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    The Mediating Role of Self/Everyday Creativity and Depression on the Relationship Between Creative Personality Traits and Problematic Social Media Use Among Emerging Adults
    (Springer, 2020) Kircaburun, Kagan; Griffiths, Mark D.; Sahin, Feyzullah; Bahtiyar, Muhammed; Atmaca, Taner; Tosuntas, Sule Betul
    Personality is one of the important contributory factors in the development of problematic technology use. The purpose of the present study was to investigate the direct and indirect associations of creative personality traits with problematic social media use via self/everyday creativity, depression, and loneliness. A total of 460 Turkish emerging adults aged between 18 and 26 years (61% female) were surveyed. Findings indicated that (i) task-orientedness was indirectly associated with problematic social media use via self/everyday creativity, (ii) self-confidence was directly and indirectly associated with problematic social media use via self/everyday creativity and depression, (iii) risk-taking was indirectly associated with problematic social media use via depression, and (iv) self/everyday creativity and depression were directly associated with problematic social media use. The present study is the first to suggest that creative personality traits (i.e., task-orientedness, self-confidence, and risk-taking) and self/everyday creativity are associated with problematic social media use and that these factors should be taken into account when considering the etiology of problematic social media use.
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    A Study on Developing Creative Thinking Skills in Students with Intellectual Disabilities Using Creative Drama
    (Routledge Journals, Taylor & Francis Ltd, 2021) Sahin, Feyzullah
    Creative thinking is found more or less in each individual, and is a skill that can be learned. Creative drama is one of the methods used to acquire this skill. This study examined the effect of applying the creative drama approach for the development of creative thinking skills in students with imtellectual disabilities. The study was carried out using a randomized pretest-post test control group design. A modified version of the Torrance Test of Creative Thinking Figural Form Circles was used as the data collection tool. The fluency and flexibility scores of the students were evaluated. The activities were carried out in 2-hour sessions two days a week for a total of 32 hours. The experimental group fluency and flexibility post test and follow-up test scores were significantly higher than their pre-test scores, while no significant difference was found between the post test and follow-up results. As a result of the study, it was concluded that the improvement of the students' fluency and flexibility scores was linked to the activities, i.e., that the creative drama method had contributed positively to the development of creative thinking skills of students with intellectual disabilities.