Students’ Internet Addiction: Study and Prevention

Abstract

The information society reveals the social impact of the dissemination of information technologies. The purpose of this article is to study the negative social, psychological, and pedagogical implications of the Internet on young people. The authors analyzed the internet addiction problem among students (14-19 years) from the standpoint of the social health of the individuals and society as a whole. In a pilot study, which involved more than 600 adolescent participants aged 14-19 years (secondary school, college and university students), the authors have defined internet addiction as a complex phenomenon. The prerequisites of its development identify and highlights its formation in stages among students (mild fascination, passion, addiction, attachment). At the ascertaining stage of the experiment, a screening study was carried out to examine the state of internet addiction in young students in social networks. The results showed the necessity to design and implement internet addiction prevention programs for young students, which include three main blocks (motivational and cognitive, practice-oriented, reflexive), and a systematic plan for its implementation in the educational space framework. The stages of the experiment provided evidence of the authors' proposed effectiveness of methodologies for young people aged 14-19 years. This article may be useful to pedagogues, psychologists, and parents of students, social workers, and researchers working in the field of addiction prevention among young people.

Predictors of excessive internet use among adolescents in Spain: The relevance of the relationship between parents and their children

“…The dissemination of information technologies is motivating a great social impact (Neverkovich et al, 2018; UNFCCC. Conference of the Parties (COP), 2015).…”

“…Although this disorder may not cause physical problems as other addictions like alcohol or drug abuse, its effects on social interactions may not be underestimated and could be similar (Douglas et al, 2008). Indeed, excessive Internet use may cause negative implications on adolescents such as social, psychological or academic difficulties (Neverkovich et al, 2018). Previous research has thus investigated the phenomenon of Internet addiction among adolescents, finding that Internet addiction among them range from 0.9% to 38% (Xu et al, 2012), although more recent studies suggest that this figure is between 5% to 10% (Atoum & Al-Hattab, 2015;Malak et al, 2017).…”

Autopercepción de la adicción a Internet en jóvenes universitarios

“…La población que actualmente tiene un perfil más cercano a padecer dicha adicción y que se desarrolle más rápidamente que otras, como el alcohol o el tabaco, se encuentran, según las investigaciones consultadas, en los adolescentes y en los jóvenes universitarios (Li & Mau, 2018;Neverkovich, Bubnova, Kosarenko, Sakhieva, Sizova, Zakharova & Sergeeva, 2018). En este sentido, el número de trabajos desarrollados en torno al tema se han centrado en determinar qué y por qué los estudiantes de enseñanza superior tienen o han desarrollado conductas adictivas hacia Internet y todas las herramientas que en ella se puede encontrar, como por ejemplo las redes sociales, y qué síntomas presentan (Bahrainian, Alizadeh, Raeisoon, Gorji & Khazaee, 2014;Kumar, Kumar, Badiyani, Singh, Gupta & Ismail, 2018;Marín-Díaz, Vega-Gea & Passey, 2019 Modelos e xplicativos de la disminución de la calidad de vida de los estudiantes en función de los aspectos re lacionados con la recompensa u/o alivio En este punto, se trata de explicar la variable "Disminución de la calidad de vida" en función de las medidas de la dimensión "Aspectos relacionados con la recompensa u/o alivio" a través de regresiones lineales múltiples (Pardo & Ruiz, 2002), con el fin de observar la variable predictora y su relación con las variables criterio Los resultados obtenidos nos permiten observar que la dimensión "Aspectos relacionados con la recompensa u/o alivio" constituye un factor predictor de la dimensión "Disminución de la calidad de vida", ya que β=.826.…”

The digital divide: Risk and protective factors and the differences in problematic use of digital devices among Hungarian youth

“…This model is composed of three modules: learning activities about problematic use, prevention-related educational materials and preventive activities. In another example, Neverkovich et al (2018) established a prevention program with three main objectives, of which formation of young students' personal life attitudes and values like self-esteem that were needed to determine their social and professional development outside the digital environment. Shubnikova, Khuziakhmetov, and Khanolainen (2017) developed a program of youth's personality resilience formation that consists of training sessions aimed at creating an adaptive coping model and increased personal resources such as resilience.…”