scholarly journals Internet Addiction a Comparative Study between Undergraduate Students of India and Malaysia

2015 ◽  
Vol 2 (4) ◽  
Author(s):  
Dr. Ramyashilpa. D. Nayak
Keyword(s):  
Undergraduate Students ◽  
Internet Addiction ◽  
White Male ◽  
Total Sample ◽  
Psychological Disorder ◽  
The Internet ◽  
Negative Consequences ◽  
High Level ◽  
Malaysian Students ◽  
Indian Students

Modern day life is truing towards more and more devices and internet fever is just spreading like wild fire. For young people the life is just meaningless without internet, for some it’s just like oxygen without which it’s impossible for them to survive. According to the researches that have been carried out few years back Internet addiction is a psychological disorder proposed for inclusion in DSM-V (the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders, fifth revision), which was scheduled for publication in 2011. Korean researchers are developing a standard psychological tool called the K-scale to diagnose Internet addiction and measure its severity. According to Dr. Jerald Block, who recommends Internet addiction for inclusion in the manual, the proposed disorder exhibits four common characteristics of addiction: Excessive use, which may be accompanied by impaired sense of the passage of time and/or neglecting basic drives (such as hunger or the need for sleep).Withdrawal (when prevented from going online), which may be manifested as anger, tension or depression, Tolerance which in the case of internet addiction may be indicated by longer use or a perceived need for upgrades or new software. Negative consequences to the behavior, which may include arguments, fatigue, problems at school or work, lying, lack of achievement and social isolation. According to research from Stanford University School of Medicine in Silicon Valley in 2006one in eight people in the U.S. is addicted to the Internet. The typical Internet addict is “a single, college-educated, white male in his 30s, who spends approximately 30 hours a week on non-essential computer use.” 14 percent of study respondents had difficulty abstaining for several days. 5.9 percent admitted that their Internet use impacted their relationships. 8.2 percent admitted that they used the Internet to escape reality. 3.7 percent were preoccupied by thoughts of going online when offline. In the present research an effort is made to understand the addiction effect among undergraduate students of India and Malaysia. The objective in the present research is to provide better intervention to the students if any students have high level of internet addiction. It has been hypothesized that compared to Indian students Malaysian students will significantly have high Internet addiction than Indian students. To assess the level of internet addiction among the undergraduate students Internet Addiction Test (IAT) by Dr. Kimberly Youngis used. The sample for the research has been chosen from USM-KLE International Medical College Belagavi and KLE Institute of Nursing Sciences Belagavi. The total sample includes 200 undergraduate students from India and Malaysia (100-Indian students and 100 Malaysian students’ male and female); the age of the students is between 18 to 23 years.

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.

scholarly journals Molecular and Functional Imaging of Internet Addiction

2015 ◽  
Vol 2015 ◽  
pp. 1-9 ◽  
Author(s):  
Yunqi Zhu ◽  
Hong Zhang ◽  
Mei Tian
Keyword(s):  
Functional Imaging ◽  
Internet Addiction ◽  
Structural Changes ◽  
Single Photon ◽  
Photon Emission ◽  
Nuclear Imaging ◽  
The Internet ◽  
Emission Computed Tomography ◽  
Imaging Findings ◽  
Negative Consequences

Maladaptive use of the Internet results in Internet addiction (IA), which is associated with various negative consequences. Molecular and functional imaging techniques have been increasingly used for analysis of neurobiological changes and neurochemical correlates of IA. This review summarizes molecular and functional imaging findings on neurobiological mechanisms of IA, focusing on magnetic resonance imaging (MRI) and nuclear imaging modalities including positron emission tomography (PET) and single photon emission computed tomography (SPECT). MRI studies demonstrate that structural changes in frontal cortex are associated with functional abnormalities in Internet addicted subjects. Nuclear imaging findings indicate that IA is associated with dysfunction of the brain dopaminergic systems. Abnormal dopamine regulation of the prefrontal cortex (PFC) could underlie the enhanced motivational value and uncontrolled behavior over Internet overuse in addicted subjects. Further investigations are needed to determine specific changes in the Internet addictive brain, as well as their implications for behavior and cognition.

scholarly journals Internet Addiction among Undergraduate Students: Evidence from a Malaysian Public University

2020 ◽  
Vol 17 (2) ◽  
Author(s):  
Rosliza A.M. ◽  
Ragubathi M.N. ◽  
Mohamad Yusoff M.K.A ◽  
Shaharuddin M.S.
Keyword(s):  
Undergraduate Students ◽  
Internet Addiction ◽  
Social Life ◽  
Internet Use ◽  
Public University ◽  
The Internet ◽  
Cluster Sampling ◽  
Cross Sectional ◽  
Online Activity ◽  
Internet Users

Introduction: Internet addiction is an increasingly worrying phenomena affecting people globally especially the youths. This study aimed to determine the prevalence of internet addiction among undergraduate students in a Malaysian public university and its associated factors. Materials and Methods: A cross-sectional study involving 322 undergraduate students, identified through cluster sampling was conducted using a pretested, self-administered questionnaire. The questionnaire includes socio-demography, use of information technology gadgets and internet usage. Internet Addiction test (IAT) was used to identify internet addiction. Data was analysed using SPSS version 22. Results: From 322 respondents, 25 (7.8%) were categorised as addictive internet users, while 182 (56.5%) were problematic internet users. The commonest online activity includes social networking (86.6%), entertainment (77.3%) and educational purposes (77.0%). From multivariate analysis, problematic and addictive internet use was significantly more common among male students (AOR=2.47, 95% CI [1.43, 4.26]), those who received study loan (AOR=1.93, 95% CI [1.10, 3.39]) and other types of funding (AOR=3.95, 95% CI [1.59, 9.80]) compared to those on scholarships, and those who spent between four to ten hours a day accessing the Internet (AOR=2.43, 95% CI [1.13, 5.23]) compared to those using the Internet for two hours or less a day. Conclusion: The prevalence of problematic and addictive internet use among respondents were higher compared to previous researches among Malaysian adolescents. It is recommended that an awareness programme on responsible use of the internet be conducted to prevent students from becoming addicted which may impact negatively on their educational performance and social life.

scholarly journals Students’ Beliefs Regarding the Use of E-portfolio to Enhance Cognitive Skills in a Blended Learning Environment

2019 ◽  
Vol 14 (02) ◽  
pp. 85
Author(s):  
Prakob Koraneekij ◽  
Jintavee Khlaisang
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Undergraduate Students ◽  
Cognitive Skills ◽  
Authentic Assessment ◽  
The Internet ◽  
Data Collection Tool ◽  
Sample Group ◽  
Current State ◽  
High Level

This paper reports on a quantitative study on ICT readiness among undergraduate students in Thailand, students’ beliefs about use of e-portfolios in the Blended Learning Environment (BLE), and students’ beliefs about using e-portfolios to enhance their cognitive skills in the BLE. The sample group comprised 360 undergraduate students, divided by study fields. The data collection tool was a questionnaire of students’ beliefs. The reliability value of the questionnaire was 0.889. Data was analyzed using statistical analysis and f-test. The beliefs and needs were ranked by PNI modified. The research found that every student had a computer connected to the Internet. The analysis results of students’ beliefs about the use of e-portfolios in the BLE were positive and the top five results were: (1) learning by creating work, (2) enhancing creativity, (3) enhancing the problem solving skill, (4) enhancing critical thinking, and (5) enhancing authentic assessment. The current state of using e-portfolios to enhance cognitive skills in the BLE was at average level, while the needs were at the high level.

Internet Gaming Disorder

2015 ◽  
pp. 1-15
Author(s):  
Mario Lehenbauer-Baum ◽  
Martina Fohringer
Keyword(s):  
Internet Addiction ◽  
Internet Gaming Disorder ◽  
The Internet ◽  
Gaming Disorder ◽  
Internet Gaming ◽  
Dsm V ◽  
German Speaking ◽  
Research Findings ◽  
High Level

Internet Gaming Disorder (IGD) was introduced in the recent DSM-V as a condition needing more research. Therefore, this chapter contributes to this discussion by a summary of recent research findings and introduces an empirical study concerning differences between an engaged and a problematic use of games. We surveyed 577 participants (mean age 24.38 years; 77.1% male) from German speaking areas. We used a gaming addiction questionnaire and the Internet Addiction Scale (ISS-20). 93.7% are high-level player (level 85); 3.1% are addicted according to the ISS-20. We found 2 factors explaining “addiction” and “engagement”. Addicted players spend more time per week playing online with 31.31 hours/week compared to highly engaged players with 22.19 hours/week (p < .001), have higher scores in the Internet addiction scale (p < .001), and significantly lower scores in scales measuring the quality of life (p < .001). Therefore we conclude that items tapping euphoria and cognitive salience are of limited use when it comes to a classification of IGD.

scholarly journals Personality characteristics of students in the regulation of network activity

2021 ◽  
Vol 23 (3) ◽  
pp. 101-130
Author(s):  
S. E. Panshina ◽  
N. L. Sungurova ◽  
N. B. Karabushchenko
Keyword(s):  
Emotion Regulation ◽  
Internet Addiction ◽  
Self Esteem ◽  
Personality Characteristics ◽  
Network Activity ◽  
Practical Significance ◽  
The Internet ◽  
Negative Consequences ◽  
Cognitive Emotion Regulation ◽  
The Impact

Introduction. Nowadays, the increasing Internet influence on the personality and the ambiguous nature of this impact frequently result in such negative consequences as Internet addiction, reduced self-control, and dysregulation of the Internet-activity. Therefore, it is becoming more and more relevant to investigate the characteristics of personality regulation of students' network activity. The aim of the current research was to identify personality characteristics, which determine the network activity of students. Methodology and research methods. The current research is based on a subject-personal approach. The following methods were applied: Internet Behaviour Questionnaire (by A. E. Zhichkina); Self-Organisation Activities Questionnaire by E. Yu. Mandrikova (OSD); modified questionnaire (by O. N. Arezdova, L. N. Babanin, A. E. Voiskunsky); questionnaire “Attitudes towards the Internet” (by E. Gubenko); Cognitive Emotion Regulation Questionnaire in the adaptation of O. L. Pisareva and A. Gritsenko; the technique of M. Kernis and A. Paradise “The Contingent Self-Esteem Scale” adapted by T. N. Savchenko, A. G. Faustova; personality questionnaire (TIPI-RU) (by A. S. Sergeeva, B. A. Kirillov, A. F. Dzhumagulova). Results and scientific novelty. For the first time, personality regulation of network activity is considered as a system of personality formation, which includes the following components in its structure: regulatory-behavioural, need-motivational, cognitive-emotional, and reflective-evaluative. General trends in the identified components and the connection of network behaviour strategies with personality characteristics of the student audience are determined. Students are characterised by an understanding of their own goals and their desire to achieve them, a tendency to be consistent and to follow the scheduled structure of the organisation of events, the manifestation of will to achieve goals and developed tactical planning skills. The Internet for students is above all a comfortable environment, where it is possible to feel calm and security, to expand social contacts, to find a new experience. Students are more likely to use effective strategies for cognitive emotion regulation, which are aimed at searching for the ways to overcome adverse situations, at recognising the positive significance of the event for personal growth, as well as at accepting the situation. Respondents' self-esteem is moderately reactive to the impact of situational factors. Students, who prefer network behaviour strategy “Activity in action”, have a generally positive personality profile, they tend to choose favourable strategies of cognitive emotion regulation, and they have personality characteristics such as determination, perseverance, extroversion, openness to new experience. The personal characteristics of young people with the strategy “Activity in the perception of alternatives” and “Internet addiction” are represented by the choice of negative cognitive emotion regulation strategies, situational conditioning of self-attitude, and attitudes toward problematic Internet use. Practical significance. The research results can be used to improve distance learning programmes, additional education courses, as well as to increase the efficacy of regulation of student's network activity in order to prevent Internet addiction.

scholarly journals Depression and Internet use in a Sample of Malaysian Undergraduate Students

2013 ◽  
Vol 4 (11) ◽  
pp. 317-325
Author(s):  
Lu Xi
Keyword(s):  
Undergraduate Students ◽  
Internet Use ◽  
Instant Messaging ◽  
Close Association ◽  
Total Sample ◽  
Online Media ◽  
Pathological Internet Use ◽  
Depression Level ◽  
Internet Application ◽  
High Level

This study used a set of questionnaire to investigate the Internet use and depression level in a sample of Malaysian undergraduate students, which identified 12 cases as pathological Internet use (PIU) in a total sample of 90 students using Beard and Wolf’s (2001) criterion. Students with PIU spent significantly longer time on Internet and experienced extremely higher level of depression (M=42.83, SD=11.86) than their non-PIU counterparts (M=26.26, SD=14.79), which is in the severe level. The gender difference on depression was also detected in this study but not for time spent online. Lastly, this study found that students with PIU would like to spent more time on SNS, browsing with no specific purpose, and online media viewing, while students with increasing level of depression would accelerate the time spent online, especially on SNS, browsing with no specific purpose, and instant messaging. The same Internet application (SNS and browsing with no specific purpose) chose by students with PIU and high level of depression implied that there may be close association on developing depression and PIU related to usage of SNS and browsing with no specific purpose.

Personal Characteristics of Students, Inclined to Internet-addicted Behaviour

2021 ◽  
Vol 21 (2) ◽  
pp. 189-202
Author(s):  
Maria S. Ionova ◽  
Evgeniia V. Pyataeva
Keyword(s):  
Statistical Analysis ◽  
Internet Addiction ◽  
Personal Characteristics ◽  
Self Esteem ◽  
The Internet ◽  
Personality Questionnaire ◽  
Avoidance Motivation ◽  
Internet Users ◽  
Failure Avoidance ◽  
High Level

Introduction. The article is devoted to the study of personality traits of students with different levels of Internet addiction. In connection with the rapid ubiquitous spread of the Internet, the problem of dependence on the global network is becoming more and more urgent. However, we have to state that there is a contradiction between the need to prevent Internet addiction among young people and insufficient knowledge of the personal characteristics of students who are prone to Internet addictive behaviour. Materials and Methods. The research used the following methods: theoretical analysis of scientific literature, testing (test for Internet addiction (K. Young (adapted by V. A. Loskutova)), test “Self-assessment” (L. D. Stolyarenko), personality questionnaire “Suggestibility” (S. V. Klauchek and V. V. Delariu), personality questionnaire EPI (Eysenck Personality Inventory) (G. Eysenck), methodology for diagnosing failure avoidance motivation (T. Ehlers)). For statistical analysis of empirical data, the Student’s test was used for independent samples. Results. The study found that among the respondents there are no people with a pronounced Internet addiction. Identified potential Internet addicts – students overly keen on the Internet. They tend to have low self-esteem scores and are more susceptible to suggestion than regular web users. Most students who are prone to Internet-addicted behaviour have a high and too high level of motivation for avoiding failure, while the majority of ordinary users are characterized by a high level. There are no significant differences between the groups of respondents on the introversion and extraversion scale. Statistical analysis of the data obtained confirmed the presence of significant differences between students who are potential addicts and students who are ordinary Internet users in terms of self-esteem and suggestibility. Discussion and Conclusion. The analysis of the results of the study allows us to conclude that students who are overly keen on the Internet differ from their peers – ordinary Internet users by their tendency to a low assessment of their own qualities and a higher suggestibility. They also have a higher level of failure avoidance motivation. The data obtained by us can be used in the development of programs for the prevention of Internet addiction among students.

Internet Practices and Differences in Youths' Acceptability of Online Verbal Violence

2019 ◽  
Vol 9 (2) ◽  
pp. 19-33 ◽  
Author(s):  
Nadia Gauducheau
Keyword(s):  
Undergraduate Students ◽  
The Internet ◽  
Verbal Violence ◽  
Ambivalent Attitude ◽  
Online Environments ◽  
Online Exchanges ◽  
High Level

The purpose of the current study was to examine the perception of verbal violence by youths in online exchanges. Undergraduate students gave their opinions on a number of violent and nonviolent messages in a forum. It was observed that verbal violence arouses an ambivalent attitude, i.e., it is considered both unacceptable and humorous. The results showed that the acceptability of verbal violence is related to the topic of discussion and to youths' Internet practices. Verbal violence is more often rejected when the topic of discussion is less serious. A high acceptability of verbal violence is associated with a high level of time spent on the Internet and a high use of humor in a youth's own messages. The results contribute to identifying the communication norms for youth in online environments.

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