Internet addiction in students: prevalence and risk factors

The last decade has witnessed a large increase in research on the newly emerging mental health problem of Internet addiction. Rather than looking at Internet addiction per se, this study focused on particular activities on the Internet that might be potentially addictive and linked them to personality traits that might predispose individuals to Internet addiction. The aims of this study were (i) to assess the prevalence of clinically significant levels of Internet addiction, and to (ii) discern the interplay between personality traits and specific Internet uses in increasing the risk for Internet addiction. This cross-sectional online survey used data from 2,257 students of an English university. Results indicated that 3.2% of the students were classified as being addicted to the Internet. The included personality traits and uses of online activities explained 21.5% of the variance in Internet addiction. A combination of online shopping and neuroticism decreased the risk for Internet addiction, whereas a combination of online gaming and openness to experience increased it. In addition to this, frequent usage of online shopping and social online activities, high neuroticism and low agreeableness significantly increased the chances of being addicted to the Internet. Findings and their implications are discussed

Internet Use and Abuse: Connection with Internet Addiction

Modern information and communication technologies have progressed quickly. Mobile technology, personal computers and the Internet have become closely linked to human life. However, all these devices and their use bring various pitfalls. Cheating of pupils and students in the school environment has been an interdisciplinary issue linked not only to pedagogy, but also to the whole range of sub-disciplines, like for example social pedagogy or etopedy. The latter disciplines have been significantly interfered by information and communication technologies that bring new forms of illegal school activities. Due to modern technologies we can also trace an increase of inattention of pupils and students and their tendency to distraction during lessons. Signs of Internet addiction among pupils and students can be observed more often. The paper deals with a research focusing on Internet use by secondary school youth and possible risks of using the Internet for them. Three aspects entering the educational process of adolescents are discussed there; Internet use, school cheating and Internet addictive behavior. In addition, a relation between possible risks of Internet use and educational strategies according the Learning Combination Inventory originated by Christine A. Johnston was examined within the research

Screen-based behaviour in school-aged children with long-term illness

BACKGROUND: Evidence is lacking on the screen-based behaviour of adolescents with a chronic condition. The aim of our study was to analyse differences in screen-based behaviour of adolescents by long-term illness, asthma and learning disabilities. METHODS: We used data from the cross-sectional Health Behaviour of School-aged Children study collected in 2014 among Slovak adolescents (age 13 to 15 years old, N = 2682, 49.7 % boys). We analysed the associations between screen-based behaviour and long-term illness, asthma and learning disabilities using logistic regression models adjusted for gender. RESULTS: We found no associations between screen-based behaviour and long-term illness, except that children with asthma had a 1.60-times higher odds of excessively playing computer games than healthy children (95 % confidence interval of odds ratio (CI): 1.11-2.30). Children with learning disabilities had 1.71-times higher odds of risky use of the Internet (95 % CI: 1.19-2.45). CONCLUSION: Adolescents with a long-term illness or with a chronic condition or a learning disability do not differ from their peers in screen-based activities. Exceptions are children with asthma and children with learning disabilities, who reported more risky screen-based behaviour

Internet use patterns and the relation between generalized problematic internet use and psychological distress in Portuguese university students

Abstract: Internet use patterns, generalized problematic internet use, and the latter’s relation to psychological distress were explored in a sample of 503 university students (Mage = 20.25; SD = 2.75). A questionnaire about internet use patterns, the Generalized Problematic Internet Use Scale 2, and the Depression, Anxiety and Stress Scales were answered. The students spent 5 hours online on a daily basis. The total generalized problematic internet use index score corresponded to a medium-risk level, with 12.9% of men and 5.0% of women presenting a high-risk level. Higher total generalized problematic internet use risk levels corresponded to higher levels of depression, anxiety and stress. Our results seem to show that university students constitute a particularly vulnerable group in terms of problematic internet use, supporting the relation between generalized problematic internet use and psychological distress.Keywords: Internet use patterns; generalized problematic internet use; psychological distress; university students.Patrones de uso de internet, uso problemático generalizado de internet y su relación con el distrés psicológico en estudiantes universitarios portugueses Resumen:  Se exploraron los patrones de uso de internet, el uso problemático generalizado de internet y su relación con el distrés psicológico en una muestra de 503 estudiantes universitarios (M = 20,25; DT = 2,75), usando la Escala de Uso de Internet Problemático Generalizado 2 y las Escalas de Depresión, Ansiedad y Estrés. Los estudiantes pasan 5 horas diarias online.  El índice total de uso problemático generalizado de internet corresponde a un riesgo medio, con un 12,9% de los hombres y un 5,0% de las mujeres presentando un nivel de riesgo alto. Los niveles superiores de riesgo de uso problemático generalizado de internet correspondieron a niveles superiores de depresión, ansiedad y estrés. Nuestros resultados parecen mostrar que los estudiantes universitarios constituyen un grupo particularmente vulnerable  en cuanto al uso de  internet y refuerzan la asociación entre el uso problemático generalizado de Internet y distrés psicológico.Palabras clave: Patrones de uso de Internet; uso problemático generalizado de Internet; distrés psicológico; estudiantes universitarios

Treatment outcomes using CBT-IA with Internet-addicted patients

Background and Aims: Internet Gaming Disorder, a subtype of Internet Addiction, is now classified in Section 3 of the DSM-5. Cognitive behavioral therapy (CBT) has been suggested in treating Internet addiction as this modality has been shown to be an effective treatment for similar impulse control disorders. Given the daily and necessary use of the Internet and technology in general compared to other compulsive syndromes, a specialized form of CBT has been developed called Cognitive-Behavioral Therapy for Internet Addiction (CBT-IA). CBT-IA is a comprehensive three phase approach that includes behavior modification to control compulsive Internet use, cognitive restructuring to identify, challenge, and modify cognitive distortions that lead to addictive use, and harm reduction techniques to address and treat co-morbid issues associated with the disorder. Methods: As the first model of its kind, this study examines 128 clients to measure treatment outcomes using CBT-IA. Clients were evaluated using the Internet Addiction Test (IAT) to classify subjects and were administered twelve weekly sessions of CBT-IA. Treatment outcomes were measured at the end of the twelve weeks, one-month, three months and at six month post-treatment. Results: Results showed that over 95% of clients were able to manage symptoms at the end of the twelve weeks and 78% sustained recovery six months following treatment. Discussion and Conclusions: Results found that CBT-IA was effective at ameliorating symptoms associated with Internet addiction after twelve weekly sessions and consistently over one-month, three months, and six months after therapy. Further research implications such as investigating long-term outcome effects of the model with larger client populations and treatment differences among the subtypes of Internet addiction or with other cultural populations using CBT-IA are discussed

Life in Health 2021: Research and Practice

This proceedings contain a selection of papers from the international interdisciplinary conference Life in Health 2021, which took place from 9 to 10 September 2021 in the Czech Republic at the Faculty of Education, Masaryk University. The papers focus on general as well as specific approaches to public health protection and promotion. The findings presented are based on research data and are applicable in health education and general education of children and the whole population

In Search of Factors to Online Game Addiction and its Implications

Research has explored online users who are hooked on Internet applications such as chat rooms, web surfing, and interactive games. Online game addiction is one of the problems arisen from the use of the Internet. This study is motivated by a causal connection found from previous research of computer game addiction. The study describes two typical types of online games and looks further into the causes of the addiction by using two main theories. We also propose research hypotheses and discuss possible implications of online game addiction

The screens culture: impact on ADHD

Children’s use of electronic media, including Internet and video gaming, has increased dramatically to an average in the general population of roughly 3 h per day. Some children cannot control their Internet use leading to increasing research on “internet addiction.” The objective of this article is to review the research on ADHD as a risk factor for Internet addiction and gaming, its complications, and what research and methodological questions remain to be addressed. The literature search was done in PubMed and Psychinfo, as well as by hand. Previous research has demonstrated rates of Internet addiction as high as 25% in the population and that it is addiction more than time of use that is best correlated with psychopathology. Various studies confirm that psychiatric disorders, and ADHD in particular, are associated with overuse, with severity of ADHD specifically correlated with the amount of use. ADHD children may be vulnerable since these games operate in brief segments that are not attention demanding. In addition, they offer immediate rewards with a strong incentive to increase the reward by trying the next level. The time spent on these games may also exacerbate ADHD symptoms, if not directly then through the loss of time spent on more developmentally challenging tasks. While this is a major issue for many parents, there is no empirical research on effective treatment. Internet and off-line gaming overuse and addiction are serious concerns for ADHD youth. Research is limited by the lack of measures for youth or parents, studies of children at risk, and studies of impact and treatment

Student’s Perspectives on Prevention Strategies of Social Media Addiction Effects in Selected Colleges of Education on the Copperbelt Zambia

Social Media Addiction (SMA) effects have been recognised as a significant psychological health problem in many countries. Yet, few investigations have been conducted on SMA effects intervention strategies globally and almost none in Zambia. This study sought to explore strategies that may lessen the adverse effects of SMA on student’s psychological well-being in selected colleges of education on the Copperbelt province of Zambia. The study employed a qualitative case study research design involving 64 participants. Data were collected using the Focus Group Discussion (FGD), and interviews, whereas, the analysis was done with the help of a framework analysis approach to generate study themes. The results revealed that the student’s addictive usage of social media adversely affected their psychological well-being. The study spelt out various intervention strategies centred on government, colleges and guidance and counselling interventions levels. Practically, it has been anticipated that the ideas discussed under each level may facilitate effective and tailored intervention programs to reduce SMA effects among the students. DOI: 10.7176/JEP/12-3-17 Publication date: January 31st 202