Mi̇lli̇ Eği̇ti̇m Bakanliği

Doküman analizi, araştırma verilerinin birincil kaynağı olarak çeşitli dokümanların toplanması, gözden geçirilmesi, sorgulanması ve analizi olarak tanımlanabilen bilimsel bir araştırma yöntemidir. Bu yöntem, alanyazında çoğunlukla diğer araştırma yöntemlerinin tamamlayıcısı olarak hizmet ederken, tek başına bir yöntem olarak da kullanılmaktadır. Sosyal bilimlerde çalışma yöntemi olarak doküman analizinin kullanıldığı araştırmaların sayısında bir artış göze çarpmaktadır. Bu artışa rağmen diğer yöntemlerle karşılaştırıldığında doküman analizinin kullanımının oldukça sınırlı olduğu söylenebilir. Doküman analizinin bir araştırma yöntemi olarak birçok avantajı olmasına rağmen az kullanılmasının sebeplerinden birinin bu yöntem hakkındaki bilgi yetersizliği olduğu düşünülmektedir. Bir araştırma yöntemi olarak doküman analizi hakkında daha detaylı bilgilere ihtiyaç duyulmaktadır. Bu nedenle bu çalışmada doküman analizinin tanımı, mantığı, aşamaları, avantajları ve dezavantajlarının ortaya konulması amaçlanmıştır. Bununla birlikte, doküman analizine ilişkin bazı yanlış çıkarımlar söz konusudur. Buradan yola çıkarak bu çalışma kapsamında, (1) doküman analizi bir araştırma yöntemi mi, bir nitel veri toplama tekniği mi yoksa bir nitel veri analiz yöntemi mi, (2) yöntem çeşitlemesi (triangulation) ile veri çeşitlemesi aynı şey mi ve (3) doküman analizinin kullanıldığı bir araştırma bir alanyazın taraması mı tartışmalarına değinilmiştir. Ayrıca, doküman analizi yönteminde geçerlik ve güvenirliği sağlamak için dokümanları yalnızca incelemek yerine, kaynağı ve oluşma biçimiyle birlikte yorumlamaya çalışmak, dokümanlardan çıkarılan sonuçları farklı kaynaklardan doğrulamak ve gerektiğinde doküman analizi dışındaki yöntemleri de kullanmak ve bütün araştırma yöntemlerinde olduğu gibi doküman analizinde de araştırma standartlarına ve etiğe sıkı sıkıya bağlı kalmak gerektiği üzerinde durulmuştur.

Countries struggle with the new situations due to COVID-19 pandemic around the world, and educational authorities strive for meeting the educational needs of students by using different online portals and distance education solutions. Billions of students and millions of educators are affected by school closures and other restrictions. In this study, I review the educational policy actions in Turkey by Ministry of National Education (MoNE) to maintain educational services, and to meet the needs of society with the productions of educational institutions in COVID-19 pandemic days. With school closures in Turkey, MoNE strengthened the infrastructure of digital educational portal, Educational Informatics Network (EBA) and collaborated with Turkish Radio and Television Corporation (TRT) to establish an effective distance education system. Vocational education and training (VET) institutions have made great contributions to meet the needs of the society via its potential in production and adaptation. To cope with the negative psychological effects of COVID-19, MoNE established a psychosocial support system involving specific helpline and guides. Consequently, MoNE quickly established an extensive distance education environment which supports students academically and socially, developed psychosocial support system, and used VET institutions to produce the needed materials and equipment in pandemic days.

Abstract With the increase in studies about artificial intelligence (AI) in the educational field, many scholars in the field believe that the role of teachers, school and leaders in education will change. In this regard, the purpose of this study is to examine what possible scenarios are there with the arrival of AI in education and what kind of implications it can reveal for future of schools. The research was designed as a phenomenological study, a qualitative research method, in which the opinions of participants from different sectors were examined. The results show that schools and teachers will have new products, benefits and also face drawbacks with the arrival of AI in education. The findings point out some suggestions for use of AI and prevention of possible problems. While participants generally seem to have positive perceptions towards AI, there are also certain drawbacks, especially highlighted by teachers and academicians, regarding the future of teaching. Lawyers and jurists tend to focus more on legal grounds for AI in education and future problems, while engineers see AI as a tool to bring quality and benefit for all in the education sector.

In this paper, a textile-based strain sensor has been developed to create a respiration belt. The constituent materials and the knitted structure of the textile sensor have been specifically selected and tailored for this application. Electromechanical modeling has been developed by exploiting Peirce's loop model in order to describe the fabric geometry under static and dynamic conditions. Kirchhoff's node and loop equations have been employed to create a generalized solution for the equivalent electrical resistance of the textile sensor for a given knitted loop geometry and for a specified number of loops. A laboratory test setup was built to characterize the prototype sensor and the resulting equivalent resistance under strain levels up to 40%, and consistent resistance response levels have been obtained from the sensor which correlate well with the modelled data. Production of the respiration belt was realized by bringing together knitted sensor and a relatively inelastic textile strap. Both machine simulations and real-time measurements on a human subject have been performed in order to calculate average breathing frequencies under different static and dynamic conditions. Also, different scenarios have been performed, such as slow breathing and rapid breathing. The sensory belt was located in either the chest area or in the abdominal area during the experimental measurements and the sensor yielded a good response under both static and dynamic conditions. However, body motion artefacts affected the signal quality under dynamic conditions and an additional signal-processing step was added to eliminate unwanted interference from the breathing signal.

Abstract Artificial intelligence is becoming seamlessly integrated into our everyday lives, augmenting our knowledge and capabilities in driving, avoiding traffic, finding friends, choosing the perfect movie, and even cooking a healthier meal. It also has a significant impact on many aspects of society and industry, ranging from scientific discovery, healthcare and medical diagnostics to smart cities, transport and sustainability. Within this 21st century ‘man meets machine’ reality unfolding, several social and juristic challenges emerge for which we are poorly prepared. We here review social dilemmas where individual interests are at odds with the interests of others, and where artificial intelligence might have a particularly hard time making the right decision. An example thereof is the well-known social dilemma of autonomous vehicles. We also review juristic challenges, with a focus on torts that are at least partly or seemingly due to artificial intelligence, resulting in the claimant suffering a loss or harm. Here the challenge is to determine who is legally liable, and to what extent. We conclude with an outlook and with a short set of guidelines for constructively mitigating described challenges.

In this study, the relationships between the leadership styles of school principals, school culture, and organizational image are examined according to the teachers’ perceptions. The study is designed according to a relational survey model, and it consists of 370 teachers working in 20 schools in Selçuklu, Karatay, and Meram districts of Konya, Turkey. The leadership style scale of school principals (LSSSP), the scale for school culture (SSC), and the scale of the organizational image (SOI) were used as data collection tools. Pearson’s correlation, regression, and path analysis were used for analyzing data in addition to descriptive statistics. It was found that school principals manifest transformational leadership characteristics, the perception of school culture by the teachers is strong and the perception of the organizational image by the teachers is medium. It was also found that there are significant relationships between leadership styles, the school culture, and organizational image, along with the leadership style of school principals, which significantly predicted school culture, and school culture, which significantly predicted organizational image. School culture has a mediator effect on both leadership styles and the organizational image. This is due to the realization of the leadership styles that have an important role in developing an organizational image, through school culture. This research offers the presumptions that leadership manifested by the principal creates a positive effect on the members of the organization and contributes to the formation of strong school culture, in addition to leadership and school culture making a positive contribution to the organizational image of the educational institution.

This study investigated the effects of artificial intelligence (AI)-based chatbot and peer feedback mechanisms integrated into the instructional videos (IVs) as a feedback tool on learning performance and intrinsic motivation of pre-service teachers (PTs) in online learning. The participants were 144 PTs from a university in Turkey. A pretest–posttest quasi-experimental design was adopted in this study. Two experimental (EG-1: Immediately elaborated feedback with a chatbot for IVs; EG-2: Delayed peer feedback with comments for IVs) groups and a control group (teaching with IVs) were selected. To collect qualitative data, a survey consisting of open-ended questions was conducted in the experimental groups. The results showed that the learning performance and intrinsic motivation scores of chatbot-based and peer feedback groups were higher than the scores in the traditional learning group. The implications for AI-powered feedback mechanisms and directions for future studies were discussed in this study.

The role of techniques involving Artificial Intelligence (AI) has been becoming increasingly important in educational settings. This study aims to reveal the recent trends in research into artificial intelligence in special education by using the systematic review method. Across the 29 studies published between 2008 and 2020 that are reviewed here, the majority are articles on quantitative research carried out in the United States. In terms of learning content, most of the studies are about skill development, focusing on cognitive and affective factors. Moreover, the research was carried out in school settings with learners from various backgrounds. The purposes for and methods of using AI were examined and it was found that software-based methods are more common. The primary disability type examined in the articles covered in this review were disorders on the autism spectrum. There is a tendency toward technical models rather than educational models. ANN and SVM are the most used technical theoretical infrastructures. This study yielded interesting results both on the evolution of AI in special education over the years and on its future development. This paper ends with suggestions developed in light of these studies for the use of artificial intelligence in special education.

Bu çalışma Covid-19 pandemi uzaktan eğitim sürecinde Türkçe eğitiminin durumunu tespit etmek ve bu konuda Türkçe öğretmenlerinin görüşlerini ortaya koymak amacıyla yürütülmüştür. Araştırmaya Antalya merkez ilçelerinden 30 Türkçe öğretmeni katılmıştır. Türkçe öğretmenlerine uzman görüşleri doğrultusunda geliştirilen yarı yapılandırılmış görüşme formu ile sorular yöneltilmiştir. Ülkemizde sık sık depremler yaşanmakta ve şu sıralarda yaşanılan salgın hastalıklar gibi nedenlerle okulların tatil edilmesi, eğitime ara verilmesi gerektiği durumlarda eğitim sistemimizin durumunun test edilebilmesi, bu tür durumlarda yaşanabilecek aksaklıkların ve sorunların tespit edilerek uzaktan eğitim süreçlerinin daha sağlıklı yürütülebilmesi adına bu çalışmada tespit edilen sonuçlar oldukça önemlidir. Araştırmaya katılan Türkçe öğretmenlerinin %87’sinin okulların tatil edildiği pandemi döneminde Türkçe derslerini işlemeye çalıştığı, öğrencilerin Türkçe eğitiminden kopmamaları için imkânlar dâhilinde çeşitli video ders programlarını kullanarak, çeşitli sosyal mesajlaşma uygulamalarını kullanarak öğrenciler ve öğrenci velileri ile iletişim halinde oldukları, Türkçe derslerini işlemeye çalıştıkları anlaşılmıştır. Araştırmaya katılan öğretmenler öğrencilerin bir kısmında bilgisayar, tablet gibi cihazların olmayışından canlı derslere katılamadıklarını ifade etmiştir. Eba canlı ders uygulamasının bağlantı sorunları olması, zaman sınırlaması olması gibi çeşitli aksaklıklarının olduğunu ifade eden katılımcılar bu olumsuzlukların zaman içinde azaldığını ifade etmiştir. Türkçe öğretmenleri velilerin bir kısmının bu süreçte ilgisiz olduğunu, öğrencileri bilgisayar başındayken takip etmediklerini, özellikle her ikisi de çalışan velilerin çocuklarının süreç için kontrolsüz kaldığını ifade etmiştir. Bu sürecin bazı öğrencilerde ekran bağımlılığı oluşmasına neden olduğunu ifade eden öğretmenler velilerin de bu konuda eğitilmesi gerektiğini belirtmiştir. Türkçe öğretmenleri öğrencilerin derslere katılım düzeylerinin istenilen seviyede olmadığını ifade etmiştir. Araştırmaya katılan Türkçe öğretmenleri Türkçe ders kitaplarının eba eğitim ağıyla etkileşimli olması gerektiğini, ders kitabı içeriğinin dijital içerikler bağlamında düzenlenmesinin faydalı olacağını ifade etmiştir. Ayrıca Türkçe öğretmenlerinin dijital içerik geliştirme konusunda eğitim almalarının faydalı olacağı ifade edilmiştir. Eba eğitim ağının tüm öğrencilerin aynı anda ve istedikleri saatte faydalanabileceği şekilde alt yapısının güçlendirilmesi gerektiği belirtilmiştir. Türkçe öğretmenleri öğrencilerin kitap okuma ilgilerini arttıracak dijital uygulamaların ve öykülerin geliştirilmesinin faydalı olacağını dile getirmiştir.

Described as a global outbreak (pandemic) by the World Health Organization, Coronavirus disease (COVID-19) raises great concern with more than 2 million infected patients worldwide. A series of measures are taken by governments worldwide to prevent the spread of the outbreak. As new cases increase, people are asked to stay at home. Active living areas such as sports centers, parks and schools are closed in most countries. In this process, staying at home for a long time makes it difficult for individuals with special needs such as Autism Spectrum Disorders (ASD) to stay physically active as well as typically developing individuals. The education process of children with ASD is disrupted, especially due to closed special education schools and rehabilitation centers. Online learning environments are often not suitable for children with ASD. It is predicted that excessive weight, obesity and sedentary life, which are high in children with ASD, may increase even more due to COVID-19. This article outlines the benefits of physical activity for children with ASD and provides strategies and examples of physical activity for children with ASD during the COVID-19 outbreak. The article is thought to be a guide for encouraging children with ASD in the home environment to physical activity.

The aim of this research was to examine the effect of Augmented Reality (AR) supported geometry teaching on students’ 3D thinking skills. This research consisted of 3 steps: (1) developing a 3D thinking ability scale, (ii) design and development of an AR Geometry Tutorial System (ARGTS) and (iii) implementation and assessment of geometry teaching supported with ARGTS. A 3D thinking ability scale was developed and tested with experimental and control groups as a pre- and post-test evaluation. An AR Geometry Tutorial System (ARGTS) and AR teaching materials and environments were developed to enhance 3D thinking skills. A user study with these materials found that geometry teaching supported by ARGTS significantly increased the students’ 3D thinking skills. The increase in average scores of Structuring 3D arrays of cubes and Calculation of the volume and the area of solids thinking skills was not statistically significant (p > 0.05). In terms of other 3D geometric thinking skills’ subfactors of the scale a statistically significant difference was found in favour of the experimental group in pre-test and post-test scores (p < 0.05). The biggest difference was found on ability to recognize and create 3D shapes (p < 0.01).The results of this research are particularly important for identifying individual differences in 3D thinking skills of secondary school students and creating personalized dynamic intelligent learning environments.

Abstract Interactions amongst agents frequently exist only at particular moments in time, depending on their closeness in space and movement parameters. Here we propose a minimal model of moving agents where the network of contacts changes over time due to their motion. In particular, agents interact based on their proximity in a two-dimensional space, but only if they belong to the same fixed interaction zones. Our research reveals the emergence of global synchronization if all the interaction zones are attractive. However, if some of the interaction zones are repulsive, they deflect synchrony and lead to short-lasting but recurrent deviations that constitute extreme events in the network. We use two paradigmatic oscillators for the description of the agent dynamics to demonstrate our findings numerically, and we also provide an analytical formulation to describe the emergence of complete synchrony and the thresholds that distinguish extreme events from other intermittent states based on the peak-over-threshold approach.

Abstract School tracking has been introduced as a means to provide skills the labor market demands, and as such has been in place for several decades in most Organisation for Economic Co-operation and Development (OECD) countries. The time is thus ripe for a critical review of the effects this has had on the equalities in education and opportunities later in life, and on the quality of vocational education in general. A synthesis of the existing literature reveals gaping holes between the dreams of superior vocational education and training that educational tracking ought to deliver, and the realities of lost opportunities and facilitated inequalities, especially in students with poor socioeconomic background, weak social capital, and sparse social networks. This is all the more true the sooner educational tracking comes into effect. While most OECD countries will start tracking students aged 15 or 16, some countries, such as Germany, will start doing this as early as age 10. Our review shows that this can have catastrophic consequences for students that for various reasons perform poorly early on, as they are indeed unable to recover due to the Matthew effect and preferential attachment in social networks, both of which punish false starts in life and reward first movers. To remedy the situation, we propose educational tracking be held off until later in life, and even then be undertaken with flexibility and late bloomers in mind. We also propose to restructure vocational education by decreasing the degree of curriculum differentiation, by allowing broader vocational education curricula, and by decreasing the number of training occupations in order to account for the changing labor market dynamics.

Bu çalışma ile COVID-19 sürecinde mecburi olarak yürütülen uzaktan eğitim hakkında öğretmen görüşleri araştırılmıştır. Bu kapsamda, süreçte aktif olarak kullanılan yazılımlardan Zoom adlı canlı ders yazılımına, çevrimdışı eğitim amaçlı kullanılan Eğitim Bilişim Ağı (EBA) platformuna, tek yönlü iletişim amaçlı kullanılan EBA TV’ ye odaklanılmıştır. Bu sistemlerin öğrenme üzerindeki etkilerini, genel olarak uzaktan eğitimin öğrenme, öğrenci ve öğretmen üzerindeki etkilerini, uzaktan eğitim ve bahsedilen sistemler hakkında öğretmenlerin tespitlerini ortaya çıkarmak amaçlanmıştır. Görüşme formu kullanılarak nitel verilerin elde edildiği araştırma olgubilim modelindedir. Araştırmaya 2019-2020 eğitim - öğretim yılında Hatay il merkezinde 7 farklı devlet okulunda görev yapan 5’ i kadın, 7’ si erkek toplam 12 öğretmen katılmıştır. Görüşülen öğretmenlerin tamamı COVID-19 dolayısıyla mecburi yürütülen uzaktan eğitim sürecinde aktif olarak görev almışlardır. İçerik Analizi yönteminin kullanıldığı araştırmada verilerin analizde NVivo 10 yazılımından da yararlanılmıştır. Bu yazılımdan özellikle kodlamalarda, kodlamaların bir araya getirilerek temaların oluşturulmasında, tema ve alt temaların frekansları ile birlikte modellenmesinde, sık geçen kelimelerin tespitinde, kelime ağacı ve kelime bulutu oluşturma gibi sorgulamalarda yararlanılmıştır. İçerik Analizi sonunda temalar oluşturulmuş, temalara ilişkin maddelerin frekans değerlerine yer verilmiştir. Analiz sonunda “COVID-19 süreci özelinde karşılaşılan durumlar”, “Uzaktan eğitimin sağladığı kolaylıklar”, “Uzaktan eğitimde karşılaşılan dezavantajlar”, “Süreç boyunca hissedilen ihtiyaçlar” temalarına ulaşılmıştır. Temalar bağlamında birçok sonuç elde edilmiş olup bu sonuçlardan; bakanlıkça sunulan imkânların yeterli görülmesi, eğitim sistemimizin bu sürece hazırlıklı olduğunun düşünülmesi, yerli ve güvenli canlı ders yazılımı ihtiyacı, öğretmenlerin uzaktan eğitimi yüz yüze eğitim kadar etkili görmemeleri dikkat çekici olanlarıdır. Ayrıca uzaktan eğitimde ölçme – değerlendirme problemi, öğrencilerin teknik altyapı ve imkânlar açısından eşit şartlarda olmaması, hizmet içi eğitim ihtiyacı, öğrencilerin derse devam durumları da önemli sonuçlar arasındadır. Sonuçlardan hareketle COVID-19 sonrasında uzaktan eğitim ile ilgili tespit edilen eksikler tamamlanıp, gereksinimler yerine getirildikten sonra yüz yüze eğitim ile uzaktan eğitimin harmanlanabilir. Böylece hem uzaktan eğitimin hem de yüz yüze eğitimin avantajlarından yararlanılabilir.

The purpose of this research is to determine the relationship among organizational trust, perceived organizational support and commitment of teachers working in public primary schools.The research sample was 315 teachers from 18 public primary schools in Golcuk, Kocaeli. The scales used in the research were the Perceived Organizational Support Scale by Eisenberger et.al., The Multidimensional Organizational Commitment Scale by Celep (2000) and The Organizational Trust Scale by Polat (2007). Data were analyzed through SPSS 13.0 for Windows and an initial factor analysis was followed by Anova and regression analyses.The research results revealed significant relationships between the variables. There was a significant positive correlation between teachers' perceived organizational support and their organizational commitment. The results differed according to gender in that female teachers were found to be more committed to the organization than male participants. İn terms of perceived organizational support, the more the teachers had perceived organizational support, the more they became committed to their organizations. Perceived organizational support and the level of organizational commitment were higher in females than in males. No other significant differences were found with regard to other demographic features.

The sensory surface of the face of the rat is topographically represented in the brainstem trigeminal complex (Nord, '67), and in parallel with this the underlying facial musculature is also represented in a topographic fashion in the facial nucleus (Papez, '27; Martin and Lodge, '77; Watson and Sakae, '78). It has been recently reported that in the young rat three distinct representations of the vibrissae are present in the sensory portion of the brainstem trigeminal complex (Belford and Killackey, '79). Within this perspective, the specific connectivity between the brainstem trigeminal complex and the facial nucleus was investigated in adult rats by Fink-Heimer technique. The two major sensory nuclei of the brainstem trigeminal complex, the spinal trigeminal nucleus and the principal sensory nucleus, differ in their projection patterns to the facial nucleus. While the principal sensory nucleus sends sparse projections to the ipsilateral lateral and dorsal subdivisions of the facial nucleus, the spinal trigeminal nucleus send differential projections to various subdivisions of the facial nucleus depending on their origin with respect to three cytoarchitectonically different subnuclei that compose the spinal trigeminal nucleus. It is concluded that the magnocellular portion of subnucleus caudalis projects rather heavily to the ipsilateral lateral subdivision of the facial nucleus, while the projections from the subnucleus interpolaris are sparser and distributed more widely to parts of the lateral, dorsal and intermediate subdivisions of the facial nucleus ipsilaterally. In contrast to ipsilateral facial projections from the rest of the brainstem trigeminal complex, the projections from the subnucleus oralis of the spinal trigeminal nucleus are bilateral and confined to the intermediate subdivision of the facial nucleus. However, ipsilateral projections of the subnucleus oralis are denser than the the very sparse contralateral projections. In addition to the facial projections from the brainstem trigeminal complex, projections from the upper portions of the cervical cord to the medial subdivision of the facial nucleus were observed. These projections ar bilateral, and those fibers destined for the contralateral medial subdivision cross over below the level of the pyramidal decussation.

The purpose of this study is to analyze effects of blended learning environment on middle school student's’ engagement and academic achivement. Pretest-posttest control group quasi experimental design was utilized. The study was conducted with 52 students in experimental group and 55 students in control group. According to the results of this study in blended learning environment had meaningful increase in average academic achievement when compared to students in face-to-face learning environment. In addition, blended learning has a medium level effect size on students' levels of academic achievement. No meaningful statistical differences were detected for students’ engagement between both groups. However, in blended learning approach, average development of student engagement showed a meaningful rise when compared to face-to-face learning approach.

The purpose of this study is to analyze the effect of online education, which has been extensively used on student achievement since the beginning of the pandemic. In line with this purpose, a meta-analysis of the related studies focusing on the effect of online education on students' academic achievement in several countries between the years 2010 and 2021 was carried out. Furthermore, this study will provide a source to assist future studies with comparing the effect of online education on academic achievement before and after the pandemic. This meta-analysis study consists of 27 studies in total. The meta-analysis involves the studies conducted in the USA, Taiwan, Turkey, China, Philippines, Ireland, and Georgia. The studies included in the meta-analysis are experimental studies, and the total sample size is 1772. In the study, the funnel plot, Duval and Tweedie's Trip and Fill Analysis, Orwin's Safe N Analysis, and Egger's Regression Test were utilized to determine the publication bias, which has been found to be quite low. Besides, Hedge's g statistic was employed to measure the effect size for the difference between the means performed in accordance with the random effects model. The results of the study show that the effect size of online education on academic achievement is on a medium level. The heterogeneity test results of the meta-analysis study display that the effect size does not differ in terms of class level, country, online education approaches, and lecture moderators.

The aim of the present study, in which Project and game techniques are used together, is to examine the impact of project-based learning games on students' physics achievement. Participants of the study consist of 34 9th grade students (N=34). The data were collected using achievement tests and a questionnaire. Throughout the applications, the physics teacher taught the course to the experimental group using activities involving games with the project-based learning method while processing the control group students according to traditional method. Data obtained at the end of the study were analyzed using independent, dependent groups t-test and Mann-Whitney U test, content analysis and descriptive analysis methods. At the end of the study, it was found that the mean of the concept achievement post-test scores of the students in the experimental group differ significantly. Moreover, students in the experimental group indicated that they had enjoyed the implementation of the activities. And they thought that this method should be applied in all physics classes because it had positively affected their attitudes toward the subject and were motivating. The self-assessment forms completed by the participants in the experimental group also revealed a range of opinions regarding the applications, both positive and negative.

&lt;p style="text-align:justify"&gt;In this study it is aimed to analyze the smartphone addiction, fear of missing out (FoMO), and perceived social and academic competence that predict social media addiction on high school students. Study group consists of 296 (136 females and 160 males) high school students studying in Anatolian High Schools and Vocational High School in Mersin during the 2017-2018 academic year. Simple random sampling was used. In the study, descriptive survey method was used. As data collection tools, Personal Information Form, Social Media Addiction Scale, Smartphone Addiction Scale, Fear of Missing Out Scale (FoMO), Perceived Competence Scale developed by Ozer et al. were used. In analyses of data, regression was used. According to stepwise regression analysis, smartphone addiction (β = .34), fear of missing out (β = .26) and perceived academic competence (β = -.12) predict social media addiction level on high school students. As the result of the study, smartphone addiction, fear of missing out, and perceived academic competence predict social media addiction on high school students. When the smartphone addiction level and fear of missing out decrease, and also perceived academic competence improve, students’ smartphone addiction levels reduce.&lt;/p&gt;