05 SES 04 A, Children and Youth at Risk and Urban Education
Many studies revealed that there were several components of Internet addiction. For instance, Block (2008) claimed that Internet addiction has four components: (1) excessive Internet use, often associated with a loss of the sense of time or a neglect of basic drives; (2) withdrawal, including feelings of anger, tension, and/or depression when the computer is inaccessible; (3) tolerance, including the need for better computer equipment, more software, or more hours of use; and (4) negative repercussions, including arguments, lying, poor achievement, social isolation, and fatigue.
In addition, there has been substantial research exploring the relationship between Internet use and certain variables, such as subjective well-being, self-esteem, and psychological needs. Several studies have examined problematic Internet use and Internet addiction among high school. For instance, Kim and Davis (2009) indicated that self-esteem was related to Internet addiction and Caplan (2003) found that negative feelings such as depression were predictors of problematic Internet use. Bulut-Serin (2011) examined problematic Internet use among students and discovered that there was a positive correlation between life satisfaction and problematic Internet use. However, few studies have explored the correlation between Internet addiction and subjective well-being, self-esteem, and psychological needs.
This study examined the relationship among these variables separately and together. Moreover, in contrast to previous studies, this study examined whether these variables explain certain dimensions of Internet addiction. Therefore, the aim was to investigate the association between subjective well-being, self-esteem, and psychological needs and Internet addiction subscales in depth.
Bayraktar, F. (2001). İnternet kullanımının ergen gelişimindeki rolü, Yüksek lisans tezi, Ege Üniversitesi, İzmir. Block, J. J. (2008). Issues for DSM-V: Internet addiction. The American Journal of Psychiatry, 165, 306–307. Bulut-Serin, N. (2011). An examination of predictor variables for problematic Internet use. The Turkish Online Journal of Educational Technology, 10(3), 54-62. Caplan, S. E. (2002). Problematic Internet use and psychological wellbeing: Development of a theory-based cognitive-behavioral measurement instrument. Computers in Human Behavior, 18, 553–575. Cuhadaroglu, F. (1986). Self-esteem in adolescents. Unpublished master thesis, Hacettepe University, Ankara. Gagné, M. (2003). The role of autonomy support and autonomy orientation in prosaically behavior engagement. Motivation and Emotion, 27, 199-223. Gençöz, T. (2000). Pozitif ve negatif duygu ölçeği: Geçerlik ve güvenirlik çalışması, Türk Psikoloji Dergisi, 15(46), 19-26. Kim, H.-K. & Davis, K. E. (2009). Toward a comprehensive theory of problematic Internet use: Evaluating the role of self-esteem, anxiety, flow, and the self-rated importance of Internet activities. Computers in Human Behavior, 25, 490–500. Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton University Press. Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54(6), 1063–1070. Young, S. K, & Rodgers, R. C. (1998). Internet Addiction: Personality Traits Associated with ItsDevelopment, CyberPsychology and Behavior, 1(1), 25-28.
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