Tendencies Toward Social Isolation and Loneliness Among University Students

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With the increasing prevalence of advanced technology, traditional face-to-face communication is increasingly being replaced by virtual forms of interaction. This shift may contribute to growing tendencies toward social isolation and loneliness, particularly among young adults and university students. University students represent a group at heightened risk for social isolation due to various factors such as academic stress, social transitions, and the processes of individuation. The primary aim of this study is to examine the tendencies of university students toward social isolation and loneliness, and to investigate how these behaviors relate to demographic variables. The study adopts a quantitative research approach and was conducted using a descriptive survey model. The sample of the research consists of 406 university students selected through random sampling methods. Findings reveal that students generally exhibit moderate levels of social isolation; however, they do not present fully withdrawn behavioral patterns. Notably, the “Isolation” subdimension yielded higher average scores compared to other dimensions, indicating that students are distancing themselves from their social environments to a certain extent. Social Isolation Loneliness Hikikomori Students Demographic Variables Figures Figure 1 Introduction Considering the accelerating pace of digitalization today, individuals’ forms of social interaction are undergoing significant changes. The new opportunities brought by advanced technologies are gradually replacing traditional face-to-face communication with interactions occurring in virtual environments. This shift has been found to potentially increase tendencies toward social isolation and loneliness, particularly among young adults and university students (Twenge et al., 2019 ). Social isolation refers to the reduction or severance of individuals' connections to their social support networks and a decrease in interpersonal interactions, whereas feelings of loneliness indicate the subjective emotional and social experience of being alone (Cacioppo & Cacioppo, 2018). Relevant literature has revealed a range of factors that influence feelings of social isolation and loneliness among young adults. For instance, although the widespread use of social media may initially serve to strengthen social bonds, over time, social media-based interactions may paradoxically lead individuals to feel even lonelier (Keles, McCrae, & Grealish, 2020 ). University students constitute one of the risk groups for social isolation due to factors such as academic stress, social transitions, and individuation processes (Bülbül & Tunç, 2022). Research has shown that feelings of loneliness are prevalent among university students and may negatively impact both their academic lives and psychological well-being (Matthews et al., 2019 ; Cacioppo & Cacioppo, 2018; Arslan & Yıldırım, 2021 ; Diehl, Jansen & Ishchanova, 2018 ; Richardson, Elliott & Roberts, 2017 ). The university period is considered a critical developmental stage during which individuals are expected to build social bonds and enhance their social life skills. However, increasing tendencies toward social isolation and loneliness during this period pose a significant concern, both individually and socially. Social isolation refers to the reduction in social interactions and weakening of one’s connection to their environment. Cacioppo and Hawkley ( 2009 ) noted that, if left unaddressed, social isolation could lead to serious psychological problems and negatively impact cognitive functioning. University students are under dual pressure to both integrate into new social environments and maintain academic success, which makes them particularly vulnerable to the effects of isolation. Moreover, during this phase, individuals' capacity to adhere to social norms is closely associated with factors such as academic achievement and participation in social networks (Rubin, Coplan, & Bowker, 2009 ). Rising experiences of loneliness and social isolation during this period may negatively influence students' social integration and their future roles in society. Numerous studies have provided evidence regarding the levels of social isolation and loneliness among university students. For example, Gökmen, Yıldız, and Çelik ( 2018 ) found that students who moved away from their hometowns for university experienced weaker social bonds and therefore exhibited increased tendencies toward isolation. Their research highlighted the link between socioeconomic status and access to social support systems. Similarly, Demir and Seçkin ( 2020 ) emphasized how the lack of social support contributes to feelings of loneliness, indicating that insufficient support networks in university settings intensify these experiences. Smith and Rhodes ( 2015 ), in their study conducted in the United States, reported that social media use among university students did not reduce social isolation; on the contrary, it diminished the quality of interpersonal interactions. Their findings underline the complex relationship between technology and social interaction, highlighting how inadequate support mechanisms may intensify feelings of loneliness. Likewise, Russell, Cutrona, McRae, and Gomez ( 2012 ) reported that low levels of perceived social support were associated with increased feelings of loneliness. Their study demonstrated that insufficient social support mechanisms contribute to social isolation, particularly affecting vulnerable groups such as university students. Research consistently indicates that social isolation has negative effects on mental health, reduces motivation to learn, and adversely affects academic performance (Cacioppo & Hawkley, 2009 ). Because university students are required to adapt to new social environments, assume personal responsibilities, and cope with future uncertainties, social isolation and loneliness may become more prominent in this population. These behaviors can also negatively influence individuals’ ability to adapt to social norms, collaborate within groups, and maintain long-term professional performance (Qualter & Munn, 2002 ). Therefore, understanding social isolation during the university period is essential for helping individuals more effectively fulfill their future social and professional roles. Studies conducted in Japan on social isolation and loneliness have particularly focused on the concept of "hikikomori", which refers to individuals' complete withdrawal from social life. Hikikomori is recognized in Japan as both a sociological and psychological issue. According to Saito ( 1998 ), hikikomori behavior in young individuals is often associated with social pressure, anxiety related to academic achievement, and problems stemming from family structure. This behavior is especially observed among individuals who struggle to adapt to Japanese social norms and role expectations. Another study by Teo and Gaw ( 2010 ) focused on the psychosocial conditions of individuals exhibiting hikikomori behavior. Their research revealed that individuals who remain socially withdrawn for prolonged periods often face problems such as depression, anxiety, and low self-esteem. The study highlighted the importance of various psychosocial interventions to support the reintegration of these individuals into society. Similarly, Takahiro et al. ( 2013 ) examined the effects of social media and digital communication technologies on social isolation. The study found that while technology use reduces face-to-face social interaction, digital platforms can partially alleviate feelings of loneliness. However, it was also noted that digital interactions cannot fully substitute for in-person social relationships. The present study aims to examine university students’ tendencies toward social isolation and loneliness, as well as the relationships between these tendencies and various demographic factors. Investigating whether these tendencies differ significantly according to variables such as gender, age, academic department, and daily social media use may contribute to both the development of strategies aimed at improving individuals’ social well-being and the formulation of informed social policies. The primary purpose of this research is to investigate university students’ tendencies toward social isolation and loneliness, with a particular focus on how these behaviors relate to demographic factors. In line with this general aim, the following research questions were posed: What are the general tendencies of university students regarding levels of hikikomori? Do university students’ hikikomori tendencies significantly differ based on gender, academic department, and daily social media usage? Method This study was designed using a quantitative research approach to examine university students’ tendencies toward social isolation and loneliness. The quantitative method is appropriate for investigating measurable characteristics of social behaviors and obtaining generalizable findings (Creswell, 2014). The research was conducted using a descriptive survey model, which is commonly employed to describe the current status of a group or population at a specific point in time (Fraenkel, Wallen, & Hyun, 2012). The descriptive survey model aims to reveal and examine an existing situation in detail (Karasar, 2009). In social sciences, this model is frequently used to analyze the current state of social behaviors. In the present study, the tendencies of university students toward social isolation and loneliness (hikikomori) are examined within this framework. Population and Sample This study was conducted with 406 undergraduate students enrolled at a public university, with the aim of examining the effects of social isolation and loneliness tendencies on young adults. The participants were selected through simple random sampling, a method in which each member of the population has an equal chance of being selected (Creswell, 2014). In this research, students were randomly selected from eight different departments: Geography, Child Development, English Language and Literature, Psychology, Sociology, History, Turkish Language and Literature, and Nursing. To ensure the accuracy of the data, Mahalanobis distances were calculated for the submitted questionnaires, and five responses were identified as outliers or containing errors. These were excluded from the analysis. Graphs related to the participants’ gender and academic departments are also presented to provide a clearer understanding of the sample distribution. When examining the demographic distribution of the students who participated in the study, it is observed that female students were more highly represented (78.3%) compared to male students (21.7%) in terms of gender. Regarding academic departments, the highest participation came from the Child Development department (25.2%), followed by English Language and Literature (24.4%). The Turkish Language and Literature department was represented by 14.7% of the participants. The remaining departments were represented as follows: Geography (8.5%), Nursing (9.2%), Psychology (6.0%), Sociology (6.0%), and History (6.0%). Data Collection Tools For the purposes of this study, data were collected using a Demographic Information Form and the Hikikomori Questionnaire (HQ-25). Hikikomori Questionnaire (HQ-25) The Hikikomori Questionnaire (HQ-25), developed by Teo et al. (2018), was designed to assess individuals’ tendencies toward social withdrawal and is structured as a 5-point Likert-type scale. The scale was adapted into Turkish by Gündoğmuş et al. (2021), Kaya et al. (2023), and İliç (2023). Comprising 25 items and three sub-dimensions—socialization (11 items), isolation (8 items), and emotional support (6 items)—the scale aims to evaluate various dimensions of social isolation. The internal consistency of the scale was examined, and the overall Cronbach’s alpha coefficient was calculated as .867, indicating a high level of reliability. The reliability coefficients for the sub-dimensions were .770 for socialization, .754 for isolation, and .695 for emotional support, which are considered acceptable values. Responses given to the items were categorized into specific intervals based on the Likert scale. The range between the lowest (1) and highest (5) possible scores was divided into equal intervals of 0.8. Accordingly, the evaluation criteria were defined as follows: Strongly Disagree: 1.00–1.80, Disagree: 1.81–2.60, Neutral: 2.61–3.40, Agree: 3.41–4.20, Strongly Agree: 4.21–5.00. To assess the suitability of the data for factor analysis, the Kaiser-Meyer-Olkin (KMO) Measure of Sampling Adequacy and Bartlett’s Test of Sphericity were conducted. The results indicated that the scale was appropriate for factor analysis and that construct validity was established (Table 1). Table 1. KMO and Bartlett’s Test Results for the Scale Used in the Study Scale Kaiser-Meyer-Olkin (KMO) Bartlett's Test of Sphericity sig. Hikikomori Scale (HQ-25) .891 2029.760 <.001 According to Table 1, the Kaiser-Meyer-Olkin (KMO) value for the Hikikomori Scale was found to be .891. Considering that KMO values between 0.5 and 1.0 are regarded as acceptable (Altunışık et al., 2010, p. 266), the data structure was deemed sufficient for conducting factor analysis. When the results of Bartlett’s Test of Sphericity were examined, the chi-square value was found to be statistically significant at the 0.01 level (sig. = .000), indicating that the data came from a multivariate normal distribution. This supports the assumption that the dataset is appropriate for factor analysis (Çokluk et al., 2010). In addition, the normality values for the Hikikomori Scale used in this study are presented in Table 2. Table 2. Normality Values for the Hikikomori Scale Statistic Value Z value (Skewness) 0.305 Z value (Kurtosis) -0.258 Kolmogorov-Smirnov (K-S) Test .054 p-value 007 According to Table 2, the normality of the Hikikomori Scale was assessed using skewness, kurtosis, and the Kolmogorov-Smirnov (K-S) test. Kalaycı (2014) states that in normality testing, skewness and kurtosis coefficients should be standardized by dividing them by their standard errors, and the resulting z-scores are compared with critical values in a standard normal distribution. For skewness and kurtosis, values between +1.96 and –1.96 at the .05 significance level are considered acceptable. Additionally, for the data to be considered normally distributed, these values are expected to be close to zero. In this study, the skewness value was found to be 0.305 and the kurtosis value –0.258. Since both values fall within the –1 to +1 range, it can be stated that the data approximately follow a normal distribution. However, to further examine the distribution of test scores, the Kolmogorov-Smirnov test was applied. The result was p = .007, indicating a statistically significant deviation from normality and leading to the rejection of the null hypothesis of normal distribution. To more accurately evaluate the assumption of normality, the histogram and Q-Q plot related to the distribution of the scale scores were also examined. These graphs are presented below. Since the data points are distributed along a straight line, the presence of normality can be assumed. However, in large samples (n > 300), the Kolmogorov-Smirnov (K-S) test may indicate significance even for minor deviations from normality. Therefore, in evaluating normality, additional indicators such as the histogram, Q-Q plot, and skewness-kurtosis values were also considered. Overall, the histogram demonstrates a distribution that is approximately normal. Although a slight positive skew is observed, the distribution can be considered to meet the assumptions of parametric testing. When evaluated holistically, it was determined that while the distribution does not fully meet all criteria of perfect normality, it satisfies the assumption within acceptable limits. Based on these results, the use of parametric tests in this study was deemed appropriate. The Confirmatory Factor Analysis (CFA) results for the scale used in the study are presented in Table 3. Table 3. CFA Results for the Scale Used in the Study Fit Index Hikikomori CFA Good Fit Criteria Acceptable Fit Criteria X 2 / sd 2.73 £3 £4-5 AGFI 0.85 ³0.90 0.89-0.85 GFI 0.87 ³0.90 0.89-0.85 NFI 0.91 ³0.95 0.94-0.90 CFI 0.94 ³0.97 £ 0.95 RMSEA 0.06 £0.05 0.06-0.08 SRMR 0.06 £0.05 0.06-0.08 In order to confirm the three-factor structure of the Hikikomori Scale, a Confirmatory Factor Analysis (CFA) was conducted. The chi-square value was found to be statistically significant (χ² = 745.08, df = 272, p = .00). The fit indices were as follows: RMSEA = 0.06, CFI = 0.94, GFI = 0.87, AGFI = 0.85, SRMR = 0.06, and NFI = 0.91. According to these values, the χ²/df ratio indicates a good fit, and the remaining fit indices fall within acceptable limits, supporting the adequacy of the model fit. Data Collection Procedure To conduct the study, ethical approval was first obtained from the Ethics Committee of the university where the researchers are employed. After receiving ethical clearance, the researchers contacted faculty members from various departments at the university and informed them about the study. Suitable dates and class sessions for data collection were then scheduled in coordination with these instructors. During the predetermined class hours, the researchers visited the classes and provided students with access to the online survey, which was prepared via Microsoft Forms. The data collection was carried out on a classroom-by-classroom basis, and prior to participation, students were informed about the purpose of the research, informed consent, confidentiality, and voluntary participation. No personal identifying information was requested from the participants. The data were collected during the Springer semester of the 2024–2025 academic year, and each application session took approximately 15 minutes. Data Analysis The collected data were analyzed using the SPSS 29 statistical software package. Initially, the data were cleaned by removing errors and outliers to ensure their suitability for further analysis. Then, normality tests were conducted to determine whether parametric or non-parametric statistical procedures would be applied. Confirmatory Factor Analysis (CFA) for the scale was performed using LISREL 8.8, and model fit indices were evaluated accordingly. In addition, descriptive statistics such as frequency, percentage, arithmetic mean, and standard deviation were calculated. To examine the relationships between the total and subscale scores of the scale and demographic variables, parametric tests (independent samples t-test, ANOVA) were employed. In cases where the assumption of normality was not met, non-parametric tests (such as the Kruskal-Wallis H test and Mann-Whitney U test) were utilized. The significance levels were set at p ≤ .05 and p ≤ .01. Ethical Approval This study was conducted in accordance with ethical guidelines and participants’ rights, and the necessary approval was obtained from the university’s Ethics Committee. Results This study examined university students’ tendencies toward loneliness (withdrawal), their levels of socialization, tendencies toward isolation, and perceived emotional support. Differences were evaluated based on variables such as gender, academic department, and daily social media usage, using various statistical analyses. Initially, descriptive analyses were conducted to define the students’ general tendencies toward loneliness and their scores on the subdimensions. Subsequently, differences were tested across gender, department, and social media usage variables. Descriptive statistics for the overall scale and its subdimensions are presented in Table 4. Table 4. Descriptive Analyses for the Overall Scale and Its Subdimensions N Min. Max. x̄ ss Hikikomori 401 1.16 4.36 2.64 .589 Socialization 401 1.00 4.64 2.58 .711 Isolation 401 1.50 4.75 2.84 .661 Emotional Support 401 1.00 5.00 2.50 .827 When examining the mean scores of the Hikikomori Scale and its subdimensions—Socialization, Isolation, and Emotional Support—different tendencies were observed among the students. The overall Hikikomori score (x̄ = 2.64, SD = 0.589) indicates a general tendency at the “neutral” level. The minimum and maximum scores ranged from 1.16 to 4.36, suggesting considerable individual differences. This implies that while some students may exhibit hikikomori-like characteristics, the majority display only a moderate level of such tendencies. The Socialization subdimension (x̄ = 2.58, SD = 0.711) also reflects a neutral tendency, indicating that students are generally undecided regarding their social engagement. The score range from 1.00 to 4.64 suggests that while some students are open to social interaction, others tend to be more withdrawn. The Isolation subdimension (x̄ = 2.84, SD = 0.661) showed a higher mean score compared to the other subdimensions, still falling within the neutral range. This suggests that the tendency to withdraw from social interaction is more pronounced than the tendency to engage. The score range between 1.50 and 4.75 points to significant individual variation in isolation tendencies. The Emotional Support subdimension (x̄ = 2.50, SD = 0.827) indicates that students were also undecided about the level of emotional support they receive from others. The wide range of scores, from 1.00 to 5.00, suggests that while some students receive no support, others perceive a high level of emotional support from their environment. Descriptive analyses for the other subdimension, Socialization, are presented in Table 5. Table 5. Descriptive Analyses for the Socialization Subdimension Items in the Socialization Subscale Descriptive Statistics N X̄ ss I tend to keep my distance from others 401 3.00 1.248 I like meeting new people 401 2.32 1.187 People make me feel uncomfortable. 401 2.82 1.293 I feel uneasy around others. 401 2.66 1.287 I do not like being seen by others. 401 2.37 1.339 Joining groups is difficult for me. 401 2.43 1.382 I enjoy being in social settings 401 2.16 1.214 I avoid talking to others. 401 2.22 1.250 I prefer being alone rather than being with others 401 3.17 1.398 I definitely prefer being around others 401 2.72 1.219 I don’t enjoy social interactions 401 2.53 1.259 These findings indicate that students generally display a hesitant attitude toward social interactions, yet they are not entirely isolated. For instance, responses to the item “I prefer being alone rather than being with others” (x̄ = 3.17, SD = 1.398) suggest that students are somewhat inclined toward solitude, though not consistently so. Similarly, responses to “I tend to keep my distance from others” (x̄ = 3.00, SD = 1.248) fall between neutral and somewhat agree, indicating that students may prefer solitude in certain situations but do not entirely disconnect from their social environments. On the other hand, lower average scores on items such as “I enjoy being in social settings” (x̄ = 2.16, SD = 1.214) and “I like meeting new people” (x̄ = 2.32, SD = 1.187) suggest that students somewhat disagreed with these statements. This implies a reluctance or shyness in entering new social environments or forming new relationships. In contrast, responses to “I definitely prefer being around others” (x̄ = 2.72, SD = 1.219) and “I don’t enjoy social interactions” (x̄ = 2.53, SD = 1.259) were distributed between neutral and somewhat agree, suggesting that while students may favor certain types of social interactions, they do not exhibit a strong tendency toward social engagement overall. Overall, the results show that students tend to be ambivalent about social interaction, often hesitant to engage in new social environments but not entirely withdrawn. Notably, they may prefer solitude more often, yet do not completely avoid social settings when necessary. These findings suggest that students prefer to remain within controlled social environments and tend to manage their social engagement based on specific conditions. Descriptive analyses for the Isolation subdimension are presented in Table 6. Table 6. Descriptive Analyses for the Isolation Subdimension Items in the Isolation Subscale Descriptive Statistics N X̄ ss I spend most of my time at home. 401 3.10 1.364 I lock myself in my room. 401 2.30 1.368 I spend most of my time alone. 401 2.78 1.402 I rarely meet people in person. 401 2.81 1.327 I do not live according to the rules and values of society. 401 2.65 1.343 I have very little interaction with others (e.g., talking, writing, etc.). 401 3.20 1.322 I rarely spend time alone. 401 3.11 1.299 I dedicate very little time to interacting with others. 401 2.77 1.247 The responses to the items assessing students' levels of isolation indicate that their tendency to spend time alone is at a moderate level. For instance, the item "I spend most of my time at home" (x̄ = 3.10, SD = 1.364) received responses that reflect a neutral to somewhat agree tendency. This suggests that while students spend a certain amount of time at home, this may not necessarily indicate a high level of isolation. Similarly, the item "I rarely spend time alone" (x̄ = 3.11, SD = 1.299) also reflects ambivalence among students about their solitary behaviors. Responses to "I have little contact with others, such as talking or writing" (x̄ = 3.20, SD = 1.322) point to a limited level of social interaction for some students. Responses to "I dedicate very little time to interacting with others" (x̄ = 2.77, SD = 1.247) and "I spend most of my time alone" (x̄ = 2.78, SD = 1.402) suggest a distribution between neutral and somewhat agree, implying moderate levels of isolation behavior. However, the item "I lock myself in my room" (x̄ = 2.30, SD = 1.368) was mostly rated between somewhat disagree and neutral, indicating that the majority of students do not strongly engage in such behavior. Similarly, responses to "I live according to society’s rules and values" (x̄ = 2.65, SD = 1.343) reflect a high degree of uncertainty. In general, the findings for the Isolation subdimension show that students are not entirely isolated, but they do exhibit moderately limited levels of social interaction. Their tendency to spend time alone or at home is moderate, and they do not present a fully withdrawn profile. These results suggest that while students maintain a cautious approach to social interaction, they do not completely isolate themselves from their social environments. Descriptive analyses for the Emotional Support subdimension are presented in Table 7. Table 7. Descriptive Analyses for the Emotional Support Subdimension Items in the Emotional Support Subscale Descriptive Statistics N X̄ ss There is no one I can talk to about truly important matters. 401 2.64 1.388 There are people in my life who try to understand me. 401 2.22 1.237 I can share my personal thoughts with more than one person. 401 2.65 1.363 There are very few people I can talk to about important matters. 401 3.41 1.330 There is no one truly important in my life. 401 2.00 1.289 There is someone I can rely on when I have problems. 401 2.08 1.305 When examining the students' responses related to their perceived emotional support, it appears that they display varying tendencies regarding the level of support they receive from their social environment. For example, the item “There are very few people with whom I can discuss important matters” (x̄ = 3.41, SD = 1.330) received responses mostly between somewhat agree and strongly agree, indicating that many students feel they have a limited emotional support network. In contrast, the average score for the item “There is no one truly important in my life” (x̄ = 2.00, SD = 1.289) suggests that most students somewhat disagree or strongly disagree with this statement, implying that they do perceive the presence of meaningful people in their lives. Similarly, responses to “There is someone I can trust with my problems” (x̄ = 2.08, SD = 1.305) and “There are people in my life who try to understand me” (x̄ = 2.22, SD = 1.237) indicate that students receive some emotional support, although it may not be at a strong or consistent level. Responses to “There is no one with whom I can discuss truly important issues” (x̄ = 2.64, SD = 1.388) were concentrated around neutral to somewhat agree, suggesting that while students may have some people to share with, their social support networks may not be sufficiently broad. The item “I can share my personal thoughts with more than one person” (x̄ = 2.65, SD = 1.363) also yielded a neutral response trend, indicating ambivalence regarding the extent of emotional disclosure in their relationships. Overall, it can be concluded that while students have access to people they can rely on for emotional support on important matters, this support may not be adequate for everyone. Some students report a lack of emotional support, while others appear to have a moderate, yet limited, trusted social circle. Independent samples t-test results regarding students' views on the overall scale and its subdimensions by gender are presented in Table 8. Table 8. Student Responses on the Overall Scale and Subdimensions by Gender Subscale Gender N X̄ ss sd Levene sig. t sig. Hikikomori Female 314 2.67 .579 399 .072 .789 2.029 .022 Male 87 2.53 .614 1.963 Socialization Female 314 2.61 .707 399 .406 .525 1.830 .034 Male 87 2.45 .716 1.816 Isolation Female 314 2.90 .647 399 .001 .980 3.645 <.001 Male 87 2.61 .666 3.585 Emotional Support Female 314 2.48 .839 399 .832 .362 -.707 .240 Male 87 2.55 .785 -.734 Female students (x̄ = 2.67, SD = .579) had a higher mean score than male students (x̄ = 2.53, SD = .614) on the overall Hikikomori Scale. According to the result of the independent samples t-test, t(399) = 2.029, p = .022, this difference was statistically significant. While both groups showed a tendency between “neutral” and “somewhat agree” , it can be interpreted that female students exhibit stronger hikikomori tendencies, whereas male students experience social withdrawal to a lesser degree. In terms of the Socialization subdimension, female students had a significantly higher average score (x̄ = 2.61, SD = .707) compared to male students (x̄ = 2.45, SD = .716), t(399) = 1.830, p = .034. Again, both groups expressed a tendency between “neutral” and “somewhat agree” . This suggests that female students are more willing to engage in social activities, while male students appear to be more reserved in social settings. Regarding the Isolation subdimension, female students scored significantly higher (x̄ = 2.90, SD = .647) than male students (x̄ = 2.61, SD = .666), t(399) = 3.645, p < .001. Female students leaned more toward “somewhat agree” , while male students remained closer to “neutral” . This indicates that female students are more inclined to spend time alone and create personal boundaries that may lead to social withdrawal. In the Emotional Support subdimension, female students (x̄ = 2.48, SD = .839) had a slightly lower mean score than male students (x̄ = 2.55, SD = .785), but the difference was not statistically significant, t(399) = –.707, p = .240. Both groups reported perceptions of emotional support that remained around the “neutral” level. This finding suggests that there is no meaningful gender difference in perceived emotional support. Overall, female students scored higher on both the Hikikomori and Isolation dimensions, indicating a greater tendency toward solitude and social withdrawal. Male students reported lower socialization levels, suggesting they may be more hesitant in social interactions. However, there was no significant difference between male and female students regarding emotional support, with both groups perceiving similar levels. ANOVA test results regarding students’ responses on the overall scale and its subdimensions based on academic department are presented in Table 9. Table 9. Student Responses on the Overall Scale and Subdimensions by Academic Department Subscale Department N X̄ ss Source Sum of Squares sd Mean Square F p scheffe Hikikomori Geography 34 2.66 .612 Between G. .142 7 .020 .057 1.000 - Child Development 101 2.62 .610 Within G. 138.789 393 .353 English Language & Lit. 98 2.65 .667 Total 138.931 400 Psychology 24 2.64 .474 Sociology 24 2.60 .441 History 24 2.67 .649 Turkish Language & Lit. 59 2.64 .455 Nursing 37 2.65 .633 Levene: 2.394 p=.021* Socialization Geography 34 2.59 .752 Between G. .816 7 .117 .227 .979 - Child Development 101 2.55 .697 Within G. 201.641 393 .513 English Language & Lit. 98 2.63 .818 Total 202.457 400 Psychology 24 2.65 .586 Sociology 24 2.50 .600 History 24 2.51 .712 Turkish Language & Lit. 59 2.56 .624 Nursing 37 2.57 .722 Levene: 2.069 p=.046* Isolation Geography 34 2.80 .727 Between G. .320 7 .046 .103 .998 - Child Development 101 2.85 .631 Within G. 174.966 393 .445 English Language & Lit. 98 2.83 .667 Total 175.286 400 Psychology 24 2.79 .619 Sociology 24 2.90 .521 History 24 2.78 .844 Turkish Language & Lit. 59 2.86 .596 Nursing 37 2.84 .786 Levene: 1.483 p=.172 Emotional Support Geography 34 2.62 .659 Between G. 4.006 7 .572 .832 .561 - Child Development 101 2.45 .915 Within G. 270.216 393 .688 English Language & Lit. 98 2.44 .928 Total 274.222 400 Psychology 24 2.41 .795 Sociology 24 2.39 .749 History 24 2.81 .838 Turkish Language & Lit. 59 2.51 .650 Nursing 37 2.55 .749 Levene: 3.067 p=.004* p<.05 * Differences in students’ scores on the Hikikomori, Socialization, Isolation, and Emotional Support subdimensions were examined according to the academic department variable. Based on the results of the Levene’s Test, the assumption of homogeneity of variance was not met for the Hikikomori (p = .021), Socialization (p = .046), and Emotional Support (p = .004) subdimensions. Therefore, the Kruskal-Wallis H (KWH) test was considered more appropriate for these dimensions. However, for the Isolation subdimension (p = .172), the assumption of equal variances was satisfied, and thus, ANOVA was used. In the Hikikomori subdimension, the highest mean scores were observed among students in the Nursing (x̄ = 2.65, SD = .633) and History (x̄ = 2.67, SD = .649) departments. In contrast, the Sociology department reported the lowest mean (x̄ = 2.60, SD = .441). However, this difference was not statistically significant (p = 1.000). Regarding the Socialization subdimension, students in the Psychology department had the highest mean (x̄ = 2.65, SD = .586), while those in the History department reported the lowest (x̄ = 2.51, SD = .712). This difference was also not statistically significant (p = .979). However, as the Levene’s Test indicated unequal variances (p = .046), the Kruskal-Wallis test was conducted for this subdimension. In the Isolation subdimension, no statistically significant difference was found between departments (p = .998). However, Sociology students showed the highest isolation mean (x̄ = 2.90, SD = .521), followed by History (x̄ = 2.78, SD = .844) and Psychology (x̄ = 2.79, SD = .619) students. The lowest mean was observed in the English Language and Literature department (x̄ = 2.83, SD = .667). For the Emotional Support subdimension, History students reported the highest average (x̄ = 2.81, SD = .838), while Child Development students had the lowest (x̄ = 2.45, SD = .915). As the Levene’s Test revealed unequal variances (p = .004), the Kruskal-Wallis test was conducted. Nevertheless, the overall differences were not statistically significant (p = .561), suggesting that students across departments perceived similar levels of emotional support. In summary, no statistically significant differences were found in Hikikomori, Socialization, Isolation, and Emotional Support levels according to students’ academic departments. However, certain patterns emerged: Psychology students reported the highest socialization, Sociology students had the highest isolation, History students perceived the highest emotional support, and Child Development students perceived the lowest. These findings indicate that while individual and contextual factors may influence student experiences, departmental differences were not statistically significant. Kruskal-Wallis H test results for the Hikikomori subdimension by department are presented in Table 10. Table 10. Kruskal-Wallis H Test Results for the Hikikomori Subdimension by Academic Department Department N Mean Rank Sd KWH p Sig. Difference Geography 34 190.12 7 1.984 .961 - Child Development 101 176.98 English Language & Lit. 98 242.00 Psychology 24 180.03 Sociology 24 174.28 History 24 184.33 Turkish Language & Lit. 59 175.65 Nursing 37 183.38 p<.05 * To compare students’ hikikomori tendencies based on their academic department, the Kruskal-Wallis H (KWH) test was applied. According to the results, the highest mean rank was observed among English Language and Literature students (242.00), while the lowest was among Sociology students (174.28). The remaining departments ranked in the middle range. This pattern suggests that students in English Language and Literature may exhibit relatively higher hikikomori tendencies, whereas those in Sociology may display lower levels of such behavior. However, when the statistical analysis results are examined, the Kruskal-Wallis test yielded H(7) = 1.984, p = .961. Since the p-value exceeds .05, the difference in hikikomori tendencies among departments is not statistically significant. In other words, the academic department does not appear to be a determining factor in students’ hikikomori tendencies. Although some differences in mean ranks were observed, these differences were not statistically significant, and thus, post-hoc analyses were not required. When these findings are considered as a whole, it can be concluded that students’ hikikomori tendencies do not significantly differ by academic department. While the relatively higher scores among English Language and Literature students are noteworthy, this difference does not reach statistical significance. These results suggest that hikikomori tendencies may be more closely related to individual and psychosocial factors rather than the academic field of study. Kruskal-Wallis H test results for the Socialization subdimension by department are presented in Table 11. Table 11. Kruskal-Wallis H Test Results for the Socialization Subdimension by Academic Department Department N Mean Rank Sd KWH p Sig. Difference Geography 34 184.85 7 3.401 .846 - Child Development 101 176.16 English Language & Lit. 98 256.25 Psychology 24 186.74 Sociology 24 187.35 History 24 173.50 Turkish Language & Lit. 59 165.08 Nursing 37 179.42 p<.05* To examine whether students’ levels of socialization differed by academic department, the Kruskal-Wallis H (KWH) test was conducted. Upon reviewing the results, it was found that although the mean ranks varied across departments, these differences were not statistically significant (KWH = 3.401, p = .846). The highest mean rank was observed in the English Language and Literature department (256.25), while the lowest was found in the Turkish Language and Literature department (165.08). However, the fact that the p-value exceeds .05 indicates that these variations do not reflect a significant difference. This finding suggests that students’ socialization levels do not significantly differ between departments. In summary, no statistically significant differences were found across departments regarding students’ socialization scores, meaning that academic discipline is not a major determinant of socialization tendencies in this sample. Kruskal-Wallis H test results for the Emotional Support subdimension by academic department are presented in Table 12. Table 12. Kruskal-Wallis H Test Results for the Emotional Support Subdimension by Academic Department Department N Mean Rank Sd KWH p Sig. Difference Geography 34 202.26 7 7.639 .365 - Child Development 101 174.24 English Language & Lit. 98 190.88 Psychology 24 173.14 Sociology 24 156.15 History 24 180.62 Turkish Language & Lit. 59 223.58 Nursing 37 183.94 p<.05 * To compare students’ perceptions of emotional support based on their academic department, the Kruskal-Wallis H (KWH) test was conducted. According to the table results, the highest mean rank was observed in the Turkish Language and Literature department (223.58), while the lowest was seen in the Sociology department (156.15). This suggests that students in Turkish Language and Literature may perceive higher emotional support, whereas students in Sociology may perceive it at lower levels compared to their peers in other departments. However, the Kruskal-Wallis test result was calculated as H(7) = 7.639, p = .365. Since the p-value is greater than .05, there is no statistically significant difference in emotional support perception across departments. In other words, students’ emotional support perceptions appear to be independent of their field of study, and the department variable does not have a significant effect in this regard. When evaluated overall, although some variations were observed between departments in terms of perceived emotional support, these differences did not reach statistical significance. Students in the Turkish Language and Literature and Geography departments reported relatively higher levels of emotional support, whereas students in Sociology and Psychology reported lower perceptions. However, since these differences were not statistically significant, it can be concluded that perceived emotional support is more likely to be influenced by individual factors. ANOVA test results based on daily social media usage duration for the overall scale and its subdimensions are presented in Table 13. Table 13. ANOVA Test Results for the Overall Scale and Subdimensions Based on Daily Social Media Usage Duration Subscale Daily Social Media Usage Duration N X̄ ss Source Sum of Squares sd Mean Square F p scheffe Hikikomori 2-4 hours 219 2.62 .604 Between G. .207 3 .069 .198 .898 - 4-6 hours 118 2.67 .551 Within G. 138.724 397 .349 6-8 hours 40 2.67 .549 Total 138.931 400 8 hours or more 24 2.65 .716 Levene: 1.211 p=.305 Socialization 2-4 hours 219 2.57 .724 Between G. .085 3 .028 .056 .983 - 4-6 hours 118 2.59 .675 Within G. 202.372 397 .510 6-8 hours 40 2.55 .621 Total 202.457 400 8 hours or more 24 2.61 .918 Levene: 2.148 p=.094 Isolation 2-4 hours 219 2.80 .662 Between G. .658 3 .219 .499 .683 - 4-6 hours 118 2.86 .679 Within G. 174.627 397 .440 6-8 hours 40 2.94 .561 Total 175.286 400 8 hours or more 24 2.84 .741 Levene: .718 p=.542 Emotional Support 2-4 hours 219 2.46 .811 Between G. .663 3 .221 .321 .810 - 4-6 hours 118 2.55 .826 Within G. 273.559 397 .689 6-8 hours 40 2.52 .862 Total 274.222 400 8 hours or more 24 2.48 .955 Levene: .696 p=.555 p<.05 * Table 13 presents the results of the ANOVA test, which was conducted to examine the effect of daily social media usage duration on students’ perceptions in the subdimensions of Hikikomori, Socialization, Isolation, and Emotional Support. Students’ hikikomori levels did not significantly differ based on daily social media usage (F(3, 397) = 0.198, p = .898). All groups reported neutral average scores (x̄ ≈ 2.62–2.67). The highest mean was found among students who used social media for 4–6 hours daily (x̄ = 2.67, SD = .551), while the lowest was among those using it for 2–4 hours (x̄ = 2.62, SD = .604). However, the differences were not statistically significant (p > .05). Similarly, students’ socialization levels did not show any significant differences based on daily social media usage (F(3, 397) = 0.056, p = .983). The mean scores ranged from 2.55 to 2.61, indicating a generally neutral response. The highest average was found in the group using social media for 8 hours or more (x̄ = 2.61, SD = .918), but again, these differences were not significant (p > .05). Regarding the isolation subdimension, no statistically significant differences were found (F(3, 397) = 0.499, p = .683). The highest isolation score was reported by students using social media for 6–8 hours daily (x̄ = 2.94, SD = .561), while the lowest was found among those using it for 2–4 hours (x̄ = 2.80, SD = .662). These findings suggest that longer social media use does not significantly impact students’ levels of isolation. Students’ perceptions of emotional support also did not significantly differ based on daily social media usage (F(3, 397) = 0.321, p = .810). The highest mean score was observed in the 4–6 hour usage group (x̄ = 2.55, SD = .826), while the lowest was in the 2–4 hour group (x̄ = 2.46, SD = .811). Again, these differences were not statistically significant (p > .05). In conclusion, according to the results of Table 13, there were no statistically significant differences between students’ daily social media usage durations and their scores on the Hikikomori, Socialization, Isolation, and Emotional Support subdimensions (p > .05). This indicates that social media usage time does not have a notable impact on students' psychosocial characteristics in this sample. Although students differed in their time spent on social media, their psychosocial experiences remained relatively unchanged across groups. Discussion In this study, university students’ hikikomori tendencies, levels of socialization, isolation, and perceptions of emotional support were examined, and the findings were discussed in comparison with the relevant literature. The results of the study revealed that students generally exhibited moderate levels of social isolation, yet they did not display a fully withdrawn or reclusive profile. Notably, the Isolation subdimension had a higher mean score compared to the other subdimensions, indicating that students tend to distance themselves from their social environment to some extent. Students’ tendencies toward loneliness and isolation are largely consistent with the findings in the literature. Teo and Gaw (2010) indicated that hikikomori behavior typically emerges during adolescence and early adulthood, with affected individuals often avoiding social interactions. Similarly, this study observed that some students exhibit avoidance of social interaction, although they are not entirely withdrawn and appear to possess some level of social support mechanisms. The Hikikomori Questionnaire (HQ-25) developed by Kato et al. (2012) is frequently used to assess such isolation tendencies, and various studies in the literature confirm the validity of the scale across different cultural contexts (Chan & Lo, 2014; Yong & Kaneko, 2016). Analyses based on gender revealed that female students displayed higher hikikomori tendencies compared to male students. Research by Furlong (2008) and Tateno et al. (2019) similarly emphasized that women tend to prefer solitude more than men, although their need for emotional support may be stronger. The current study supports these findings, showing higher isolation tendencies among women, though no significant gender difference was found regarding perceived emotional support. In terms of daily social media usage, it was found that students who spent more time on social media had higher isolation scores. Twenge et al. (2019) suggested that prolonged social media use may increase feelings of loneliness and lead individuals away from face-to-face social interactions. Likewise, Buodo et al. (2020) argued that social media may reinforce hikikomori behavior and contribute to individuals' disconnection from the physical world. Consistent with this, the present study observed a positive association between time spent on social media and isolation scores. Regarding students' levels of socialization, responses mostly ranged from neutral to somewhat agree . Yee and Bailenson (2007) noted that individuals who spend extensive time in virtual environments may struggle with real-world communication, which can negatively affect their social engagement. Supporting this, the findings of the present study showed that some students are reluctant to engage in new social interactions and tend to behave reservedly in social settings. In terms of perceived emotional support, the analysis revealed that students generally possess a moderate level of support networks. House and Kahn (1985) emphasized that emotional support is a critical factor for psychological well-being, while Segrin and Passalacqua (2010) found that family and peer support networks play an important role in reducing feelings of loneliness among university students. Similarly, this study revealed that although students receive some degree of emotional support, it may not be sufficient for everyone. When analyzed by academic department, English Language and Literature students exhibited the highest levels of isolation. Lee and Lee (2019) suggested that students in language-related departments tend to engage in more individual work and may have less frequent social interactions compared to students from other disciplines. The findings of the current study align with this, showing that students in the English Language and Literature department had lower average scores in social interaction compared to their peers in other departments. Overall, the findings of this study support the relationship between social media use, isolation, and loneliness emphasized in previous research, such as that of Twenge (2017) and Kuss & Griffiths (2017). In particular, the observation that students who spend longer periods on social media experience increased feelings of loneliness and reduced face-to-face interaction aligns closely with earlier studies. In conclusion, this study provides important insights by examining the relationships between hikikomori tendencies, levels of socialization, isolation, and perceptions of emotional support among university students. Recommendations Based on the findings of this study, several recommendations can be made regarding students' tendencies toward social isolation, emotional support, and socialization: University guidance and psychological counseling services should be activated more effectively to reduce students’ loneliness and isolation tendencies. Individual and group therapy sessions should be offered, especially for students who exhibit hikikomori tendencies. To increase students’ levels of socialization, participation in student clubs should be encouraged, social events should be organized, and platforms should be created where students can actively engage. Given the significant relationship between social media use and feelings of loneliness, awareness programs should be implemented to promote balanced and conscious use of social media among students. As differences were observed across departments, interfaculty projects and activities that promote social interaction between students from different academic backgrounds should be organized. To help first-year students adapt more easily to university life, peer mentoring programs could be established where upper-year students provide guidance and support. Universities should conduct psychosocial screenings and develop early intervention programs. Students with hikikomori tendencies should be supported through individual counseling and social skills development programs. Events and projects that help students build strong support networks with their families, peers, and academic environments should be promoted. Since participation in cultural and artistic activities is known to reduce social isolation, the number of events appealing to students should be increased. Alongside academic workload, activities that allow students to develop their social skills should be planned. In doing so, students can achieve a balance between their academic and social lives. As the current study was conducted within a single university, future research should be carried out across multiple universities and include participants from diverse socioeconomic backgrounds to enhance generalizability. Limitations This study was conducted within certain limitations. Firstly, the research was limited to 406 undergraduate students studying at a public university in Turkey. Therefore, the generalizability of the findings is restricted. Conducting similar studies with students from different universities and socioeconomic backgrounds would enhance the diversity and validity of the results. Secondly, the data in this study were based on self-reports of participants. This may affect the reliability of the data due to social desirability bias or individual perception-related errors. Particularly for subjective topics such as loneliness, isolation, and emotional support, participants’ responses are based on personal evaluations, making it difficult to obtain objective measurements. Thirdly, the study focused only on demographic variables (gender, department, daily social media usage); other influential factors such as psychological status, family structure, or living conditions were not included. These variables may also significantly impact students’ levels of social isolation and loneliness. In addition, the study employed a cross-sectional design, which limits the ability to examine changes over time. Therefore, it was not possible to analyze long-term changes in students' tendencies toward social isolation and loneliness. Lastly, although the scales used in the study are valid and reliable, the measurement of complex psychosocial phenomena such as social isolation and loneliness using only quantitative tools may limit the depth of insight gained. For future studies, it is recommended to incorporate qualitative data collection methods (such as interviews or focus group discussions) to provide a more comprehensive understanding of the subject. References Altunışık R, Coşkun R, Bayraktaroğlu S, Yıldırım E (2010) Research Methods in Social Sciences . Sakarya Yayınları , 6th ed Arslan G, Yıldırım M (2021) Understanding the association between loneliness and academic satisfaction: Do self-esteem and resilience matter? J Furth High Educ 45(1):90–102. https://doi.org/10.1080/0309877X.2019.1664736 Buodo G, Scarpazza C, Candidi M (2020) The impact of social media on social isolation: A review of empirical research. 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Hum Commun Res 33(3):271–290 Yong R, Kaneko Y (2016) Hikikomori: Multidimensional perspectives on social withdrawal. Int J Soc Psychiatry 62(1):22–36 Additional Declarations The authors declare no competing interests. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6382893","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":438855266,"identity":"0348af8f-f3ec-4714-a4a5-d2fb53b8ab64","order_by":0,"name":"gönül şener","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA+UlEQVRIiWNgGAWjYLCCB2CS+QBcQIKglgQwyZaArMWAGC08CFV4tci79x6TSPhjk8cvfebrZt4ddYnbG5gP3uZh+JOPS4vhmXNpEoltacWSfbnbbvOeYUucc4At2ZqHwcCyAZeWGTlmEokNhxM3nOEFamnjSZzBwGMmDdSC02VgLQl//ifuP8PzDKhFAqiF/xteLfISIC1sBxI38PCwAbUYgGxhw6vFgOeMsUViW3LijDNsZjfntiUYz2BmM7acY2CM25b2HsMbH/7YJfb3MD+78batTnYGe/PDG28q5HDbcgBDiBksjksD0JYG3HKjYBSMglEwCiAAAHL6Tr8aU2yeAAAAAElFTkSuQmCC","orcid":"https://orcid.org/0000-0003-3212-7703","institution":"Munzur Üniversitesi","correspondingAuthor":true,"prefix":"","firstName":"gönül","middleName":"","lastName":"şener","suffix":""}],"badges":[],"createdAt":"2025-04-05 15:29:33","currentVersionCode":1,"declarations":{"humanSubjects":true,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":true,"humanSubjectConsent":true,"humanSubjectClinicalTrial":true,"humanSubjectCaseReport":true,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-6382893/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6382893/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":80114025,"identity":"f2da6ba9-37cf-4f71-8b1c-3ad82d945651","added_by":"auto","created_at":"2025-04-08 05:39:57","extension":"jpeg","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":157930,"visible":true,"origin":"","legend":"\u003cp\u003eHistogram and Q-Q Plot Graph\u003c/p\u003e","description":"","filename":"floatimage1.jpeg","url":"https://assets-eu.researchsquare.com/files/rs-6382893/v1/87aa02ceb32af6c8fff6f8de.jpeg"},{"id":80115856,"identity":"428ae5c7-d420-4387-8fd4-db399c659ddc","added_by":"auto","created_at":"2025-04-08 06:11:57","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1055159,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6382893/v1/82d04e11-4340-4c80-b491-945b66e5ebea.pdf"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003e\u003cstrong\u003eTendencies Toward Social Isolation and Loneliness Among University Students\u003c/strong\u003e\u003c/p\u003e","fulltext":[{"header":"Introduction","content":"\u003cp\u003eConsidering the accelerating pace of digitalization today, individuals\u0026rsquo; forms of social interaction are undergoing significant changes. The new opportunities brought by advanced technologies are gradually replacing traditional face-to-face communication with interactions occurring in virtual environments. This shift has been found to potentially increase tendencies toward social isolation and loneliness, particularly among young adults and university students (Twenge et al., \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2019\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eSocial isolation refers to the reduction or severance of individuals' connections to their social support networks and a decrease in interpersonal interactions, whereas feelings of loneliness indicate the subjective emotional and social experience of being alone (Cacioppo \u0026amp; Cacioppo, 2018). Relevant literature has revealed a range of factors that influence feelings of social isolation and loneliness among young adults. For instance, although the widespread use of social media may initially serve to strengthen social bonds, over time, social media-based interactions may paradoxically lead individuals to feel even lonelier (Keles, McCrae, \u0026amp; Grealish, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). University students constitute one of the risk groups for social isolation due to factors such as academic stress, social transitions, and individuation processes (B\u0026uuml;lb\u0026uuml;l \u0026amp; Tun\u0026ccedil;, 2022). Research has shown that feelings of loneliness are prevalent among university students and may negatively impact both their academic lives and psychological well-being (Matthews et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Cacioppo \u0026amp; Cacioppo, 2018; Arslan \u0026amp; Yıldırım, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Diehl, Jansen \u0026amp; Ishchanova, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Richardson, Elliott \u0026amp; Roberts, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). The university period is considered a critical developmental stage during which individuals are expected to build social bonds and enhance their social life skills. However, increasing tendencies toward social isolation and loneliness during this period pose a significant concern, both individually and socially. Social isolation refers to the reduction in social interactions and weakening of one\u0026rsquo;s connection to their environment. Cacioppo and Hawkley (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2009\u003c/span\u003e) noted that, if left unaddressed, social isolation could lead to serious psychological problems and negatively impact cognitive functioning. University students are under dual pressure to both integrate into new social environments and maintain academic success, which makes them particularly vulnerable to the effects of isolation. Moreover, during this phase, individuals' capacity to adhere to social norms is closely associated with factors such as academic achievement and participation in social networks (Rubin, Coplan, \u0026amp; Bowker, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2009\u003c/span\u003e). Rising experiences of loneliness and social isolation during this period may negatively influence students' social integration and their future roles in society. Numerous studies have provided evidence regarding the levels of social isolation and loneliness among university students. For example, G\u0026ouml;kmen, Yıldız, and \u0026Ccedil;elik (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) found that students who moved away from their hometowns for university experienced weaker social bonds and therefore exhibited increased tendencies toward isolation. Their research highlighted the link between socioeconomic status and access to social support systems. Similarly, Demir and Se\u0026ccedil;kin (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) emphasized how the lack of social support contributes to feelings of loneliness, indicating that insufficient support networks in university settings intensify these experiences. Smith and Rhodes (\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2015\u003c/span\u003e), in their study conducted in the United States, reported that social media use among university students did not reduce social isolation; on the contrary, it diminished the quality of interpersonal interactions. Their findings underline the complex relationship between technology and social interaction, highlighting how inadequate support mechanisms may intensify feelings of loneliness. Likewise, Russell, Cutrona, McRae, and Gomez (\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2012\u003c/span\u003e) reported that low levels of perceived social support were associated with increased feelings of loneliness. Their study demonstrated that insufficient social support mechanisms contribute to social isolation, particularly affecting vulnerable groups such as university students. Research consistently indicates that social isolation has negative effects on mental health, reduces motivation to learn, and adversely affects academic performance (Cacioppo \u0026amp; Hawkley, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2009\u003c/span\u003e). Because university students are required to adapt to new social environments, assume personal responsibilities, and cope with future uncertainties, social isolation and loneliness may become more prominent in this population. These behaviors can also negatively influence individuals\u0026rsquo; ability to adapt to social norms, collaborate within groups, and maintain long-term professional performance (Qualter \u0026amp; Munn, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2002\u003c/span\u003e). Therefore, understanding social isolation during the university period is essential for helping individuals more effectively fulfill their future social and professional roles.\u003c/p\u003e \u003cp\u003eStudies conducted in Japan on social isolation and loneliness have particularly focused on the concept of \"hikikomori\", which refers to individuals' complete withdrawal from social life. Hikikomori is recognized in Japan as both a sociological and psychological issue. According to Saito (\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e1998\u003c/span\u003e), hikikomori behavior in young individuals is often associated with social pressure, anxiety related to academic achievement, and problems stemming from family structure. This behavior is especially observed among individuals who struggle to adapt to Japanese social norms and role expectations. Another study by Teo and Gaw (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2010\u003c/span\u003e) focused on the psychosocial conditions of individuals exhibiting hikikomori behavior. Their research revealed that individuals who remain socially withdrawn for prolonged periods often face problems such as depression, anxiety, and low self-esteem. The study highlighted the importance of various psychosocial interventions to support the reintegration of these individuals into society. Similarly, Takahiro et al. (\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) examined the effects of social media and digital communication technologies on social isolation. The study found that while technology use reduces face-to-face social interaction, digital platforms can partially alleviate feelings of loneliness. However, it was also noted that digital interactions cannot fully substitute for in-person social relationships.\u003c/p\u003e \u003cp\u003eThe present study aims to examine university students\u0026rsquo; tendencies toward social isolation and loneliness, as well as the relationships between these tendencies and various demographic factors. Investigating whether these tendencies differ significantly according to variables such as gender, age, academic department, and daily social media use may contribute to both the development of strategies aimed at improving individuals\u0026rsquo; social well-being and the formulation of informed social policies. The primary purpose of this research is to investigate university students\u0026rsquo; tendencies toward social isolation and loneliness, with a particular focus on how these behaviors relate to demographic factors. In line with this general aim, the following research questions were posed:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eWhat are the general tendencies of university students regarding levels of hikikomori?\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eDo university students\u0026rsquo; hikikomori tendencies significantly differ based on gender, academic department, and daily social media usage?\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e"},{"header":"Method","content":"\u003cp\u003eThis study was designed using a quantitative research approach to examine university students\u0026rsquo; tendencies toward social isolation and loneliness. The quantitative method is appropriate for investigating measurable characteristics of social behaviors and obtaining generalizable findings (Creswell, 2014). The research was conducted using a descriptive survey model, which is commonly employed to describe the current status of a group or population at a specific point in time (Fraenkel, Wallen, \u0026amp; Hyun, 2012). The descriptive survey model aims to reveal and examine an existing situation in detail (Karasar, 2009). In social sciences, this model is frequently used to analyze the current state of social behaviors. In the present study, the tendencies of university students toward social isolation and loneliness (hikikomori) are examined within this framework.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePopulation and Sample\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study was conducted with 406 undergraduate students enrolled at a public university, with the aim of examining the effects of social isolation and loneliness tendencies on young adults. The participants were selected through simple random sampling, a method in which each member of the population has an equal chance of being selected (Creswell, 2014). In this research, students were randomly selected from eight different departments: Geography, Child Development, English Language and Literature, Psychology, Sociology, History, Turkish Language and Literature, and Nursing. To ensure the accuracy of the data, Mahalanobis distances were calculated for the submitted questionnaires, and five responses were identified as outliers or containing errors. These were excluded from the analysis. Graphs related to the participants\u0026rsquo; gender and academic departments are also presented to provide a clearer understanding of the sample distribution.\u003c/p\u003e\n\u003cp\u003eWhen examining the demographic distribution of the students who participated in the study, it is observed that female students were more highly represented (78.3%) compared to male students (21.7%) in terms of gender. Regarding academic departments, the highest participation came from the Child Development department (25.2%), followed by English Language and Literature (24.4%). The Turkish Language and Literature department was represented by 14.7% of the participants. The remaining departments were represented as follows: Geography (8.5%), Nursing (9.2%), Psychology (6.0%), Sociology (6.0%), and History (6.0%).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Collection Tools\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eFor the purposes of this study, data were collected using a Demographic Information Form and the Hikikomori Questionnaire (HQ-25).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eHikikomori Questionnaire (HQ-25)\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe Hikikomori Questionnaire (HQ-25), developed by Teo et al. (2018), was designed to assess individuals\u0026rsquo; tendencies toward social withdrawal and is structured as a 5-point Likert-type scale. The scale was adapted into Turkish by G\u0026uuml;ndoğmuş et al. (2021), Kaya et al. (2023), and İli\u0026ccedil; (2023). Comprising 25 items and three sub-dimensions\u0026mdash;socialization (11 items), isolation (8 items), and emotional support (6 items)\u0026mdash;the scale aims to evaluate various dimensions of social isolation. The internal consistency of the scale was examined, and the overall Cronbach\u0026rsquo;s alpha coefficient was calculated as .867, indicating a high level of reliability. The reliability coefficients for the sub-dimensions were .770 for socialization, .754 for isolation, and .695 for emotional support, which are considered acceptable values. Responses given to the items were categorized into specific intervals based on the Likert scale. The range between the lowest (1) and highest (5) possible scores was divided into equal intervals of 0.8. Accordingly, the evaluation criteria were defined as follows:\u003cbr\u003e\u0026nbsp;Strongly Disagree: 1.00\u0026ndash;1.80, Disagree: 1.81\u0026ndash;2.60, Neutral: 2.61\u0026ndash;3.40, Agree: 3.41\u0026ndash;4.20, Strongly Agree: 4.21\u0026ndash;5.00.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTo assess the suitability of the data for factor analysis, the Kaiser-Meyer-Olkin (KMO) Measure of Sampling Adequacy and Bartlett\u0026rsquo;s Test of Sphericity were conducted. The results indicated that the scale was appropriate for factor analysis and that construct validity was established (Table 1).\u003c/p\u003e\n\u003cp\u003eTable 1. KMO and Bartlett\u0026rsquo;s Test Results for the Scale Used in the Study\u003c/p\u003e\n \u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"100%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 31.3131%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eScale\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 30.303%;\"\u003e\n \u003cp\u003eKaiser-Meyer-Olkin (KMO)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 26.2626%;\"\u003e\n \u003cp\u003eBartlett\u0026apos;s Test of Sphericity\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 12.1212%;\"\u003e\n \u003cp\u003esig.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 31.3131%;\"\u003e\n \u003cp\u003eHikikomori\u0026nbsp;\u003cstrong\u003eScale\u003c/strong\u003e (HQ-25) \u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 30.303%;\"\u003e\n \u003cp\u003e.891\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 26.2626%;\"\u003e\n \u003cp\u003e2029.760\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12.1212%;\"\u003e\n \u003cp\u003e\u0026lt;.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eAccording to Table 1, the Kaiser-Meyer-Olkin (KMO) value for the Hikikomori Scale was found to be .891. Considering that KMO values between 0.5 and 1.0 are regarded as acceptable (Altunışık et al., 2010, p. 266), the data structure was deemed sufficient for conducting factor analysis. When the results of Bartlett\u0026rsquo;s Test of Sphericity were examined, the chi-square value was found to be statistically significant at the 0.01 level (sig. = .000), indicating that the data came from a multivariate normal distribution. This supports the assumption that the dataset is appropriate for factor analysis (\u0026Ccedil;okluk et al., 2010). In addition, the normality values for the Hikikomori Scale used in this study are presented in Table 2.\u003c/p\u003e\n\u003cp\u003eTable 2. Normality Values for the Hikikomori Scale\u003c/p\u003e\n \u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"100%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 43.4343%;\"\u003e\n \u003cp\u003eStatistic\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 56.5657%;\"\u003e\n \u003cp\u003eValue\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 43.4343%;\"\u003e\n \u003cp\u003eZ value (Skewness)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 56.5657%;\"\u003e\n \u003cp\u003e0.305\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 43.4343%;\"\u003e\n \u003cp\u003eZ value (Kurtosis)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 56.5657%;\"\u003e\n \u003cp\u003e-0.258\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 43.4343%;\"\u003e\n \u003cp\u003eKolmogorov-Smirnov (K-S) Test\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 56.5657%;\"\u003e\n \u003cp\u003e\u0026nbsp; \u0026nbsp;.054 \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 43.4343%;\"\u003e\n \u003cp\u003ep-value\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 56.5657%;\"\u003e\n \u003cp\u003e\u0026nbsp; \u0026nbsp; 007\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eAccording to Table 2, the normality of the Hikikomori Scale was assessed using skewness, kurtosis, and the Kolmogorov-Smirnov (K-S) test. Kalaycı (2014) states that in normality testing, skewness and kurtosis coefficients should be standardized by dividing them by their standard errors, and the resulting z-scores are compared with critical values in a standard normal distribution. For skewness and kurtosis, values between +1.96 and \u0026ndash;1.96 at the .05 significance level are considered acceptable. Additionally, for the data to be considered normally distributed, these values are expected to be close to zero. In this study, the skewness value was found to be 0.305 and the kurtosis value \u0026ndash;0.258. Since both values fall within the \u0026ndash;1 to +1 range, it can be stated that the data approximately follow a normal distribution. However, to further examine the distribution of test scores, the Kolmogorov-Smirnov test was applied. The result was p = .007, indicating a statistically significant deviation from normality and leading to the rejection of the null hypothesis of normal distribution. To more accurately evaluate the assumption of normality, the histogram and Q-Q plot related to the distribution of the scale scores were also examined. These graphs are presented below.\u003c/p\u003e\n\u003cp\u003eSince the data points are distributed along a straight line, the presence of normality can be assumed. However, in large samples (n \u0026gt; 300), the Kolmogorov-Smirnov (K-S) test may indicate significance even for minor deviations from normality. Therefore, in evaluating normality, additional indicators such as the histogram, Q-Q plot, and skewness-kurtosis values were also considered. Overall, the histogram demonstrates a distribution that is approximately normal. Although a slight positive skew is observed, the distribution can be considered to meet the assumptions of parametric testing. When evaluated holistically, it was determined that while the distribution does not fully meet all criteria of perfect normality, it satisfies the assumption within acceptable limits. Based on these results, the use of parametric tests in this study was deemed appropriate. The Confirmatory Factor Analysis (CFA) results for the scale used in the study are presented in Table 3.\u003c/p\u003e\n\u003cp\u003eTable 3. CFA Results for the Scale Used in the Study\u003c/p\u003e\n \u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"100%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 20.4082%;\"\u003e\n \u003cp\u003eFit Index\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23.4694%;\"\u003e\n \u003cp\u003eHikikomori CFA\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.4286%;\"\u003e\n \u003cp\u003eGood Fit Criteria\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 34.6939%;\"\u003e\n \u003cp\u003eAcceptable Fit Criteria\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 20.4082%;\"\u003e\n \u003cp\u003eX\u003csup\u003e2\u003c/sup\u003e / sd\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 23.4694%;\"\u003e\n \u003cp\u003e2.73\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 21.4286%;\"\u003e\n \u003cp\u003e\u0026pound;3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34.6939%;\"\u003e\n \u003cp\u003e\u0026pound;4-5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 20.4082%;\"\u003e\n \u003cp\u003eAGFI\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 23.4694%;\"\u003e\n \u003cp\u003e0.85\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 21.4286%;\"\u003e\n \u003cp\u003e\u0026sup3;0.90\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34.6939%;\"\u003e\n \u003cp\u003e0.89-0.85\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 20.4082%;\"\u003e\n \u003cp\u003eGFI\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 23.4694%;\"\u003e\n \u003cp\u003e0.87\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 21.4286%;\"\u003e\n \u003cp\u003e\u0026sup3;0.90\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34.6939%;\"\u003e\n \u003cp\u003e0.89-0.85\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 20.4082%;\"\u003e\n \u003cp\u003eNFI\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 23.4694%;\"\u003e\n \u003cp\u003e0.91\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 21.4286%;\"\u003e\n \u003cp\u003e\u0026sup3;0.95\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34.6939%;\"\u003e\n \u003cp\u003e0.94-0.90\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 20.4082%;\"\u003e\n \u003cp\u003eCFI\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 23.4694%;\"\u003e\n \u003cp\u003e0.94\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 21.4286%;\"\u003e\n \u003cp\u003e\u0026sup3;0.97\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34.6939%;\"\u003e\n \u003cp\u003e\u0026pound;\u0026nbsp;0.95\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 20.4082%;\"\u003e\n \u003cp\u003eRMSEA\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 23.4694%;\"\u003e\n \u003cp\u003e0.06\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 21.4286%;\"\u003e\n \u003cp\u003e\u0026pound;0.05\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34.6939%;\"\u003e\n \u003cp\u003e0.06-0.08\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 20.4082%;\"\u003e\n \u003cp\u003eSRMR\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 23.4694%;\"\u003e\n \u003cp\u003e0.06\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 21.4286%;\"\u003e\n \u003cp\u003e\u0026pound;0.05\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 34.6939%;\"\u003e\n \u003cp\u003e0.06-0.08\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eIn order to confirm the three-factor structure of the Hikikomori Scale, a Confirmatory Factor Analysis (CFA) was conducted. The chi-square value was found to be statistically significant (\u0026chi;\u0026sup2; = 745.08, df = 272, p = .00). The fit indices were as follows: RMSEA = 0.06, CFI = 0.94, GFI = 0.87, AGFI = 0.85, SRMR = 0.06, and NFI = 0.91. According to these values, the \u0026chi;\u0026sup2;/df ratio indicates a good fit, and the remaining fit indices fall within acceptable limits, supporting the adequacy of the model fit.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Collection Procedure\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTo conduct the study, ethical approval was first obtained from the Ethics Committee of the university where the researchers are employed. After receiving ethical clearance, the researchers contacted faculty members from various departments at the university and informed them about the study. Suitable dates and class sessions for data collection were then scheduled in coordination with these instructors. During the predetermined class hours, the researchers visited the classes and provided students with access to the online survey, which was prepared via Microsoft Forms. The data collection was carried out on a classroom-by-classroom basis, and prior to participation, students were informed about the purpose of the research, informed consent, confidentiality, and voluntary participation. No personal identifying information was requested from the participants. The data were collected during the Springer semester of the 2024\u0026ndash;2025 academic year, and each application session took approximately 15 minutes.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe collected data were analyzed using the SPSS 29 statistical software package. Initially, the data were cleaned by removing errors and outliers to ensure their suitability for further analysis. Then, normality tests were conducted to determine whether parametric or non-parametric statistical procedures would be applied. Confirmatory Factor Analysis (CFA) for the scale was performed using LISREL 8.8, and model fit indices were evaluated accordingly. In addition, descriptive statistics such as frequency, percentage, arithmetic mean, and standard deviation were calculated. To examine the relationships between the total and subscale scores of the scale and demographic variables, parametric tests (independent samples t-test, ANOVA) were employed. In cases where the assumption of normality was not met, non-parametric tests (such as the Kruskal-Wallis H test and Mann-Whitney U test) were utilized. The significance levels were set at p \u0026le; .05 and p \u0026le; .01.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical Approval\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study was conducted in accordance with ethical guidelines and participants\u0026rsquo; rights, and the necessary approval was obtained from the university\u0026rsquo;s Ethics Committee.\u0026nbsp;\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003eThis study examined university students\u0026rsquo; tendencies toward loneliness (withdrawal), their levels of socialization, tendencies toward isolation, and perceived emotional support. Differences were evaluated based on variables such as gender, academic department, and daily social media usage, using various statistical analyses. Initially, descriptive analyses were conducted to define the students\u0026rsquo; general tendencies toward loneliness and their scores on the subdimensions. Subsequently, differences were tested across gender, department, and social media usage variables. Descriptive statistics for the overall scale and its subdimensions are presented in Table 4.\u003c/p\u003e\n\u003cp\u003eTable 4. Descriptive Analyses for the Overall Scale and Its Subdimensions\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 16.6667%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16.6667%;\"\u003e\n \u003cp\u003eN\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16.6667%;\"\u003e\n \u003cp\u003eMin.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16.6667%;\"\u003e\n \u003cp\u003eMax.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16.6667%;\"\u003e\n \u003cp\u003ex̄\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16.6667%;\"\u003e\n \u003cp\u003ess\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 16.6667%;\"\u003e\n \u003cp\u003eHikikomori\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16.6667%;\"\u003e\n \u003cp\u003e401\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16.6667%;\"\u003e\n \u003cp\u003e1.16\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16.6667%;\"\u003e\n \u003cp\u003e4.36\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16.6667%;\"\u003e\n \u003cp\u003e2.64\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16.6667%;\"\u003e\n \u003cp\u003e.589\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 16.6667%;\"\u003e\n \u003cp\u003eSocialization\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16.6667%;\"\u003e\n \u003cp\u003e401\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16.6667%;\"\u003e\n \u003cp\u003e1.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16.6667%;\"\u003e\n \u003cp\u003e4.64\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16.6667%;\"\u003e\n \u003cp\u003e2.58\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16.6667%;\"\u003e\n \u003cp\u003e.711\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 16.6667%;\"\u003e\n \u003cp\u003eIsolation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16.6667%;\"\u003e\n \u003cp\u003e401\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16.6667%;\"\u003e\n \u003cp\u003e1.50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16.6667%;\"\u003e\n \u003cp\u003e4.75\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16.6667%;\"\u003e\n \u003cp\u003e2.84\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16.6667%;\"\u003e\n \u003cp\u003e.661\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 16.6667%;\"\u003e\n \u003cp\u003eEmotional Support\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16.6667%;\"\u003e\n \u003cp\u003e401\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16.6667%;\"\u003e\n \u003cp\u003e1.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16.6667%;\"\u003e\n \u003cp\u003e5.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16.6667%;\"\u003e\n \u003cp\u003e2.50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16.6667%;\"\u003e\n \u003cp\u003e.827\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eWhen examining the mean scores of the Hikikomori Scale and its subdimensions\u0026mdash;Socialization, Isolation, and Emotional Support\u0026mdash;different tendencies were observed among the students. The overall Hikikomori score (x̄ = 2.64, SD = 0.589) indicates a general tendency at the \u0026ldquo;neutral\u0026rdquo; level. The minimum and maximum scores ranged from 1.16 to 4.36, suggesting considerable individual differences. This implies that while some students may exhibit hikikomori-like characteristics, the majority display only a moderate level of such tendencies. The Socialization subdimension (x̄ = 2.58, SD = 0.711) also reflects a neutral tendency, indicating that students are generally undecided regarding their social engagement. The score range from 1.00 to 4.64 suggests that while some students are open to social interaction, others tend to be more withdrawn. The Isolation subdimension (x̄ = 2.84, SD = 0.661) showed a higher mean score compared to the other subdimensions, still falling within the neutral range. This suggests that the tendency to withdraw from social interaction is more pronounced than the tendency to engage. The score range between 1.50 and 4.75 points to significant individual variation in isolation tendencies. The Emotional Support subdimension (x̄ = 2.50, SD = 0.827) indicates that students were also undecided about the level of emotional support they receive from others. The wide range of scores, from 1.00 to 5.00, suggests that while some students receive no support, others perceive a high level of emotional support from their environment. Descriptive analyses for the other subdimension, Socialization, are presented in Table 5.\u003c/p\u003e\n\u003cp\u003eTable 5. Descriptive Analyses for the Socialization Subdimension\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"614\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 470px;\"\u003e\n \u003cp\u003eItems in the Socialization Subscale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\" style=\"width: 144px;\"\u003e\n \u003cp\u003eDescriptive Statistics\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003eN\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003eX̄\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 49px;\"\u003e\n \u003cp\u003ess\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 470px;\"\u003e\n \u003col\u003e\n \u003cli\u003eI tend to keep my distance from others\u003c/li\u003e\n \u003c/ol\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e401\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e3.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e1.248\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 470px;\"\u003e\n \u003col start=\"2\"\u003e\n \u003cli\u003eI like meeting new people\u003c/li\u003e\n \u003c/ol\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e401\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e2.32\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e1.187\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 470px;\"\u003e\n \u003col start=\"3\"\u003e\n \u003cli\u003ePeople make me feel uncomfortable.\u003c/li\u003e\n \u003c/ol\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e401\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e2.82\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e1.293\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 470px;\"\u003e\n \u003col start=\"4\"\u003e\n \u003cli\u003eI feel uneasy around others.\u003c/li\u003e\n \u003c/ol\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e401\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e2.66\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e1.287\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 470px;\"\u003e\n \u003col start=\"5\"\u003e\n \u003cli\u003eI do not like being seen by others.\u003c/li\u003e\n \u003c/ol\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e401\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e2.37\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e1.339\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 470px;\"\u003e\n \u003col start=\"6\"\u003e\n \u003cli\u003eJoining groups is difficult for me.\u003c/li\u003e\n \u003c/ol\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e401\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e2.43\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e1.382\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 470px;\"\u003e\n \u003col start=\"7\"\u003e\n \u003cli\u003eI enjoy being in social settings\u003c/li\u003e\n \u003c/ol\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e401\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e2.16\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e1.214\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 470px;\"\u003e\n \u003col start=\"8\"\u003e\n \u003cli\u003eI avoid talking to others.\u003c/li\u003e\n \u003c/ol\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e401\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e2.22\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e1.250\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 470px;\"\u003e\n \u003col start=\"9\"\u003e\n \u003cli\u003eI prefer being alone rather than being with others\u003c/li\u003e\n \u003c/ol\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e401\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e3.17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e1.398\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 470px;\"\u003e\n \u003col start=\"10\"\u003e\n \u003cli\u003eI definitely prefer being around others\u003c/li\u003e\n \u003c/ol\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e401\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e2.72\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e1.219\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 470px;\"\u003e\n \u003col start=\"11\"\u003e\n \u003cli\u003eI don\u0026rsquo;t enjoy social interactions\u003c/li\u003e\n \u003c/ol\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e401\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e2.53\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e1.259\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eThese findings indicate that students generally display a hesitant attitude toward social interactions, yet they are not entirely isolated. For instance, responses to the item \u003cem\u003e\u0026ldquo;I prefer being alone rather than being with others\u0026rdquo;\u003c/em\u003e (x̄ = 3.17, SD = 1.398) suggest that students are somewhat inclined toward solitude, though not consistently so. Similarly, responses to \u003cem\u003e\u0026ldquo;I tend to keep my distance from others\u0026rdquo;\u003c/em\u003e (x̄ = 3.00, SD = 1.248) fall between neutral and somewhat agree, indicating that students may prefer solitude in certain situations but do not entirely disconnect from their social environments. On the other hand, lower average scores on items such as \u003cem\u003e\u0026ldquo;I enjoy being in social settings\u0026rdquo;\u003c/em\u003e (x̄ = 2.16, SD = 1.214) and \u003cem\u003e\u0026ldquo;I like meeting new people\u0026rdquo;\u003c/em\u003e (x̄ = 2.32, SD = 1.187) suggest that students somewhat disagreed with these statements. This implies a reluctance or shyness in entering new social environments or forming new relationships. In contrast, responses to \u003cem\u003e\u0026ldquo;I definitely prefer being around others\u0026rdquo;\u003c/em\u003e (x̄ = 2.72, SD = 1.219) and \u003cem\u003e\u0026ldquo;I don\u0026rsquo;t enjoy social interactions\u0026rdquo;\u003c/em\u003e (x̄ = 2.53, SD = 1.259) were distributed between neutral and somewhat agree, suggesting that while students may favor certain types of social interactions, they do not exhibit a strong tendency toward social engagement overall. Overall, the results show that students tend to be ambivalent about social interaction, often hesitant to engage in new social environments but not entirely withdrawn. Notably, they may prefer solitude more often, yet do not completely avoid social settings when necessary. These findings suggest that students prefer to remain within controlled social environments and tend to manage their social engagement based on specific conditions. Descriptive analyses for the Isolation subdimension are presented in Table 6.\u003c/p\u003e\n\u003cp\u003eTable 6. Descriptive Analyses for the Isolation Subdimension\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"614\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 470px;\"\u003e\n \u003cp\u003eItems in the Isolation Subscale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\" style=\"width: 144px;\"\u003e\n \u003cp\u003eDescriptive Statistics\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003eN\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003eX̄\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 49px;\"\u003e\n \u003cp\u003ess\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 470px;\"\u003e\n \u003col start=\"12\"\u003e\n \u003cli\u003eI spend most of my time at home.\u003c/li\u003e\n \u003c/ol\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e401\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e3.10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e1.364\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 470px;\"\u003e\n \u003col start=\"13\"\u003e\n \u003cli\u003eI lock myself in my room.\u003c/li\u003e\n \u003c/ol\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e401\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e2.30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e1.368\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 470px;\"\u003e\n \u003col start=\"14\"\u003e\n \u003cli\u003eI spend most of my time alone.\u003c/li\u003e\n \u003c/ol\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e401\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e2.78\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e1.402\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 470px;\"\u003e\n \u003col start=\"15\"\u003e\n \u003cli\u003eI rarely meet people in person.\u003c/li\u003e\n \u003c/ol\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e401\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e2.81\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e1.327\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 470px;\"\u003e\n \u003col start=\"16\"\u003e\n \u003cli\u003eI do not live according to the rules and values of society.\u003c/li\u003e\n \u003c/ol\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e401\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e2.65\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e1.343\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 470px;\"\u003e\n \u003col start=\"17\"\u003e\n \u003cli\u003eI have very little interaction with others (e.g., talking, writing, etc.).\u003c/li\u003e\n \u003c/ol\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e401\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e3.20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e1.322\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 470px;\"\u003e\n \u003col start=\"18\"\u003e\n \u003cli\u003eI rarely spend time alone.\u003c/li\u003e\n \u003c/ol\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e401\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e3.11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e1.299\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 470px;\"\u003e\n \u003col start=\"19\"\u003e\n \u003cli\u003eI dedicate very little time to interacting with others.\u003c/li\u003e\n \u003c/ol\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e401\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e2.77\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e1.247\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eThe responses to the items assessing students\u0026apos; levels of isolation indicate that their tendency to spend time alone is at a moderate level. For instance, the item \u003cem\u003e\u0026quot;I spend most of my time at home\u0026quot;\u003c/em\u003e (x̄ = 3.10, SD = 1.364) received responses that reflect a neutral to somewhat agree tendency. This suggests that while students spend a certain amount of time at home, this may not necessarily indicate a high level of isolation. Similarly, the item \u003cem\u003e\u0026quot;I rarely spend time alone\u0026quot;\u003c/em\u003e (x̄ = 3.11, SD = 1.299) also reflects ambivalence among students about their solitary behaviors. Responses to \u003cem\u003e\u0026quot;I have little contact with others, such as talking or writing\u0026quot;\u003c/em\u003e (x̄ = 3.20, SD = 1.322) point to a limited level of social interaction for some students. Responses to \u003cem\u003e\u0026quot;I dedicate very little time to interacting with others\u0026quot;\u003c/em\u003e (x̄ = 2.77, SD = 1.247) and \u003cem\u003e\u0026quot;I spend most of my time alone\u0026quot;\u003c/em\u003e (x̄ = 2.78, SD = 1.402) suggest a distribution between neutral and somewhat agree, implying moderate levels of isolation behavior. However, the item \u003cem\u003e\u0026quot;I lock myself in my room\u0026quot;\u003c/em\u003e (x̄ = 2.30, SD = 1.368) was mostly rated between somewhat disagree and neutral, indicating that the majority of students do not strongly engage in such behavior. Similarly, responses to \u003cem\u003e\u0026quot;I live according to society\u0026rsquo;s rules and values\u0026quot;\u003c/em\u003e (x̄ = 2.65, SD = 1.343) reflect a high degree of uncertainty. In general, the findings for the Isolation subdimension show that students are not entirely isolated, but they do exhibit moderately limited levels of social interaction. Their tendency to spend time alone or at home is moderate, and they do not present a fully withdrawn profile. These results suggest that while students maintain a cautious approach to social interaction, they do not completely isolate themselves from their social environments. Descriptive analyses for the Emotional Support subdimension are presented in Table 7.\u003c/p\u003e\n\u003cp\u003eTable 7. Descriptive Analyses for the Emotional Support Subdimension\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"614\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 470px;\"\u003e\n \u003cp\u003eItems in the Emotional Support Subscale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\" style=\"width: 144px;\"\u003e\n \u003cp\u003eDescriptive Statistics\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003eN\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003eX̄\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 49px;\"\u003e\n \u003cp\u003ess\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 470px;\"\u003e\n \u003col start=\"20\"\u003e\n \u003cli\u003eThere is no one I can talk to about truly important matters.\u003c/li\u003e\n \u003c/ol\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e401\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e2.64\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e1.388\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 470px;\"\u003e\n \u003col start=\"21\"\u003e\n \u003cli\u003eThere are people in my life who try to understand me.\u003c/li\u003e\n \u003c/ol\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e401\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e2.22\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e1.237\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 470px;\"\u003e\n \u003col start=\"22\"\u003e\n \u003cli\u003eI can share my personal thoughts with more than one person.\u003c/li\u003e\n \u003c/ol\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e401\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e2.65\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e1.363\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 470px;\"\u003e\n \u003col start=\"23\"\u003e\n \u003cli\u003eThere are very few people I can talk to about important matters.\u003c/li\u003e\n \u003c/ol\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e401\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e3.41\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e1.330\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 470px;\"\u003e\n \u003col start=\"24\"\u003e\n \u003cli\u003eThere is no one truly important in my life.\u003c/li\u003e\n \u003c/ol\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e401\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e2.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e1.289\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 470px;\"\u003e\n \u003col start=\"25\"\u003e\n \u003cli\u003eThere is someone I can rely on when I have problems.\u003c/li\u003e\n \u003c/ol\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e401\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e2.08\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e1.305\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eWhen examining the students\u0026apos; responses related to their perceived emotional support, it appears that they display varying tendencies regarding the level of support they receive from their social environment. For example, the item \u003cem\u003e\u0026ldquo;There are very few people with whom I can discuss important matters\u0026rdquo;\u003c/em\u003e (x̄ = 3.41, SD = 1.330) received responses mostly between somewhat agree and strongly agree, indicating that many students feel they have a limited emotional support network. In contrast, the average score for the item \u003cem\u003e\u0026ldquo;There is no one truly important in my life\u0026rdquo;\u003c/em\u003e (x̄ = 2.00, SD = 1.289) suggests that most students somewhat disagree or strongly disagree with this statement, implying that they do perceive the presence of meaningful people in their lives. Similarly, responses to \u003cem\u003e\u0026ldquo;There is someone I can trust with my problems\u0026rdquo;\u003c/em\u003e (x̄ = 2.08, SD = 1.305) and \u003cem\u003e\u0026ldquo;There are people in my life who try to understand me\u0026rdquo;\u003c/em\u003e (x̄ = 2.22, SD = 1.237) indicate that students receive some emotional support, although it may not be at a strong or consistent level. Responses to \u003cem\u003e\u0026ldquo;There is no one with whom I can discuss truly important issues\u0026rdquo;\u003c/em\u003e (x̄ = 2.64, SD = 1.388) were concentrated around neutral to somewhat agree, suggesting that while students may have some people to share with, their social support networks may not be sufficiently broad. The item \u003cem\u003e\u0026ldquo;I can share my personal thoughts with more than one person\u0026rdquo;\u003c/em\u003e (x̄ = 2.65, SD = 1.363) also yielded a neutral response trend, indicating ambivalence regarding the extent of emotional disclosure in their relationships. Overall, it can be concluded that while students have access to people they can rely on for emotional support on important matters, this support may not be adequate for everyone. Some students report a lack of emotional support, while others appear to have a moderate, yet limited, trusted social circle. Independent samples t-test results regarding students\u0026apos; views on the overall scale and its subdimensions by gender are presented in Table 8.\u003c/p\u003e\n\u003cp\u003eTable 8. Student Responses on the Overall Scale and Subdimensions by Gender\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"100%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003eSubscale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003eGender\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 4px;\"\u003e\n \u003cp\u003eN\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003eX̄\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003ess\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003esd\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003eLevene\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003esig.\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003et\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003esig.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd height=\"40\" style=\"width: 0px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"3\" style=\"width: 14px;\"\u003e\n \u003cp\u003eHikikomori\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 4px;\"\u003e\n \u003cp\u003e314\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 5px;\"\u003e\n \u003cp\u003e2.67\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 5px;\"\u003e\n \u003cp\u003e.579\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"3\" style=\"width: 9px;\"\u003e\n \u003cp\u003e399\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"3\" style=\"width: 10px;\"\u003e\n \u003cp\u003e.072\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"3\" style=\"width: 15px;\"\u003e\n \u003cp\u003e.789\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 8px;\"\u003e\n \u003cp\u003e2.029\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"3\" style=\"width: 13px;\"\u003e\n \u003cp\u003e.022\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd height=\"19\" style=\"width: 0px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 12px;\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 4px;\"\u003e\n \u003cp\u003e87\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 5px;\"\u003e\n \u003cp\u003e2.53\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 5px;\"\u003e\n \u003cp\u003e.614\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd height=\"4\" style=\"width: 0px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e1.963\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd height=\"20\" style=\"width: 0px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 14px;\"\u003e\n \u003cp\u003eSocialization\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 4px;\"\u003e\n \u003cp\u003e314\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 5px;\"\u003e\n \u003cp\u003e2.61\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 5px;\"\u003e\n \u003cp\u003e.707\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 9px;\"\u003e\n \u003cp\u003e399\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 10px;\"\u003e\n \u003cp\u003e.406\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 15px;\"\u003e\n \u003cp\u003e.525\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e1.830\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 13px;\"\u003e\n \u003cp\u003e.034\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd height=\"23\" style=\"width: 0px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 4px;\"\u003e\n \u003cp\u003e87\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e2.45\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e.716\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e1.816\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd height=\"22\" style=\"width: 0px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 14px;\"\u003e\n \u003cp\u003eIsolation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 4px;\"\u003e\n \u003cp\u003e314\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 5px;\"\u003e\n \u003cp\u003e2.90\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 5px;\"\u003e\n \u003cp\u003e.647\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 9px;\"\u003e\n \u003cp\u003e399\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 10px;\"\u003e\n \u003cp\u003e.001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 15px;\"\u003e\n \u003cp\u003e.980\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e3.645\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 13px;\"\u003e\n \u003cp\u003e\u0026lt;.001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd height=\"19\" style=\"width: 0px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 4px;\"\u003e\n \u003cp\u003e87\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 5px;\"\u003e\n \u003cp\u003e2.61\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 5px;\"\u003e\n \u003cp\u003e.666\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e3.585\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd height=\"19\" style=\"width: 0px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 14px;\"\u003e\n \u003cp\u003eEmotional Support\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 4px;\"\u003e\n \u003cp\u003e314\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 5px;\"\u003e\n \u003cp\u003e2.48\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 5px;\"\u003e\n \u003cp\u003e.839\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 9px;\"\u003e\n \u003cp\u003e399\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 10px;\"\u003e\n \u003cp\u003e.832\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 15px;\"\u003e\n \u003cp\u003e.362\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e-.707\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 13px;\"\u003e\n \u003cp\u003e.240\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd height=\"19\" style=\"width: 0px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 4px;\"\u003e\n \u003cp\u003e87\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 5px;\"\u003e\n \u003cp\u003e2.55\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 5px;\"\u003e\n \u003cp\u003e.785\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 8px;\"\u003e\n \u003cp\u003e-.734\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd height=\"19\" style=\"width: 0px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eFemale students (x̄ = 2.67, SD = .579) had a higher mean score than male students (x̄ = 2.53, SD = .614) on the overall Hikikomori Scale. According to the result of the independent samples t-test, t(399) = 2.029, p = .022, this difference was statistically significant. While both groups showed a tendency between \u003cem\u003e\u0026ldquo;neutral\u0026rdquo;\u003c/em\u003e and \u003cem\u003e\u0026ldquo;somewhat agree\u0026rdquo;\u003c/em\u003e, it can be interpreted that female students exhibit stronger hikikomori tendencies, whereas male students experience social withdrawal to a lesser degree. In terms of the Socialization subdimension, female students had a significantly higher average score (x̄ = 2.61, SD = .707) compared to male students (x̄ = 2.45, SD = .716), t(399) = 1.830, p = .034. Again, both groups expressed a tendency between \u003cem\u003e\u0026ldquo;neutral\u0026rdquo;\u003c/em\u003e and \u003cem\u003e\u0026ldquo;somewhat agree\u0026rdquo;\u003c/em\u003e. This suggests that female students are more willing to engage in social activities, while male students appear to be more reserved in social settings. Regarding the Isolation subdimension, female students scored significantly higher (x̄ = 2.90, SD = .647) than male students (x̄ = 2.61, SD = .666), t(399) = 3.645, p \u0026lt; .001. Female students leaned more toward \u003cem\u003e\u0026ldquo;somewhat agree\u0026rdquo;\u003c/em\u003e, while male students remained closer to \u003cem\u003e\u0026ldquo;neutral\u0026rdquo;\u003c/em\u003e. This indicates that female students are more inclined to spend time alone and create personal boundaries that may lead to social withdrawal. In the Emotional Support subdimension, female students (x̄ = 2.48, SD = .839) had a slightly lower mean score than male students (x̄ = 2.55, SD = .785), but the difference was not statistically significant, t(399) = \u0026ndash;.707, p = .240. Both groups reported perceptions of emotional support that remained around the \u003cem\u003e\u0026ldquo;neutral\u0026rdquo;\u003c/em\u003e level. This finding suggests that there is no meaningful gender difference in perceived emotional support. Overall, female students scored higher on both the Hikikomori and Isolation dimensions, indicating a greater tendency toward solitude and social withdrawal. Male students reported lower socialization levels, suggesting they may be more hesitant in social interactions. However, there was no significant difference between male and female students regarding emotional support, with both groups perceiving similar levels. ANOVA test results regarding students\u0026rsquo; responses on the overall scale and its subdimensions based on academic department are presented in Table 9.\u003c/p\u003e\n\u003cp\u003eTable 9. Student Responses on the Overall Scale and Subdimensions by Academic Department\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"100%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003eSubscale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003eDepartment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003eN\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003eX̄\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003ess\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003eSource\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003eSum of Squares\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003esd\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7px;\"\u003e\n \u003cp\u003eMean Square\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003eF\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7px;\"\u003e\n \u003cp\u003ep\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003escheffe\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"9\" style=\"width: 13px;\"\u003e\n \u003cp\u003eHikikomori\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003eGeography\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e34\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e2.66\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e.612\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003eBetween G.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e.142\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7px;\"\u003e\n \u003cp\u003e.020\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"9\" style=\"width: 6px;\"\u003e\n \u003cp\u003e.057\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"9\" style=\"width: 7px;\"\u003e\n \u003cp\u003e1.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"9\" style=\"width: 8px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003eChild Development\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e101\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e2.62\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e.610\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003eWithin G.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e138.789\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e393\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7px;\"\u003e\n \u003cp\u003e.353\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 13px;\"\u003e\n \u003cp\u003eEnglish Language \u0026amp; Lit.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e98\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e2.65\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e.667\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e138.931\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e400\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 13px;\"\u003e\n \u003cp\u003ePsychology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e2.64\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e.474\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 5px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 13px;\"\u003e\n \u003cp\u003eSociology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e2.60\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e.441\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 5px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 13px;\"\u003e\n \u003cp\u003eHistory\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e2.67\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e.649\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 5px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 13px;\"\u003e\n \u003cp\u003eTurkish Language \u0026amp; Lit.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e59\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e2.64\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e.455\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 5px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003eNursing\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e37\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e2.65\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e.633\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 5px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"8\" valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003eLevene: 2.394 \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;p=.021*\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"9\" style=\"width: 13px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003eSocialization\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003eGeography\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e34\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e2.59\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e.752\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003eBetween G.\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 9px;\"\u003e\n \u003cp\u003e.816\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 5px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e.117\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"9\" style=\"width: 6px;\"\u003e\n \u003cp\u003e.227\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"9\" style=\"width: 7px;\"\u003e\n \u003cp\u003e.979\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"9\" style=\"width: 8px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003eChild Development\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e101\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e2.55\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e.697\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003eWithin G.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e201.641\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e393\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7px;\"\u003e\n \u003cp\u003e.513\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003eEnglish Language \u0026amp; Lit.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e98\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e2.63\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e.818\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e202.457\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e400\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003ePsychology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e2.65\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e.586\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003eSociology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e2.50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e.600\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003eHistory\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e2.51\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e.712\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003eTurkish Language \u0026amp; Lit.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e59\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e2.56\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e.624\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003eNursing\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e37\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e2.57\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e.722\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"8\" valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003eLevene: 2.069 \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; p=.046*\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"9\" style=\"width: 13px;\"\u003e\n \u003cp\u003eIsolation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003eGeography\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e34\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e2.80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e.727\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003eBetween G.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e.320\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7px;\"\u003e\n \u003cp\u003e.046\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"9\" style=\"width: 6px;\"\u003e\n \u003cp\u003e.103\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"9\" style=\"width: 7px;\"\u003e\n \u003cp\u003e.998\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"9\" style=\"width: 8px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003eChild Development\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e101\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e2.85\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e.631\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003eWithin G.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e174.966\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e393\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7px;\"\u003e\n \u003cp\u003e.445\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003eEnglish Language \u0026amp; Lit.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e98\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e2.83\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e.667\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e175.286\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e400\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003ePsychology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e2.79\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e.619\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003eSociology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e2.90\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e.521\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003eHistory\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e2.78\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e.844\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003eTurkish Language \u0026amp; Lit.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e59\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e2.86\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e.596\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003eNursing\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e37\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e2.84\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e.786\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"8\" valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003eLevene: 1.483 \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; p=.172\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"9\" style=\"width: 13px;\"\u003e\n \u003cp\u003eEmotional Support\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003eGeography\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e34\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e2.62\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e.659\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003eBetween G.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e4.006\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7px;\"\u003e\n \u003cp\u003e.572\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"9\" style=\"width: 6px;\"\u003e\n \u003cp\u003e.832\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"9\" style=\"width: 7px;\"\u003e\n \u003cp\u003e.561\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"9\" style=\"width: 8px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003eChild Development\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e101\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e2.45\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e.915\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003eWithin G.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e270.216\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e393\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7px;\"\u003e\n \u003cp\u003e.688\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003eEnglish Language \u0026amp; Lit.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e98\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e2.44\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e.928\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e274.222\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e400\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003ePsychology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e2.41\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e.795\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003eSociology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e2.39\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e.749\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003eHistory\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e2.81\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e.838\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003eTurkish Language \u0026amp; Lit.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e59\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e2.51\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e.650\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003eNursing\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e37\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e2.55\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e.749\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 5px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"8\" valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003eLevene: 3.067 \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;p=.004*\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003ep\u0026lt;.05\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n\u003cp\u003eDifferences in students\u0026rsquo; scores on the Hikikomori, Socialization, Isolation, and Emotional Support subdimensions were examined according to the academic department variable. Based on the results of the Levene\u0026rsquo;s Test, the assumption of homogeneity of variance was not met for the Hikikomori (p = .021), Socialization (p = .046), and Emotional Support (p = .004) subdimensions. Therefore, the Kruskal-Wallis H (KWH) test was considered more appropriate for these dimensions. However, for the Isolation subdimension (p = .172), the assumption of equal variances was satisfied, and thus, ANOVA was used. In the Hikikomori subdimension, the highest mean scores were observed among students in the Nursing (x̄ = 2.65, SD = .633) and History (x̄ = 2.67, SD = .649) departments. In contrast, the Sociology department reported the lowest mean (x̄ = 2.60, SD = .441). However, this difference was not statistically significant (p = 1.000). Regarding the Socialization subdimension, students in the Psychology department had the highest mean (x̄ = 2.65, SD = .586), while those in the History department reported the lowest (x̄ = 2.51, SD = .712). This difference was also not statistically significant (p = .979). However, as the Levene\u0026rsquo;s Test indicated unequal variances (p = .046), the Kruskal-Wallis test was conducted for this subdimension. In the Isolation subdimension, no statistically significant difference was found between departments (p = .998). However, Sociology students showed the highest isolation mean (x̄ = 2.90, SD = .521), followed by History (x̄ = 2.78, SD = .844) and Psychology (x̄ = 2.79, SD = .619) students. The lowest mean was observed in the English Language and Literature department (x̄ = 2.83, SD = .667). For the Emotional Support subdimension, History students reported the highest average (x̄ = 2.81, SD = .838), while Child Development students had the lowest (x̄ = 2.45, SD = .915). As the Levene\u0026rsquo;s Test revealed unequal variances (p = .004), the Kruskal-Wallis test was conducted. Nevertheless, the overall differences were not statistically significant (p = .561), suggesting that students across departments perceived similar levels of emotional support. In summary, no statistically significant differences were found in Hikikomori, Socialization, Isolation, and Emotional Support levels according to students\u0026rsquo; academic departments. However, certain patterns emerged: Psychology students reported the highest socialization, Sociology students had the highest isolation, History students perceived the highest emotional support, and Child Development students perceived the lowest. These findings indicate that while individual and contextual factors may influence student experiences, departmental differences were not statistically significant. Kruskal-Wallis H test results for the Hikikomori subdimension by department are presented in Table 10.\u003c/p\u003e\n\u003cp\u003eTable 10. Kruskal-Wallis H Test Results for the Hikikomori Subdimension by Academic Department\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"100%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 24px;\"\u003e\n \u003cp\u003eDepartment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003eN\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003eMean Rank\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003eSd\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003eKWH\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003ep\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003eSig. Difference\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 24px;\"\u003e\n \u003cp\u003eGeography\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e34\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 15px;\"\u003e\n \u003cp\u003e190.12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"8\" style=\"width: 10px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"8\" style=\"width: 13px;\"\u003e\n \u003cp\u003e1.984\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"8\" style=\"width: 13px;\"\u003e\n \u003cp\u003e.961\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"8\" style=\"width: 12px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 24px;\"\u003e\n \u003cp\u003eChild Development\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e101\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 15px;\"\u003e\n \u003cp\u003e176.98\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 24px;\"\u003e\n \u003cp\u003eEnglish Language \u0026amp; Lit.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e98\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 15px;\"\u003e\n \u003cp\u003e242.00\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 24px;\"\u003e\n \u003cp\u003ePsychology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 15px;\"\u003e\n \u003cp\u003e180.03\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 24px;\"\u003e\n \u003cp\u003eSociology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 15px;\"\u003e\n \u003cp\u003e174.28\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 24px;\"\u003e\n \u003cp\u003eHistory\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 15px;\"\u003e\n \u003cp\u003e184.33\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 24px;\"\u003e\n \u003cp\u003eTurkish Language \u0026amp; Lit.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e59\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 15px;\"\u003e\n \u003cp\u003e175.65\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 24px;\"\u003e\n \u003cp\u003eNursing\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e37\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 15px;\"\u003e\n \u003cp\u003e183.38\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003ep\u0026lt;.05\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n\u003cp\u003eTo compare students\u0026rsquo; hikikomori tendencies based on their academic department, the Kruskal-Wallis H (KWH) test was applied. According to the results, the highest mean rank was observed among English Language and Literature students (242.00), while the lowest was among Sociology students (174.28). The remaining departments ranked in the middle range. This pattern suggests that students in English Language and Literature may exhibit relatively higher hikikomori tendencies, whereas those in Sociology may display lower levels of such behavior. However, when the statistical analysis results are examined, the Kruskal-Wallis test yielded H(7) = 1.984, p = .961. Since the p-value exceeds .05, the difference in hikikomori tendencies among departments is not statistically significant. In other words, the academic department does not appear to be a determining factor in students\u0026rsquo; hikikomori tendencies. Although some differences in mean ranks were observed, these differences were not statistically significant, and thus, post-hoc analyses were not required. When these findings are considered as a whole, it can be concluded that students\u0026rsquo; hikikomori tendencies do not significantly differ by academic department. While the relatively higher scores among English Language and Literature students are noteworthy, this difference does not reach statistical significance. These results suggest that hikikomori tendencies may be more closely related to individual and psychosocial factors rather than the academic field of study. Kruskal-Wallis H test results for the Socialization subdimension by department are presented in Table 11.\u003c/p\u003e\n\u003cp\u003eTable 11. Kruskal-Wallis H Test Results for the Socialization Subdimension by Academic Department\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"100%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 26px;\"\u003e\n \u003cp\u003eDepartment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003eN\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003eMean Rank\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003eSd\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003eKWH\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003ep\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003eSig. Difference\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 26px;\"\u003e\n \u003cp\u003eGeography\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e34\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e184.85\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"8\" style=\"width: 10px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"8\" style=\"width: 10px;\"\u003e\n \u003cp\u003e3.401\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"8\" style=\"width: 10px;\"\u003e\n \u003cp\u003e.846\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"8\" style=\"width: 10px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 26px;\"\u003e\n \u003cp\u003eChild Development\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e101\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e176.16\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 26px;\"\u003e\n \u003cp\u003eEnglish Language \u0026amp; Lit.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e98\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e256.25\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 26px;\"\u003e\n \u003cp\u003ePsychology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e186.74\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 26px;\"\u003e\n \u003cp\u003eSociology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e187.35\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 26px;\"\u003e\n \u003cp\u003eHistory\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e173.50\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 26px;\"\u003e\n \u003cp\u003eTurkish Language \u0026amp; Lit.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e59\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e165.08\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 26px;\"\u003e\n \u003cp\u003eNursing\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003e37\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e179.42\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003ep\u0026lt;.05*\u003c/p\u003e\n\u003cp\u003eTo examine whether students\u0026rsquo; levels of socialization differed by academic department, the Kruskal-Wallis H (KWH) test was conducted. Upon reviewing the results, it was found that although the mean ranks varied across departments, these differences were not statistically significant (KWH = 3.401, p = .846). The highest mean rank was observed in the English Language and Literature department (256.25), while the lowest was found in the Turkish Language and Literature department (165.08). However, the fact that the p-value exceeds .05 indicates that these variations do not reflect a significant difference. This finding suggests that students\u0026rsquo; socialization levels do not significantly differ between departments. In summary, no statistically significant differences were found across departments regarding students\u0026rsquo; socialization scores, meaning that academic discipline is not a major determinant of socialization tendencies in this sample. Kruskal-Wallis H test results for the Emotional Support subdimension by academic department are presented in Table 12.\u003c/p\u003e\n\u003cp\u003eTable 12. Kruskal-Wallis H Test Results for the Emotional Support Subdimension by Academic Department\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"100%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 26px;\"\u003e\n \u003cp\u003eDepartment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003eN\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003eMean Rank\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 14px;\"\u003e\n \u003cp\u003eSd\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003eKWH\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003ep\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003eSig. Difference\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 26px;\"\u003e\n \u003cp\u003eGeography\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e34\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e202.26\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"8\" style=\"width: 14px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"8\" style=\"width: 12px;\"\u003e\n \u003cp\u003e7.639\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"8\" style=\"width: 9px;\"\u003e\n \u003cp\u003e.365\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"8\" style=\"width: 12px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 26px;\"\u003e\n \u003cp\u003eChild Development\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e101\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e174.24\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 26px;\"\u003e\n \u003cp\u003eEnglish Language \u0026amp; Lit.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e98\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e190.88\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 26px;\"\u003e\n \u003cp\u003ePsychology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e173.14\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 26px;\"\u003e\n \u003cp\u003eSociology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e156.15\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 26px;\"\u003e\n \u003cp\u003eHistory\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e180.62\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 26px;\"\u003e\n \u003cp\u003eTurkish Language \u0026amp; Lit.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e59\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e223.58\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 26px;\"\u003e\n \u003cp\u003eNursing\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e37\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15px;\"\u003e\n \u003cp\u003e183.94\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003ep\u0026lt;.05\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n\u003cp\u003eTo compare students\u0026rsquo; perceptions of emotional support based on their academic department, the Kruskal-Wallis H (KWH) test was conducted. According to the table results, the highest mean rank was observed in the Turkish Language and Literature department (223.58), while the lowest was seen in the Sociology department (156.15). This suggests that students in Turkish Language and Literature may perceive higher emotional support, whereas students in Sociology may perceive it at lower levels compared to their peers in other departments. However, the Kruskal-Wallis test result was calculated as H(7) = 7.639, p = .365. Since the p-value is greater than .05, there is no statistically significant difference in emotional support perception across departments. In other words, students\u0026rsquo; emotional support perceptions appear to be independent of their field of study, and the department variable does not have a significant effect in this regard. When evaluated overall, although some variations were observed between departments in terms of perceived emotional support, these differences did not reach statistical significance. Students in the Turkish Language and Literature and Geography departments reported relatively higher levels of emotional support, whereas students in Sociology and Psychology reported lower perceptions. However, since these differences were not statistically significant, it can be concluded that perceived emotional support is more likely to be influenced by individual factors. ANOVA test results based on daily social media usage duration for the overall scale and its subdimensions are presented in Table 13.\u003c/p\u003e\n\u003cp\u003eTable 13. ANOVA Test Results for the Overall Scale and Subdimensions Based on Daily Social Media Usage Duration\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"100%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 13px;\"\u003e\n \u003cp\u003eSubscale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003eDaily Social Media Usage Duration\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003eN\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003eX̄\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003ess\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003eSource\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7px;\"\u003e\n \u003cp\u003eSum of Squares\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003esd\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7px;\"\u003e\n \u003cp\u003eMean Square\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 4px;\"\u003e\n \u003cp\u003eF\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003ep\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7px;\"\u003e\n \u003cp\u003escheffe\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"5\" style=\"width: 13px;\"\u003e\n \u003cp\u003eHikikomori\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e2-4 hours\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e219\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e2.62\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e.604\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003eBetween G.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e.207\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e.069\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"5\" style=\"width: 4px;\"\u003e\n \u003cp\u003e.198\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"5\" style=\"width: 6px;\"\u003e\n \u003cp\u003e.898\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"5\" style=\"width: 7px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e4-6 hours\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e118\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e2.67\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e.551\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003eWithin G.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e138.724\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e397\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e.349\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e6-8 hours\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e2.67\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e.549\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e138.931\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e400\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e8 hours or more\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e2.65\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e.716\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"8\" style=\"width: 67px;\"\u003e\n \u003cp\u003eLevene: 1.211 \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;p=.305\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"5\" style=\"width: 13px;\"\u003e\n \u003cp\u003eSocialization\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e2-4 hours\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e219\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e2.57\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e.724\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003eBetween G.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e.085\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e.028\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"5\" style=\"width: 4px;\"\u003e\n \u003cp\u003e.056\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"5\" style=\"width: 6px;\"\u003e\n \u003cp\u003e.983\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"5\" style=\"width: 7px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e4-6 hours\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e118\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e2.59\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e.675\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003eWithin G.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e202.372\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e397\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e.510\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e6-8 hours\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e2.55\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e.621\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e202.457\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e400\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e8 hours or more\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e2.61\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e.918\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"8\" style=\"width: 67px;\"\u003e\n \u003cp\u003eLevene: 2.148 \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;p=.094\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"5\" style=\"width: 13px;\"\u003e\n \u003cp\u003eIsolation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e2-4 hours\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e219\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e2.80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e.662\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003eBetween G.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e.658\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e.219\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"5\" style=\"width: 4px;\"\u003e\n \u003cp\u003e.499\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"5\" style=\"width: 6px;\"\u003e\n \u003cp\u003e.683\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"5\" style=\"width: 7px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e4-6 hours\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e118\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e2.86\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e.679\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003eWithin G.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e174.627\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e397\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e.440\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e6-8 hours\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e2.94\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e.561\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e175.286\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e400\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e8 hours or more\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e2.84\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e.741\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"8\" style=\"width: 67px;\"\u003e\n \u003cp\u003eLevene: .718 \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;p=.542\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"5\" style=\"width: 13px;\"\u003e\n \u003cp\u003eEmotional Support\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e2-4 hours\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e219\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e2.46\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e.811\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003eBetween G.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e.663\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e.221\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"5\" style=\"width: 4px;\"\u003e\n \u003cp\u003e.321\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"5\" style=\"width: 6px;\"\u003e\n \u003cp\u003e.810\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"5\" style=\"width: 7px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e4-6 hours\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e118\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e2.55\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e.826\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003eWithin G.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e273.559\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e397\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e.689\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e6-8 hours\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e2.52\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e.862\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e274.222\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6px;\"\u003e\n \u003cp\u003e400\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 16px;\"\u003e\n \u003cp\u003e8 hours or more\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e2.48\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e.955\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 10px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 7px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"8\" valign=\"top\" style=\"width: 67px;\"\u003e\n \u003cp\u003eLevene: .696 \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;p=.555\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003ep\u0026lt;.05\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n\u003cp\u003eTable 13 presents the results of the ANOVA test, which was conducted to examine the effect of daily social media usage duration on students\u0026rsquo; perceptions in the subdimensions of Hikikomori, Socialization, Isolation, and Emotional Support. Students\u0026rsquo; hikikomori levels did not significantly differ based on daily social media usage (F(3, 397) = 0.198, p = .898). All groups reported neutral average scores (x̄ \u0026asymp; 2.62\u0026ndash;2.67). The highest mean was found among students who used social media for 4\u0026ndash;6 hours daily (x̄ = 2.67, SD = .551), while the lowest was among those using it for 2\u0026ndash;4 hours (x̄ = 2.62, SD = .604). However, the differences were not statistically significant (p \u0026gt; .05). Similarly, students\u0026rsquo; socialization levels did not show any significant differences based on daily social media usage (F(3, 397) = 0.056, p = .983). The mean scores ranged from 2.55 to 2.61, indicating a generally neutral response. The highest average was found in the group using social media for 8 hours or more (x̄ = 2.61, SD = .918), but again, these differences were not significant (p \u0026gt; .05). Regarding the isolation subdimension, no statistically significant differences were found (F(3, 397) = 0.499, p = .683). The highest isolation score was reported by students using social media for 6\u0026ndash;8 hours daily (x̄ = 2.94, SD = .561), while the lowest was found among those using it for 2\u0026ndash;4 hours (x̄ = 2.80, SD = .662). These findings suggest that longer social media use does not significantly impact students\u0026rsquo; levels of isolation. Students\u0026rsquo; perceptions of emotional support also did not significantly differ based on daily social media usage (F(3, 397) = 0.321, p = .810). The highest mean score was observed in the 4\u0026ndash;6 hour usage group (x̄ = 2.55, SD = .826), while the lowest was in the 2\u0026ndash;4 hour group (x̄ = 2.46, SD = .811). Again, these differences were not statistically significant (p \u0026gt; .05). In conclusion, according to the results of Table 13, there were no statistically significant differences between students\u0026rsquo; daily social media usage durations and their scores on the Hikikomori, Socialization, Isolation, and Emotional Support subdimensions (p \u0026gt; .05). This indicates that social media usage time does not have a notable impact on students\u0026apos; psychosocial characteristics in this sample. Although students differed in their time spent on social media, their psychosocial experiences remained relatively unchanged across groups.\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eIn this study, university students\u0026rsquo; hikikomori tendencies, levels of socialization, isolation, and perceptions of emotional support were examined, and the findings were discussed in comparison with the relevant literature. The results of the study revealed that students generally exhibited moderate levels of social isolation, yet they did not display a fully withdrawn or reclusive profile. Notably, the Isolation subdimension had a higher mean score compared to the other subdimensions, indicating that students tend to distance themselves from their social environment to some extent.\u003c/p\u003e\n\u003cp\u003eStudents\u0026rsquo; tendencies toward loneliness and isolation are largely consistent with the findings in the literature. Teo and Gaw (2010) indicated that hikikomori behavior typically emerges during adolescence and early adulthood, with affected individuals often avoiding social interactions. Similarly, this study observed that some students exhibit avoidance of social interaction, although they are not entirely withdrawn and appear to possess some level of social support mechanisms. The Hikikomori Questionnaire (HQ-25) developed by Kato et al. (2012) is frequently used to assess such isolation tendencies, and various studies in the literature confirm the validity of the scale across different cultural contexts (Chan \u0026amp; Lo, 2014; Yong \u0026amp; Kaneko, 2016). Analyses based on gender revealed that female students displayed higher hikikomori tendencies compared to male students. Research by Furlong (2008) and Tateno et al. (2019) similarly emphasized that women tend to prefer solitude more than men, although their need for emotional support may be stronger. The current study supports these findings, showing higher isolation tendencies among women, though no significant gender difference was found regarding perceived emotional support. In terms of daily social media usage, it was found that students who spent more time on social media had higher isolation scores. Twenge et al. (2019) suggested that prolonged social media use may increase feelings of loneliness and lead individuals away from face-to-face social interactions. Likewise, Buodo et al. (2020) argued that social media may reinforce hikikomori behavior and contribute to individuals\u0026apos; disconnection from the physical world. Consistent with this, the present study observed a positive association between time spent on social media and isolation scores. Regarding students\u0026apos; levels of socialization, responses mostly ranged from \u003cem\u003eneutral\u003c/em\u003e to \u003cem\u003esomewhat agree\u003c/em\u003e. Yee and Bailenson (2007) noted that individuals who spend extensive time in virtual environments may struggle with real-world communication, which can negatively affect their social engagement. Supporting this, the findings of the present study showed that some students are reluctant to engage in new social interactions and tend to behave reservedly in social settings. In terms of perceived emotional support, the analysis revealed that students generally possess a moderate level of support networks. House and Kahn (1985) emphasized that emotional support is a critical factor for psychological well-being, while Segrin and Passalacqua (2010) found that family and peer support networks play an important role in reducing feelings of loneliness among university students. Similarly, this study revealed that although students receive some degree of emotional support, it may not be sufficient for everyone. When analyzed by academic department, English Language and Literature students exhibited the highest levels of isolation. Lee and Lee (2019) suggested that students in language-related departments tend to engage in more individual work and may have less frequent social interactions compared to students from other disciplines. The findings of the current study align with this, showing that students in the English Language and Literature department had lower average scores in social interaction compared to their peers in other departments.\u003c/p\u003e\n\u003cp\u003eOverall, the findings of this study support the relationship between social media use, isolation, and loneliness emphasized in previous research, such as that of Twenge (2017) and Kuss \u0026amp; Griffiths (2017). In particular, the observation that students who spend longer periods on social media experience increased feelings of loneliness and reduced face-to-face interaction aligns closely with earlier studies. In conclusion, this study provides important insights by examining the relationships between hikikomori tendencies, levels of socialization, isolation, and perceptions of emotional support among university students.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eRecommendations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eBased on the findings of this study, several recommendations can be made regarding students\u0026apos; tendencies toward social isolation, emotional support, and socialization:\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eUniversity guidance and psychological counseling services should be activated more effectively to reduce students\u0026rsquo; loneliness and isolation tendencies. Individual and group therapy sessions should be offered, especially for students who exhibit hikikomori tendencies.\u003c/li\u003e\n \u003cli\u003eTo increase students\u0026rsquo; levels of socialization, participation in student clubs should be encouraged, social events should be organized, and platforms should be created where students can actively engage.\u003c/li\u003e\n \u003cli\u003eGiven the significant relationship between social media use and feelings of loneliness, awareness programs should be implemented to promote balanced and conscious use of social media among students.\u003c/li\u003e\n \u003cli\u003eAs differences were observed across departments, interfaculty projects and activities that promote social interaction between students from different academic backgrounds should be organized.\u003c/li\u003e\n \u003cli\u003eTo help first-year students adapt more easily to university life, peer mentoring programs could be established where upper-year students provide guidance and support.\u003c/li\u003e\n \u003cli\u003eUniversities should conduct psychosocial screenings and develop early intervention programs. Students with hikikomori tendencies should be supported through individual counseling and social skills development programs.\u003c/li\u003e\n \u003cli\u003eEvents and projects that help students build strong support networks with their families, peers, and academic environments should be promoted.\u003c/li\u003e\n \u003cli\u003eSince participation in cultural and artistic activities is known to reduce social isolation, the number of events appealing to students should be increased.\u003c/li\u003e\n \u003cli\u003eAlongside academic workload, activities that allow students to develop their social skills should be planned. In doing so, students can achieve a balance between their academic and social lives.\u003c/li\u003e\n \u003cli\u003eAs the current study was conducted within a single university, future research should be carried out across multiple universities and include participants from diverse socioeconomic backgrounds to enhance generalizability.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003e\u003cstrong\u003eLimitations\u003c/strong\u003e\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eThis study was conducted within certain limitations. Firstly, the research was limited to 406 undergraduate students studying at a public university in Turkey. Therefore, the generalizability of the findings is restricted. Conducting similar studies with students from different universities and socioeconomic backgrounds would enhance the diversity and validity of the results.\u003c/li\u003e\n \u003cli\u003eSecondly, the data in this study were based on self-reports of participants. This may affect the reliability of the data due to social desirability bias or individual perception-related errors. Particularly for subjective topics such as loneliness, isolation, and emotional support, participants\u0026rsquo; responses are based on personal evaluations, making it difficult to obtain objective measurements.\u003c/li\u003e\n \u003cli\u003eThirdly, the study focused only on demographic variables (gender, department, daily social media usage); other influential factors such as psychological status, family structure, or living conditions were not included. These variables may also significantly impact students\u0026rsquo; levels of social isolation and loneliness.\u003c/li\u003e\n \u003cli\u003eIn addition, the study employed a cross-sectional design, which limits the ability to examine changes over time. Therefore, it was not possible to analyze long-term changes in students\u0026apos; tendencies toward social isolation and loneliness.\u003c/li\u003e\n \u003cli\u003eLastly, although the scales used in the study are valid and reliable, the measurement of complex psychosocial phenomena such as social isolation and loneliness using only quantitative tools may limit the depth of insight gained. For future studies, it is recommended to incorporate qualitative data collection methods (such as interviews or focus group discussions) to provide a more comprehensive understanding of the subject.\u003c/li\u003e\n\u003c/ul\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAltunışık R, Coşkun R, Bayraktaroğlu S, Yıldırım E (2010) \u003cem\u003eResearch Methods in Social Sciences\u003c/em\u003e. \u003cem\u003eSakarya Yayınları\u003c/em\u003e, 6th ed\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eArslan G, Yıldırım M (2021) Understanding the association between loneliness and academic satisfaction: Do self-esteem and resilience matter? 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Int J Soc Psychiatry 62(1):22\u0026ndash;36\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Social Isolation, Loneliness, Hikikomori, Students, Demographic Variables","lastPublishedDoi":"10.21203/rs.3.rs-6382893/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6382893/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eIn today’s rapidly digitalizing world, individuals’ modes of social interaction are undergoing significant transformations. With the increasing prevalence of advanced technology, traditional face-to-face communication is increasingly being replaced by virtual forms of interaction. This shift may contribute to growing tendencies toward social isolation and loneliness, particularly among young adults and university students. University students represent a group at heightened risk for social isolation due to various factors such as academic stress, social transitions, and the processes of individuation. The primary aim of this study is to examine the tendencies of university students toward social isolation and loneliness, and to investigate how these behaviors relate to demographic variables. The study adopts a quantitative research approach and was conducted using a descriptive survey model. The sample of the research consists of 406 university students selected through random sampling methods. Findings reveal that students generally exhibit moderate levels of social isolation; however, they do not present fully withdrawn behavioral patterns. Notably, the “Isolation” subdimension yielded higher average scores compared to other dimensions, indicating that students are distancing themselves from their social environments to a certain extent.\u003c/p\u003e","manuscriptTitle":"Tendencies Toward Social Isolation and Loneliness Among University Students","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-04-08 05:39:52","doi":"10.21203/rs.3.rs-6382893/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"88ace14a-b7f1-4426-aec0-1a4d28eaa41d","owner":[],"postedDate":"April 8th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-04-08T05:39:52+00:00","versionOfRecord":[],"versionCreatedAt":"2025-04-08 05:39:52","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6382893","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6382893","identity":"rs-6382893","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}