Internet Use and Abuse: Connection with Internet Addiction

Milková, Eva; Ambrožová, Petra

doi:10.7160/eriesj.2018.110201

Cited by 6 publications

(6 citation statements)

References 8 publications

(9 reference statements)

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“…• The recent Chinese studies (Shen et al, 2020;Shen et al, 2021) on 8,098 college students in Hunan province, China, using CIAS-R and applying the criterion with the cut-off point of 63/64, reported the prevalence of internet addiction around 8% in these Chinese college students. Our results of the research related to gender factors correspond to studies showing a higher prevalence of Internet addiction in men than in women (Poli, 2017;Li et al, 2018;Milkova and Ambrozova, 2018;Hinojo-Lucena et al, 2019;Grover et al, 2019;Hayat, Kojuri and Amini, 2020). Age has got proven to be a factor that positively correlates with the sphere of the risk of Internet addiction.…”

Section: Discussionsupporting

confidence: 88%

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Internet Addiction in University Students – Czech study

2022

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The main purpose of the presented study is to explore the existing risk of Internet addiction for undergraduate students of Czech universities. The research was conducted as quantitative research; a CIAS-R questionnaire was applied. The data were collected in the years just before the Covid-19 pandemic (between October 2019 and March 2020). 3,366 respondents (2,151 females and 1,215 males) participated in our questionnaire survey. The average CIAS-R score achieved by our respondents was 44 points. It equals 6% of addicted college students (when applying the cut-off point of 63/64), and 3% of addicted students (when applying the cut-off point of 67/68). A significantly higher risk was revealed in males and in full-time students compared to females, and part-time students, respectively. The type of faculty studied was proved to be a significant intervening variable. Applying the 63/64 cut-off point, we revealed 5.6% of addicted students among the students of faculties of education, which is alarming (even if we consider the fact that applying the 67/68 cut-off point, we revealed 2.7% of addicted students.). These students represented almost 50% of our respondents, and they, as future teachers, will play an important role in the prevention of risky behavior.

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Section: Discussionsupporting

confidence: 88%

“…The others revealed a higher prevalence of Internet addiction in men than in women (e.g. Poli, 2017;Li et al, 2018;Milkova and Ambrozova, 2018;Hinojo-Lucena et al, 2019;Grover et al, 2019;Hayat, Kojuri and Amini, 2020). Similarly, no significant differences are revealed in studies (e.g.…”

Section: Introductionmentioning

confidence: 99%

Internet Addiction in University Students – Czech study

2022

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“…A similar topic has been recently discussed by Milková and Ambrožová (2018) in the study on Internet use and abuse dealing with "issues of selected types of Internet risk behaviour in the context of using the Internet as an educational aid" among secondary school students. According to the study, the behaviour of Czech students is not different from other users of digital media which has been confirmed by both the Korean study from 2007 (June) and the results of Global Education Industry Summit in Helsinki, Finland in 2015 (Notes).…”

Section: Internet Addiction and School Burnoutmentioning

confidence: 83%

Classroom as a playground

Práger¹,

Řeřicha²

2020

e-Pedagogium

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In the last sixty years the literacy environment based on alphabetic technology has almost completely transcended into the electronic environment based on digital technology. The traditional literacy-based classrooms and school libraries as centres of knowledge and education may have still retained their physical existence but have lost their foundation and purpose. The changes brought about by the digital environment have forced the traditional classroom and its literate environment emphasizing the importance of speaking, reading and writing to search for new meaning. While most educators are still clutching to the straw of the traditional literacy-based classroom by inventing more and more amusing presentations, the signs of traditional classroom's crisis are more and more visible. The physical classroom has competed and has lost to virtual reality which is instantaneous, transferable and imminently involving, the traditional school with textbooks seems to be a museum relic to contemporary "digital natives". The contemporary research among university students confirms the notion that modern curricula should offer a vision of a school which is not a centre of obsolete knowledge distribution but a playground where the students learn the rules of the games that will be played in the 21 st century.

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“…Internet use and abuse can lead to Internet addiction in approximately 10 to 20% of users (Akar, 2017;Milková and Ambrožová, 2018). In addition, there are certain risks of Internet use related to problematic Internet use, such as cyberbullying, cyber dating abuse, online grooming, or sexting (Machimbarrena et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Risks in Adolescent Adjustment by Internet Exposure: Evidence From PISA

2021

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Problematic use and abuse of the Internet has manifested new risks among adolescents that affect academic, social, and emotional adjustment. In the academic domain, the role of Internet use on school performance and learning is studied, including the level of competence as a factor in this domain. On the social level, we measure how Internet use affects school climate and problems related to bullying. On the emotional aspect, the relationship between Internet use and satisfaction and positive feelings is studied, including wellbeing as a construct part of this domain. To find these relationships, data obtained from the Program for International Student Assessment survey, 2018 edition are used. Structural equation modeling was used to determine the most significant relationships between the aspects studied and Internet use. Internet use includes four independent variables: two on abuse (time of use on a weekday outside of class and on a weekend) and two on problematic use (perception about forgetting time and perceived discomfort if the Internet does not work). The results answer three research questions: (1) how the constructs created relate to the four independent variables on Internet usage, (2) how the observed variables respond to the latent constructs, and (3) how all these constructs are related to each other. These results highlight the need to teach young people to use the Internet in a useful and healthy way, as a preventive measure, and help professionals who detect technology abuse to act with effective measures to prevent the psychological consequences, working on the academic, social, and emotional aspects that have shown the greatest relationship. The problematic Internet use is a complex problem and it is impossible and imprudent to relate it to isolated factors: It is necessary to consider different factors to better understand the problem.

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Internet Use and Abuse: Connection with Internet Addiction

Cited by 6 publications

References 8 publications

Internet Addiction in University Students – Czech study

Internet Addiction in University Students – Czech study

Classroom as a playground

Risks in Adolescent Adjustment by Internet Exposure: Evidence From PISA

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