
y
a
tı
n
a
Et
k
il
e
ri
,
”
CI
O Cl
u
b
De
r
g
isi
,
p
p
.
71
-
7
4
,
2
0
0
9
.
[7
]
M.
K
o
ç
a
n
d
M.
Ka
ra
b
a
tak
,
“
S
o
sy
a
l
A
ğ
ların
Öğ
re
n
c
il
e
r
Üz
e
rin
d
e
k
i
Et
k
isi
n
in
Ve
ri
M
a
d
e
n
c
il
i
ğ
i
K
u
ll
a
n
ı
lara
k
İn
c
e
len
m
e
si
,
”
5
Ulu
sla
ra
ra
sı Bi
lg
i
sa
y
a
r
v
e
Öğ
re
ti
m
Tek
n
o
l
o
ji
leri
S
e
m
p
o
z
y
u
m
u
.
F
ırat
Ün
i
v
e
rsites
i,
El
a
z
ığ
,
2
0
1
1
.
[8
]
T.Ü
.
Ün
a
l,
“
S
o
s
y
a
l
M
e
d
y
a
Ba
ğ
ı
m
lı
lı
ğ
ı:
Ün
i
v
e
rsite
Öğ
re
n
c
il
e
ri
Üz
e
rin
e
Bir
Ara
ştırma
,
”
Do
k
t
o
ra
Tez
i,
M
a
rm
a
ra
Ün
iv
e
rsites
i,
İsta
n
b
u
l
,
2
0
1
5
.
[9
]
C.
Tsa
i
a
n
d
S
.
J.
Li
n
,
“
An
a
l
y
si
s
o
f
a
tt
i
tu
d
e
s
to
wa
rd
c
o
m
p
u
ter
n
e
two
rk
s
a
n
d
in
tern
e
t
a
d
d
ictio
n
o
f
Taiwa
n
e
se
a
d
o
les
c
e
n
ts
,
”
Cy
b
e
rp
sy
c
h
o
l
o
g
y
&
Beh
a
v
ı
o
r,
v
o
l.
4
,
n
o
.
3,
p
p
.
3
7
3
-
3
7
6
,
2
0
0
1
.
[1
0
]
C.
Tsa
i
a
n
d
S.
J.
Li
n
,
“
In
tern
e
t
a
d
d
ictio
n
o
f
a
d
o
les
c
e
n
ts
in
Tai
wa
n
:
a
n
ın
terv
iew
st
u
d
y
,
”
Cy
b
e
rPsy
c
h
o
lo
g
y
&
Beh
a
v
io
r,
v
o
l.
6
,
n
o
.
6
,
p
p
.
6
4
9
-
6
5
2
,
2
0
0
3
.
[1
1
]
F.
Ba
y
ra
k
tar
a
n
d
Z.
G
ü
n
,
“
I
n
c
i
d
e
n
c
e
a
n
d
c
o
rre
late
s
o
f
i
n
tern
e
t
u
sa
g
e
a
m
o
n
g
a
d
o
les
c
e
n
ts
in
N
o
rth
C
y
p
r
u
s
,
”
Cy
b
e
rp
sy
c
h
o
lo
g
y
&
Beh
a
v
i
o
r
,
v
o
l.
10
,
n
o
.
1
,
p
p
.
1
9
1
-
1
9
7
,
2
0
0
7
.
[1
2
]
C.
Ch
o
u
,
e
t
a
l.
,
“
A
re
v
iew
o
f
t
h
e
re
se
a
rc
h
o
n
in
ter
n
e
t
a
d
d
ict
io
n
,
”
Ed
u
c
a
ti
o
n
a
l
Psy
c
h
o
l
o
g
y
Rev
iew
,
v
o
l.
17
,
n
o
.
4
,
p
p
.
3
6
3
-
3
8
8
,
2
0
0
5
.
[1
3
]
S
.
J.
L
in
a
n
d
C.
C
.
Tsa
i.
“
S
e
n
sa
t
io
n
se
e
k
in
g
a
n
d
in
tern
e
t
d
e
p
e
n
d
e
n
c
e
o
f
Tai
wa
n
e
se
h
ig
h
sc
h
o
o
l
a
d
o
les
c
e
n
ts,”
Co
mp
u
ter
s i
n
h
u
ma
n
b
e
h
a
v
i
o
r
,
v
o
l.
18
,
n
o
.
4
,
p
p
.
4
1
1
-
4
2
6
,
2
0
0
2
.
[1
4
]
S
u
b
ra
h
m
a
n
y
a
n
K,
a
n
d
Li
n
G
.
,
“
Ad
o
les
c
e
n
ts
o
n
th
e
n
e
t:
i
n
tern
e
t
u
se
a
n
d
we
ll
-
b
e
in
g
,
”
Ad
o
les
c
e
n
c
e
,
v
o
l.
4
2
,
n
o
.
1
6
8
,
p
p
.
6
5
9
-
77
,
2
0
0
7
.
[1
5
]
G
riff
it
h
s M
D.
,
“
A co
m
p
o
n
e
n
ts mo
d
e
l
o
f
a
d
d
ictio
n
wit
h
in
a
b
i
o
p
sy
c
h
o
so
c
ial
fra
m
e
wo
rk
,
”
J
o
u
rn
a
l
o
f
S
u
b
st
a
n
c
e
Use
,
v
o
l.
1
0
,
n
o
.
4
,
p
p
.
1
9
1
–
97
,
2
0
0
5
.
[1
6
]
Va
lk
e
n
b
u
r
g
P
M
,
a
n
d
P
e
ter
J.
,
“
On
li
n
e
c
o
m
m
u
n
ica
ti
o
n
a
m
o
n
g
a
d
o
les
c
e
n
ts:
A
n
i
n
teg
ra
ted
m
o
d
e
l
o
f
it
s
a
tt
ra
c
ti
o
n
,
o
p
p
o
rt
u
n
it
ies
,
a
n
d
risk
s,”
J
A
d
o
le
sc
He
a
lt
h
,
v
o
l
.
4
8
,
n
o
.
2
,
p
p
.
1
2
1
-
27
,
2
0
1
1
.
[1
7
]
E.
Yiğ
it
a
n
d
S.
G
ü
n
ü
ç
,
“
Diji
tal
O
y
u
n
Ba
ğ
ımlıl
ığ
ın
d
a
Aile
Ya
p
ıl
a
rın
ın
Ba
z
ı
De
ğ
işk
e
n
ler
Aç
ısın
d
a
n
İ
n
c
e
len
m
e
si
,
”
3
Ulu
sla
ra
r
a
sı T
e
k
n
o
lo
ji
Ba
ğ
ımlı
l
ığ
ı
Ko
n
g
re
si
,
Ye
şilay
,
İsta
n
b
u
l.
M
a
y
,
2
0
1
6
.
[1
8
]
M
.
B.
Ho
rz
u
m
,
“
İlk
ö
ğ
re
ti
m
Öğ
re
n
c
il
e
rin
i
n
Bil
g
isa
y
a
r
Oy
u
n
u
Ba
ğ
ımlıl
ık
Dü
z
e
y
leri
n
in
Çe
şitl
i
De
ğ
işk
e
n
lere
G
ö
re
İn
c
e
len
m
e
si
,
”
Eğ
it
im
v
e
Bi
li
m
,
v
o
l.
36
,
n
o
.
1
5
9
,
p
p
.
56
-
6
8
,
2
0
1
1
.
[1
9
]
B.
En
i,
“
Li
se
Öğ
re
n
c
il
e
ri
n
in
Diji
tal
Oy
u
n
Ba
ğ
ımlı
lı
ğ
ı
v
e
Alg
ıl
a
d
ı
k
ları
Eb
e
v
e
y
n
T
u
tu
m
ların
ın
De
ğ
e
rlen
d
iri
lme
si
,
”
Ha
li
ç
Ün
iv
e
rsites
i,
S
o
sy
a
l
Bil
imle
r
En
stit
ü
s
ü
,
Y
ü
k
se
k
Li
sa
n
s T
e
z
i
,
İsta
n
b
u
l,
2
0
1
7
.
[2
0
]
E.
Kö
r
o
ğ
l
u
,
Dsm
-
V
:
ta
n
ı
ö
lçü
tl
e
r
i
b
a
şv
u
ru
k
it
a
b
ı
(E.
K
ö
ro
ğ
lu
.
Çe
v
.
)
.
Was
h
i
n
g
t
o
n
DC:
Am
e
rik
a
n
P
s
ik
iy
a
tri
Birl
i
ğ
i,
2
0
1
3
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
9
7
9
-
9
8
6
986
[2
1
]
Ca
p
lan
S
E.
,
“
P
ro
b
lem
a
ti
c
in
tern
e
t
u
se
a
n
d
p
s
y
c
h
o
s
o
c
ial
we
ll
b
e
i
n
g
:
De
v
e
l
o
p
m
e
n
t
o
f
a
th
e
o
ry
-
b
a
se
d
c
o
g
n
it
iv
e
-
be
h
a
v
i
o
ra
l
m
e
a
su
re
m
e
n
t
in
stru
m
e
n
t,
”
Co
m
p
u
t
Hu
m B
e
h
a
v
.
,
v
o
l
.
1
8
,
n
o
.
5
,
p
p
.
5
5
3
-
75
,
2
0
0
2
.
[2
2
]
Ca
ru
so
D.
,
Criti
c
s
a
re
p
ick
in
g
a
p
a
rt
a
p
r
o
fes
so
r's
stu
d
y
th
a
t
li
n
k
e
d
In
ter
n
e
t
u
se
to
l
o
n
e
li
n
e
ss
a
n
d
d
e
p
re
ss
io
n
.
Ne
w
Yo
rk
Ti
m
e
s.
1
9
9
8
.
[2
3
]
Ch
a
k
K
.
a
n
d
Leu
n
g
L.
,
“
S
h
y
n
e
ss
a
n
d
lo
c
u
s
o
f
c
o
n
tro
l
a
s
p
re
d
icto
rs
o
f
ı
n
te
rn
e
t
a
d
d
icti
o
n
a
n
d
in
tern
e
t
u
se
,
”
Cy
b
e
rp
sy
c
h
o
lo
g
y
&
Beh
a
v
i
o
r
,
v
o
l.
7
,
n
o
.
5
,
p
p
.
5
5
9
-
70
,
2
0
0
4
.
[2
4
]
W.
B.
Ha
g
e
d
o
rn
a
n
d
T.
Yo
u
n
g
,
“
Id
e
n
ti
f
y
i
n
g
a
n
d
In
ter
v
e
n
i
n
g
with
S
tu
d
e
n
ts
E
x
h
ib
it
in
g
S
ig
n
s
of
G
a
m
in
g
Ad
d
ict
io
n
a
n
d
Oth
e
r
Ad
d
ictiv
e
Be
h
a
v
io
rs:
I
m
p
li
c
a
ti
o
n
s
fo
r
P
ro
fe
ss
io
n
a
l
S
c
h
o
o
l
Co
u
n
se
lo
rs
,
”
Pro
fes
sio
n
a
l
S
c
h
o
o
l
C
o
u
n
se
li
n
g
,
v
o
l.
1
4
,
n
o
.
4
,
p
p
.
2
5
0
-
2
6
0
,
2
0
1
1
.
[2
5
]
S
.
G
ü
rm
e
n
,
“
Tek
n
o
l
o
ji
Ba
ğ
ımlıl
ı
ğ
ı,
“
Ailem
iz
v
e
Ço
c
u
k
larım
ız
,
”
3
.
Ul
u
sla
ra
r
a
sı
T
e
k
n
o
l
o
ji
Ba
ğ
ım
lı
lı
ğ
ı
Ko
n
g
re
si.
Y
e
şila
y
,
İsta
n
b
u
l
,
M
a
y
,
2
0
1
6
.
[2
6
]
S
.
C
h
iu
,
J.
Lee
,
a
n
d
D.
Hu
a
n
g
,
“
Vid
e
o
g
a
m
e
a
d
d
ictio
n
in
c
h
il
d
re
n
a
n
d
tee
n
a
g
e
rs
in
Taiwa
n
,
”
Cy
b
e
rp
sy
c
h
o
lo
g
y
&
Beh
a
v
io
r
,
v
o
l.
7
,
n
o
.
5
,
p
p
.
5
7
1
-
5
8
1
,
2
0
0
4
.
[2
7
]
A.A.
Ce
y
h
a
n
,
“
P
re
d
icto
rs
o
f
p
ro
b
lem
a
ti
c
in
tern
e
t
u
se
o
n
T
u
r
k
ish
u
n
iv
e
rsity
stu
d
e
n
ts,
”
Cy
b
e
rPsy
c
h
o
lo
g
y
&
Beh
a
v
io
r
,
v
o
l.
11
,
n
o
.
3
,
p
p
.
3
6
3
-
366
,
2
0
0
8
.
[2
8
]
N.
Ka
ra
sa
r,
Bi
li
ms
e
l
Ara
ştırma
Y
ö
n
tem
i
.
A
n
k
a
ra
:
No
b
e
l
Ak
a
d
e
m
ik
Ya
y
ın
c
ıl
ı
k
,
2
0
1
4
.
[2
9
]
M.
Ö
z
g
e
n
e
l,
e
t
a
l.
,
“
S
o
c
ial
M
e
d
i
a
Ad
d
icti
o
n
S
c
a
le
fo
r
A
d
o
les
c
e
n
ts:
Va
li
d
it
y
a
n
d
re
li
a
b
il
it
y
stu
d
y
,
”
Ad
d
ict
a
:
T
h
e
T
u
rk
ish
J
o
u
rn
a
l
o
n
A
d
d
ictio
n
s
,
v
o
l.
6,
n
o
.
3
,
p
p
.
6
3
1
–
6
6
4
,
2
0
1
9
.
[3
0
]
G.
An
lı
a
n
d
İ
.
Taş
,
“
Erg
e
n
ler
İç
in
Oy
u
n
Ba
ğ
imlil
i
ğ
i
Ölç
e
ğ
i
Kısa
F
o
rm
u
n
u
n
G
e
ç
e
rli
k
v
e
G
ü
v
e
n
irl
ik
Ça
li
şm
a
si
,
”
El
e
c
tro
n
ic T
u
rk
ish
S
tu
d
ies
,
v
o
l.
13
,
n
o
.
1
1
,
p
p
.
1
8
9
-
2
0
3
,
2
0
1
8
.
[3
1
]
N.
B.
E
p
ste
in
,
e
t
a
l
.,
“
Th
e
M
c
M
a
ste
r
F
a
m
il
y
As
se
sm
e
n
t
De
v
ice
,
”
J
o
u
rn
a
l
o
f
M
a
rit
a
l
a
n
d
F
a
mily
T
h
e
ra
p
y
,
v
o
l.
9
,
n
o
.
2
,
p
p
.
1
7
1
-
1
8
0
,
1
9
8
3
.
[3
2
]
I.
Bu
l
u
t,
A
il
e
d
e
ğ
e
rle
n
d
irme
ö
lçe
ğ
i
e
l
k
it
a
b
ı
.
Öz
g
ü
z
e
li
ş M
a
t
b
a
a
sı,
An
k
a
ra
,
1
9
9
0
.
[3
3
]
D.
Ka
ra
c
a
o
ğ
lu
,
“
Ço
c
u
k
larla
r
d
a
Bil
g
isa
y
a
r
Oy
u
n
Ba
ğ
ımlıl
ı
ğ
ı
il
e
Aile
İli
şk
il
e
ri
Ara
sın
d
a
k
i
İl
işk
i
n
i
n
İn
c
e
len
m
e
si
,
”
S
a
b
a
h
a
tt
in
Zaim
Ün
i
v
e
rsites
i,
S
o
s
y
a
l
Bil
imle
r
E
n
stit
ü
s
ü
,
Yü
k
se
k
L
i
sa
n
s
Tez
i
,
İsta
n
b
u
l
,
2
0
1
9
.
[3
4
]
U.
De
m
ir,
“
S
o
sy
a
l
m
e
d
y
a
k
u
ll
a
n
ı
m
ı
v
e
a
il
e
il
e
ti
şim
i:
Ç
a
n
a
k
k
a
le’d
e
li
s
e
ö
ğ
re
n
c
il
e
ri
ü
z
e
rin
e
b
ir
a
ra
ştı
rm
a
,
”
J
o
u
rn
a
l
o
f
S
e
lcu
k
C
o
mm
u
n
ica
ti
o
n
,
v
o
l.
9
,
n
o
.
2
,
p
p
.
27
-
5
0
,
2
0
0
6
.
[3
5
]
R.
Ba
lı
k
ç
ı,
“
Ço
c
u
k
lar
d
a
v
e
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