RELATIONSHIP BETWEEN PSYCHOLOGICAL RESILIENCE AND NOMOPHOBIA: UNIVERSITY BELONGING AS A MODERATOR VARIABLE

Abstract

The aim of this study is to examine the effect of university belonging as a moderator variable on the relationship between psychological resilience and nomophobia in teacher candidates. The study is a correlational survey model study. The study is a correlational survey model study. The study group was formed by students from the Faculty of Education at Uşak University. The scales have been sent by email.  The data of 1058 teacher candidates who fully responded to the scales were analyzed using the JAMOVI 2.6 software package. The scales “Nomophobia,” “University Belonging,” and “Psychological Resilience” found in the literature were used as data collection tools. Although psychological resilience has a low direct effect on nomophobia, it has been determined that the effect of psychological resilience on nomophobia increases when university belonging is a moderator variable. University belonging mediates the relationship between psychological resilience and nomophobia. In order to manage nomophobia anxiety and increase university belonging, teacher candidates' participation in social responsibility projects and social activities at universities should be encouraged by university administrations.