Effects of technology usage on the addictive behaviors of secondary school students

Abstract

This study aimed to evaluate the relationship between technology usage and technology addiction among secondary school students. Design and Methods: This descriptive research was conducted in April 2018 with 840 students in Eastern Turkey. Findings: The average Internet and digital-gaming addiction scores of the participating students were found to be significantly higher among those who used computers, smartphones, and tablets daily and for long periods of time. Implications for Practice: Using technological devices regularly and for long periods of time increases the level of Internet and digital-gaming addiction. Thus, it is important to increase students' awareness of the need to use technological devices appropriately.

The relationship between nursing students' technology addiction levels and attitudes toward e‐learning during the COVID‐19 pandemic: A cross‐sectional study

“…5 However, although the appropriate and controlled use of ICT may improve students' academic achievement, and help them to better communicate and socialize, using it in a pathological way can lead to increasing levels of addiction, especially among the young. 1,6,7 In the literature, a number of different dimensions of addiction have been examined, including internet addiction, smartphone addiction, and social media addiction among others. 8,9 The improper use of ICT is likely to negatively affect work performance, social relations, effective time management, and mental and psychological health.…”

“…8,9 The improper use of ICT is likely to negatively affect work performance, social relations, effective time management, and mental and psychological health. 3,6,9 For students with internet addiction, the use of ICT is highly probable to have a negative effect on academic performance. Only a limited number of studies have been published in the last 5 years about technology addiction and its relationship to academic achievement in nursing students who use ICT, including e-learning, as part of their theoretical and practical education.…”

“…The use of ICT by students for specific projects can contribute to their personal and academic growth; e‐learning platforms created for educational purposes allow for interaction and information‐sharing between the educator and the student, or between the students themselves 5 . However, although the appropriate and controlled use of ICT may improve students' academic achievement, and help them to better communicate and socialize, using it in a pathological way can lead to increasing levels of addiction, especially among the young 1,6,7 . In the literature, a number of different dimensions of addiction have been examined, including internet addiction, smartphone addiction, and social media addiction among others 8,9 .…”

“…In the literature, a number of different dimensions of addiction have been examined, including internet addiction, smartphone addiction, and social media addiction among others 8,9 . The improper use of ICT is likely to negatively affect work performance, social relations, effective time management, and mental and psychological health 3,6,9 . For students with internet addiction, the use of ICT is highly probable to have a negative effect on academic performance.…”

Problematic media use and psychological adaptation in children in the COVID-19 pandemic: A descriptive cross-sectional study

“…The fact that boys are more interested and curious about digital media tools and their contents may be effective in such results. Similarly, in the literature, it was concluded that the screen time spent in various digital media tools is higher in boys ( Öztürk Eyimaya & Yalçın Irmak, 2021 ; Furuncu & Öztürk, 2020 ; Taş & Güneş, 2019 ; Gürarslan Baş & Karatay, 2020 ).…”