scholarly journals Loneliness and problematic internet use: testing the role of interpersonal problems and motivation for internet use

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Nahathai Wongpakaran ◽  
Tinakon Wongpakaran ◽  
Manee Pinyopornpanish ◽  
Sutapat Simcharoen ◽  
Pimolpun Kuntawong
Keyword(s):  
Internet Addiction ◽  
Internet Use ◽  
Interpersonal Problems ◽  
Problematic Internet Use ◽  
The Internet ◽  
Mediation Model ◽  
Mediation Effects ◽  
Moderated Mediation Model ◽  
Serial Mediation

Abstract Background A number of factors have been demonstrated to be associated with Problematic Internet Use (PIU); otherwise known as Internet Addiction), which is mostly concerned with psychological problems such as loneliness. This study aimed to examine how and in what way loneliness influenced PIU. Methods A self-report measurement on loneliness, the Internet addiction test (IAT) and instruments on interpersonal problems were administered to 318 medical students (57% females); mean age totaled 20.88 years (SD = 1.8). We performed a mediation analysis to evaluate direct effects of loneliness on IAT, as well as indirect effects mediated by interpersonal problems. In addition, motivation for internet use was added to the mediation model and tested whether it acted as the second mediator (serial mediation model) or a moderator (moderated mediation model). Results After controlling for sex and age, socially inhibited problems exhibited full mediation whereas the remainder showed partial mediation effects, with the exception that intrusive and cold interpersonal problems indicated no mediating role. Negative motivation and motivation for being accepted had mediation effects for all types of interpersonal problems. Motivation for working was found to be a significant mediator and moderator of the most interpersonal problems. Intrusive and cold styles became a mediator only when some motivation variables were added to the model, implying that not only psychological problems should be included when analyzing PIU, but also other variables such motivation for internet use. The percent of variance explained, by IAT score, increased from 13% in the mediation model to 33% by the moderated mediation model, and 43% using the serial mediation model. Conclusion The study suggested the crucial role of loneliness and interpersonal problems on PIU, for which motivation for internet use explained how each interpersonal problem would be associated. This may provide some insight regarding the pathological characteristics of those using the internet as a coping strategy.

scholarly journals Relationship Between Loneliness and Internet Addiction: Testing of Serial Mediation and Moderated Mediation Models of Interpersonal Problems and Motivation for Internet Use

2021 ◽  
Author(s):  
Nahathai Wongpakaran ◽  
Tinakon Wongpakaran ◽  
Manee Pinyopornpanish ◽  
Sutapat Simcharoen ◽  
Pimolpun Kuntawong
Keyword(s):  
Internet Addiction ◽  
Internet Use ◽  
Interpersonal Problems ◽  
Moderated Mediation ◽  
Psychological Problems ◽  
The Internet ◽  
Mediation Model ◽  
Moderated Mediation Model ◽  
Serial Mediation ◽  
The Relationship

Abstract Background In the era of high-speed internet, using the internet regardless of platform might be considered a part of everyone’s daily activities. A number of factors have been demonstrated to be associated with internet addiction, which is mostly concerned with psychological problems such as loneliness. This study aimed to examine how and in what way loneliness has influenced internet addiction. Specifically, we proposed and tested interpersonal problems and motivation for the internet as intervening variables of the relationship between loneliness and internet addiction. Methods Self-report measurement on loneliness, internet addiction test (IAT) and interpersonal problems consisting of domineering, vindictive, cold, socially inhibited, nonassertive, overly accommodating, self-sacrificing and intrusive, were administered to 318 medical students (57% females); mean age was 20.88 (SD, 1.8), to test whether interpersonal problems mediated the relationship between loneliness and internet addiction in the mediation model. In addition, motivation for internet use was added to the mediation model and tested whether it was the second mediator (serial mediation model) or a moderator (moderated mediation model). Results After controlling for sex and age, socially inhibited problems exhibited full mediation whereas the remainder had partial mediation effect, with the exception that intrusive and cold interpersonal problems had no mediating role. Negative motivation and motivation for being accepted had mediation effects for all styles of interpersonal problems. Motivation for working was found to be a significant mediator and moderator of the most interpersonal problems. Intrusive and cold styles became a mediator only when some motivation variables were added to the model, implying that not only psychological problems should be included when analysis internet addiction, but also other variables such motivation for internet use. The percent of variance explained, by IAT score, increased from 13% by the mediation model to 33% by the moderated mediation model, and 43% by the serial mediation model. Conclusion The study suggested the crucial role of loneliness and interpersonal problems on internet addiction, for which motivation for the internet use explained how each interpersonal problem would be associated. This may provide some insight regarding the pathological characteristics of those using the internet as a coping strategy. Intervention to help students experiencing loneliness to avoid excessive use of the internet is possible when their interpersonal problems and various types of motivation are identified.

scholarly journals The role of personality traits in the formation of problematic Internet use in high school students

2021 ◽  
Vol 54 (6) ◽  
pp. 271-284
Author(s):  
Irina M. Bogdanovskaya ◽  
◽  
Natalya N. Koroleva ◽  
Anna B. Uglova ◽  
Yulia V. Petrova ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Internet Addiction ◽  
Internet Use ◽  
Personal Characteristics ◽  
Problematic Internet Use ◽  
The Internet ◽  
School Students ◽  
Internet Environment

Introduction. In the modern educational environment, the informatization of the learning process changes the process of development and socialization of schoolchildren. The widespread introduction of information technologies has both a constructive and destructive impact on the formation of young people. This actualizes the need to research the inner world of students who are affected by the negative consequences of excessive involvement in the Internet environment to create a modern system of psychological and pedagogical support. The purpose of the study: to study the influence of the characteristics of personal maturity on the formation of problematic Internet use of high school students. Materials and methods. The study of problematic Internet use was conducted using the CIAS test (Chen's Internet Addiction scale, adapted by V. L. Malygin, K. A. Feklisova). To study personal characteristics, such methods were used as: the scale of self-assessment of personal maturity (A.V. Miklyaeva.); the test of resilience (S. Muddy in the adaptation of D. Leontiev); the scale of socialization (California psychological Questionnaire); the modified method of "Who am I" by M. Kuhn, T. McPartland. The sample consisted of 1,031 people (669 girls and 362 boys), aged 14 to 18 years. Methods of mathematical statistics: methods of descriptive statistics, one-factor analysis of variance, regression analysis. The results of the study. Significant differences were revealed in a number of components of personal maturity in adolescents with different levels of involvement in the Internet environment. High school students with normative Internet use have significantly higher academic performance (H=12.35, p=0.0021), personal maturity (H=24.81, p=0.0001), reflexive maturity (H=76.26, p=0.0001), socialization (H=138.43, p=0.0001), self-esteem of the desire to grow up (H=7.25, p=0.0266). Students with problematic Internet use significantly more often have high indicators of resilience (N=225.5, p=0.0001), engagement (N=181.11, p=0.0001), control (N=172.38, p=0.0001), risk taking (N=199.62, p=0.0001). Predictors of the formation of problematic Internet use in high school students were identified: reflexive maturity (b=-0.573, p=0.000008), regulatory maturity (b=0.387, p=0.0059), level of socialization (b=-0.407, p=0.000006) and resilience (b=0.821, p=0.000001). Using regression analysis, the role of the characteristics of personal maturity and resilience in the actual determination of the CIAS Internet addiction index was determined. Conclusion. A number of new data have been obtained that reveal the personal characteristics of adolescents with different levels of involvement in the Internet environment. The role of the features of personal maturity and resilience in the actual determination of the CIAS Internet addiction index is determined. The data obtained can be used in psychological support of modern high school students in order to diagnose and prevent problematic Internet use.

scholarly journals The Role of Resilience in Internet Addiction among Adolescents between Sexes: A Moderated Mediation Model

2018 ◽  
Vol 7 (8) ◽  
pp. 222 ◽  
Author(s):  
Cho Nam ◽  
Da Lee ◽  
Ji Lee ◽  
A Choi ◽  
Sun Chung ◽  
...  
Keyword(s):  
Internet Addiction ◽  
Protective Factor ◽  
Protective Role ◽  
Anxiety And Depression ◽  
Mediation Model ◽  
Moderating Effects ◽  
School Students ◽  
Clinical Variables ◽  
Moderated Mediation Model

The behavioral inhibition/activation systems (BIS/BAS) have been considered to be predictors of Internet addiction, mediated by clinical variables such as anxiety and depression. However, resilience has been suggested as a protective factor toward Internet addiction, and certain sex differences in resilience buffering the effects of vulnerability have been reported. Thus, the aim of this study was to identify any role of resilience that might moderate the effects of BIS/BAS on Internet addiction through multiple clinical variables in boys and girls. A total of 519 middle-school students (268 boys and 251 girls, all 14 years old) were administered a questionnaire battery that measures Internet addiction, BIS/BAS, depression, anxiety, impulsivity, anger, and resilience. We used the PROCESS macro in SPSS to perform moderation and mediation analysis. Findings revealed that although a somewhat similar mediation model was supported in both sexes, moderating effects of resilience only emerged in girls. The results showed a protective role of resilience differing between sexes. These results suggest that clinicians should consider sex in the way resilience works as a protective factor against Internet addiction and focus on mitigating the effects of vulnerability by enhancing resilience in female Internet addicts.

Predicting Dysfunctional Internet Use

2019 ◽  
pp. 1631-1649
Author(s):  
Benjamin Stodt ◽  
Elisa Wegmann ◽  
Matthias Brand
Keyword(s):  
Internet Addiction ◽  
Internet Use ◽  
The Internet ◽  
Negative Consequences ◽  
Internet Users ◽  
Positive Attitudes ◽  
Reflective Skills ◽  
Internet Literacy

Internet addiction (IA) and cyberbullying (CB) represent two examples of dysfunctional Internet use (DIU) which are accompanied by negative consequences. In terms of prevention, the training of technical and reflective skills (Internet literacy) will be discussed with regard to these patterns. This study investigates the role of age, conscientiousness, and Internet literacy on IA symptoms and the participation in CB. Analyses reveal that positive attitudes towards online production and interaction and lower self-regulative skills can be associated with severe IA symptoms. Cyberbullies display less skills in reflecting on Internet content and also prove to have less self-regulative skills. Younger and less conscientious individuals are more likely to use the Internet dysfunctionally. Furthermore, significant correlations between experiences as a cyberbully and IA symptoms were found. In conclusion, the authors suggest that current media/Internet literacy curricula should be complemented by teaching reflective and regulative skills to prevent Internet users from negative consequences.

Predicting Dysfunctional Internet Use

2019 ◽  
pp. 554-572
Author(s):  
Benjamin Stodt ◽  
Elisa Wegmann ◽  
Matthias Brand
Keyword(s):  
Internet Addiction ◽  
Internet Use ◽  
The Internet ◽  
Negative Consequences ◽  
Internet Users ◽  
Positive Attitudes ◽  
Reflective Skills ◽  
Internet Literacy

Internet addiction (IA) and cyberbullying (CB) represent two examples of dysfunctional Internet use (DIU) which are accompanied by negative consequences. In terms of prevention, the training of technical and reflective skills (Internet literacy) will be discussed with regard to these patterns. This study investigates the role of age, conscientiousness, and Internet literacy on IA symptoms and the participation in CB. Analyses reveal that positive attitudes towards online production and interaction and lower self-regulative skills can be associated with severe IA symptoms. Cyberbullies display less skills in reflecting on Internet content and also prove to have less self-regulative skills. Younger and less conscientious individuals are more likely to use the Internet dysfunctionally. Furthermore, significant correlations between experiences as a cyberbully and IA symptoms were found. In conclusion, the authors suggest that current media/Internet literacy curricula should be complemented by teaching reflective and regulative skills to prevent Internet users from negative consequences.

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