Journal of Education and Training Studies

Vol. 6, No. 4; April 2018

ISSN 2324-805X E-ISSN 2324-8068
Published by Redfame Publishing
URL: http://jets.redfame.com

Examining the Internet Addiction Levels of High School Senior Students

Hasan Aydemir
Correspondence: Hasan Aydemir, Department of Elementary Teachers, College of Education, Inonu University, Malatya,
Turkey.

Received: December 25, 2017 Accepted: February 16, 2018 Online Published: March 6, 2018
doi:10.11114/jets.v6i4.3084 URL: https://doi.org/10.11114/jets.v6i4.3084

Abstract
In the present study, the internet addiction status of high school senior students in Yeşilyurt county of Malatya was
analyzed and examined in terms of gender variable. The study population consisted of 3442 senior students who were
studying at 37 high schools in state schools in Yeşilyurt County of the city of Malatya in 2016-2017 academic year. The
sampling of the study consisted of 606 students selected with the Random Sampling Method from among 17 high schools.
The model of the study was the Survey Model. For the purpose of determining the internet addiction levels of the students,
the “Internet Addiction Scale”, which was developed by Gunuc (2009) was used. This scale consists of sub-dimensions
like “Deprivation”, “Difficulty in Control”, “Disruption in Functionality”, and “Social Isolation”. In analyzing the data of
the study, arithmetic average (̅̅̅, frequency (f), standard deviation (sd), k-means clustering method and t-test were used.
In brief, the following results were received in the present study: out of the 606 senior high school students, 85 (14,1%)
were in the Addicted Group, 258 (42,6%) were in the Risk Group and 262 (43,3%) were in the Non-Addicted Group.
When these results were analyzed it was determined that the majority of the students who constituted the sampling group
of the study were in the Non-Addicted Group (43,3%). A significant differentiation was detected between the internet
addiction scores of the students according to the gender variable in favor of the male students.
Keywords: internet, internet addiction, addiction
1. Introduction
In general, it is considered that addiction and substance use have the function of aiding the individual to overcome the
difficulties in daily life (Flores, 2004, s. 1). Addition means the routine behaviors of individuals mostly to have the
chemical substance and sometimes without any specific purpose and is a disorder in which the individual shows repeated
obsessions or compulsory feelings (Marks, 1990, s. 1389). Although, traditionally, addiction is considered as a
phenomenon stemming from stimulant substances like alcohol or cocaine that affect the human behaviors, studies
conducted in the past 30 years have shown that individuals may be harmed due to behaviors and habits that show
addiction symptoms. Excessive eating, gambling, shopping, sex and Internet use may also cause similar problems like
stimulant substance (Padwa & Cunningham, 2010). For this reason, the term addiction has been increasingly used to
explain many human behaviors (Netherland, 2012, s. 11).
Using Information Technologies to facilitate daily life brought with it the differentiation of interest areas of individuals in
the society (Kocoglu, 2017, s. 4). As a matter of fact, the term “Technology Addiction”, which is defined as a type of
addiction that is not chemical and involved the interaction between humans and machines in the times in which computers,
which are among information technologies, were used in an intense manner, was first mentioned by Griffiths (1995, s.
14,15). With the spread of the Internet all over the world as of mid-1990s, internet addiction has been defined as an
important psychological disorder that affects cognitive, emotional and social development of individuals (Price, 2011, s.
7). In as early as 1998, it was determined that 6% of the online users faced this problem in America (Brenner, 2000, s. 452).
However, unlike chemical addiction, excessive internet use was not criticized as an addictive and was mentioned with
some technological benefits it brought to the society (Young K. S., 2009, s. 217). When the first symptoms of internet
addiction appeared, it caused debates among clinicians and academicians. Excessive internet use has been accepted as a
type of addiction that causes pathological symptoms by some experts (Widyanto & Griffiths, 2006, s. 31).
Internet use, which is one of the realities of the Information Age, has influenced every field of life at a great deal as well as
the structures and presentations of educational programs in education and school system. The Internet not only facilitated the
access to information and made it cheaper, but it also made it become independent from time and place. As a natural result of
this, it seems that access to information is no longer a problem (Aydemir, Benzer, Karahan, & Akmence, 2013, s. 1073).

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Proper definition of the Internet Addiction term varied according to viewpoints. Generally, it has been associated and
defined with the impulses or behaviors for using the computer and the internet that cause disruptions and distress as well
as uncontrolled occupation (Shaw & Black, 2008, s. 353). Some researchers associated internet addition with the
addictions that involved alcohol and substance use (Griffiths M. , 1999, s. 246), and some others associated it with
obsessive or compulsive control disorders of individuals (Belsare, Gaffney, & Black, 1997). The terms “Pathological
internet use” (Davis, 2001, s. 187), and “Problematic internet use” (Caplan, 2003, s. 625) have been used to define this
problem. The Internet Addiction term, which was the last ring of the technology addition, was first mentioned by Ivan
Goldberg (Suler, 1999). It is a process that is not controlled taking excessive time and is problematic resulting in
professional hardships (Shapira, Goldsmith, Keck, Khosla, & McElroy, 2000, s. 268). According to Young, on the other
hand, as a fast-growing phenomenon, internet addition is a concept including a wide variety of behaviors related with
gambling addition, and motive-control problems (2004, s. 402). Griffiths (1999); however, the internet might not be
addiction for many excessive internet users, and it could be another way of satisfying other addictions. The number of
internet users was 360 million worldwide in 2000 and exceeded 3 billion 800 million users in 2017 (3,885,567,619) (IWS,
2017). According to the data of 2016, the rate of the individuals using the internet in Turkey was 61,2% (TÜİK, 2016).The
number of the users was recorded as nearly 41 million people (IWS, 2017). This means that nearly one out of every two
people is active user. With this increase of the internet use in daily life, the relation between mainly psychological factors
and many other factors and internet addiction has been investigated in many studies. In these studies, it was reported that
there was relations between problematic internet use and some psychological disorders like Attention Deficit
Hyperactivity Disorder (Yen, Yen, Chen, Chen, & Ko, 2007; Ko C.-H. , 2009; Dalbudak & Evren, 2013; Ozturk, Ekinci,
Ozturk, & Canan, 2013; Kocoglu, 2017), depression (Koronczai, et al., (2013); Sahin, Ozdemir, & Unsal, (2013);
Senormanci,et al., (2014); Yang, et al., (2014); Choi, et al., (2014)), loneliness (Yao & Zhong, 2014), neurotic personality
(Tsai, et al., (2009); Wang, et al., (2011)), low self-respect (Armstrong, Phillips, & Saling, (2000); Aydin & Sarı, (2011);
Sariyska, et al., (2014)), low self-control (Ozdemir, Kuzucu, & Ak, 2014), academic failure (Stavropoulos, Alexandraki,
& Stefanidi, 2013), hostility (Koc, 2011), sleep disorders (Anderson, 2001; Lam, 2014).
In this context, the relation between gender variable and internet addiction was investigated and the internet addiction
status was examined with feedbacks from students and in the light of the relevant literature. It is considered that the results
of the present study will contribute to the students, parents, psychological counselors and guides, specialists of the field,
managers and decision-makers in solving the problems stemming from internet addiction in social and academic life.
2. Method
The Survey Model, which aims to describe an existing situation as is, was used in the present study. Survey models are
research approaches that aim to describe an already exiting situation either in the past or in our present time as they are.
In other words, in a universe consisting of many elements, such study approaches are used on a group, sample or
sampling that will be selected from among the study population to make a general judgment on the universe (Karasar,
2011, s. 110).
2.1 The Universe and Sampling of the Study
When the sampling was made, firstly, the universe which is desired to be generalized by the author is limited for the
purpose of the study. There is a study universe that fits the aims of research best (Karasar, 2011, s. 111). The universe
of the study consisted of 3442 students studying at 4th grades in 37 high schools in Yeşilyurt County of Malatya in
2016-2017 academic year.
The sampling is a small set whose adequacy is accepted to represent the universe and is selected from among the
universe according to certain rules. Studies are mostly conducted on sampling clusters and the result are generalized
according to the relevant universe (Karasar, 2011, s. 110). The sampling of the study consisted of 606 students who
were selected with random sampling method in 17 high schools at 4th grades.
2.2 The Data Collection Tool
In the present study, for the purpose of determining the internet addiction levels of the students, the “Internet Addiction
Scale”, which was developed by Gunuc (2009), was used. The scale consists of 35 items under the sub-factors of
“Deprivation”, “Difficulty in Control”, “Disruption in Functionality” and “Social Isolation”.
2.3 The Collection and Analysis of the Data
After the data obtained with the “Internet Addiction Scale” from the participants were loaded into the computer, the Test
of Normality was applied. In a statistical study, to perform many tests, the distribution must be normal or close to
normal (Kalayci, 2006). Although many features show a normal distribution in the universe, in case the measurements on
the desired feature are obtained from a small group (n<30), there will be deviations from normal distribution. As the size
of the group increases, the values will near to normal (Ravid, 1994; Buyukozturk, Cokluk, & Koklu, 2014, s. 63).

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Tabachnick and Fidell (2015) accept that in case the skewness and kurtosis values are between +1,500 and -1,500, the
distribution is normal (p. 81). Since it was determined that the skewness (,762) and kurtosis (,074) values of the statements
of the scale were between +1,500 and-1,500 in the normality test, it is possible to claim that the distribution is normal in
the study. For this reason, arithmetic average (̅̅̅, frequency, standard deviation (sd), k-means clustering method and
t-tests were used in the analysis of the data. The significance value was taken as (p<,05) in the analysis of the data.
3. Findings
The scores received by the students from the scale were analyzed, and the results are given in Table 2.
Table 1. The Distribution of the Cluster Scores Received by the Students from the Internet Addiction Scale
Number of the People (N) The Lowest Score The Highest Score ̅
𝑿 Standard Deviation
Score Value 606 1,00 4,94 2,37 0,89
As seen in Table 1, the lowest score average received by the students who participated in the study in the “Internet
Addiction Scale” was1,00;and the highest score was 4,94. The arithmetic average ( ̅ = 2,37) and standard deviation
received by the students in the scale was determined as sd= 0,89.
The “Clustering Analysis technique”, which is one of the sampling classification techniques, was used in order to
determine the group that had internet addiction or not and to receive more detailed results on the addition status of the
individuals. The general aim of the clustering analysis is to determine the similarities of units according to their certain
features and classify them accurately by considering these similarities (Cokluk, Sekercioglu, & Buyukozturk, 2014, s.
139). This method facilitates that some end-values that are implicit in the sampling are revealed. With this clustering
method, the addiction levels of the individuals were classified more accurately (Gunuc & Kayri, 2009, s. 171).
The Clustering Analysis was used to obtain a more detailed result on determining the addiction status of the individuals,
and it was observed that the results were grouped in 3 sub-sets. In this respect, as seen in Table2, there is “The Addicted
Group” in the first set, the “Group with risk of addiction” is in the second set, and the “Non-addicted group” in the third
set. In naming the sets, the classification of Gunuc (2009) was taken as the basis. By considering the scores received
in the scale as a whole on the addition levels of the students, the frequency and percentage distributions of the internet
addiction scores of the students are given in Table 2.
Table 2. The frequency and percentage distribution of the students for Internet Addiction Status
Clustering (k-mean) f Total (%)
1 (Addicted Group) 85 14,1
2 (Risk Group) 258 42,6
3 (Non-Addict Group) 262 43,3
Total 606 100
When Table 2 is examined it is seen that the majority (43,3%) of the 606 senior students who participated in the study
were in the non-dependent group. The risk group (42,6%) and the dependent group (14,1%) followed this.
In the literature review, which was conducted as based on these data, it was observed that in the study conducted by
Ozdemir (2016), 1,5% of the sampling were dependent internet users; in the study of Isleyen (2013), the dependent
group constituted 7% of the sampling; in the study of Gunuc (2009) 10,1% of the sampling were dependent; in the study
of Inan (2010), 0,4% of the sampling were dependent; in the study of Calisgan (2013), 0,2% of the sampling were
dependent; in the study of Balci and Gulnar (2009), 23,2% of the sampling were dependent; in the study of Durualp and
Cicekcioglu (2013), 17%of the sampling were dependent. It was also determined that there were no dependent groups in
the study conducted by Yucelten (2016) and Doner (2011). In some other studies, these rates were reported as 4%
(Wang, Zhou, Lu, Wu, Deng, & Hong, 2011); 1,1% (Bayraktar, 2001); 3,1% (Kaltiala-Heino, Lintonen, & Rimpela,
2004); 2% (Johansson & Götestam, 2004); 20,7% (Yen, Yen, Chen, Chen, & Ko, 2007); 2,4% (Cao & Su, 2007); 8%
(Elizabeth & Tee, 2007); 4,3% (Jang, Hwang, & Choi, 2008; Gunuc, 2009). In the study conducted by Ozdemir (2016),
14% of the sampling were risky internet users; and in the study conducted by İnan (2010), the group that showed
symptoms of internet dependency constituted 9% of the sampling; in the study conducted by Balci and Gulnar (2009),
risky internet users constituted 28,4% of the sampling; in the study of Yucelten (2016), the internet dependency risk
group constituted 11% of the sampling; in the study of Doner (2011), the participants who showed limited symptoms
constituted 9% of the sampling; in the study of Isleyen (2013), the risk group constituted 23% of the sampling; in the
study of Sahin (2011), the participants who showed limited symptoms constituted 14% of the sampling; in the study of
Durualp and Cicekcioglu (2013), the risk group constituted 66% of the sampling; and in the study of Gunuc (2009) the
risk group constituted 29% of the sampling.
The “t-test” was conducted to test whether there was a difference between the genders of the high school senior students
and their internet addiction levels, and the results are given in Table 3.

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Table 3. The Internet Addiction Scores of the Students according to the Gender Variable
Dimensions Gender N ̅
𝑿 sd t p
Female 313 2,57 0,97
Deprivation 4,27 0,11
Male 293 2,58 1,07
Female 313 2,27 0,88
Difficulty in Control 0,25 0,00*
Male 293 2,31 0,91
Female 313 2,22 0,94
Disruption in Functionality 0,28 0,03*
Male 293 2,26 0,96
Female 313 2,31 0,88
Social Isolation 3,52 0,04*
Male 293 2,41 0,92
Female 313 2,36 0,80
Internet Addiction Scale (General) 1,22 0,04*
Male 293 2,37 0,85
N=606
When Table3is examined, it is seen that there were no differences in the Deprivation Sub-dimension of the Internet
Dependency Scale of the senior high school students according to gender 0,11 (p>0.05).In the Internet Addiction Scale,
there was a significant difference in general 0,04 (p<0.05); in Difficulty in Control, there was a significant difference at
a rate of 0,00 (p<0.05); in the Disruption in Functionality, there was a significant difference at a rate of 0,03
(p<0.05);and in Social Isolation sub-dimension, there was a significant difference at a rate of0,04 (p<0.05)according to
gender. When the Arithmetic average values were analyzed, it is seen that the significant difference stems from the
male students.
In the study findings, it is possible to claim that male students are under more risk in terms of internet dependency when
compared with the female students. In this respect, in the literature review, there were many studies that supported the
findings of the present study. In the study conducted by Usta in (2016), the relation between gender and internet
dependency was examined, and it was found that there was a significant relation between the internet dependency
behaviors of the students and gender variable. In their analysis, they reported that the male students showed more
internet dependency behaviors than the female students. Similarly, Gencer (2017) also reported that male students
showed more internet dependency behaviors than the female students. Ayaroğlu (2002) conducted a study and
examined the relation between the internet use of university students and their loneliness levels, and concluded that
male students spent more time on surfing on the internet and file transfer when compared with the female students.
Scherer (1997) conducted another study and examined 531 students in terms of internet use. They found out that the
great majority of the students who were determined to be internet dependent were male student s(71%). Doner (2011)
conducted a study and examined 624 students 282 of whom were female and 342 were male. According to the findings
of their study, the internet addiction levels of male students compared to the female ones differentiated at a significant
level, and this difference was in favor ofthe male students. Similarly, Morahan-Martin and Schumacher (2000), Chou
and Hsiao (2000), Bayraktar (2001), Koch and Pratarelli (2004), Aktas (2005), Yang and Tung (2007), Balta and
Horzum (2008), Ogel and Comert (2009), Gunuc (2009), Kelleci et al., (2009), Tsai et al., (2009), Esen (2010),
Gurcan (2010), Yildiz (2010), TacYildiz (2010), Doner (2011), Gencer (2011), Liberatore et al., (2011), Carli et
al.,(2012), Gokcearslan and Gunbatar (2012), Yilmaz (2013), Zorbaz (2013), Turkoglu (2013), Azher et al., (2014) and
Waldo (2014), Ceyhan E. (2016), Issever (2016), Unsal (2016) also reported that male students had higher internet
addiction levels when compared with female students in terms of the gender variable. These findings support our
findings in terms of the gender variable.
It is also possible to see several studies in the literature claiming that there were no significant differentiation between
internet dependency and gender. Brenner (2000), Batigun (2011), Kaya (2011), Jelenhick et al., (2012), Hawii (2012),
Calisgan (2013), Andreou and Svoli (2013), Dikme (2014), Dalgali (2016), Yucelten (2016) also determined that
gender was not effective on internet dependency. In fewer studies, it was reported that the Internet dependency was in
favor of female students (Griffiths M. , 1995; Besalti, 2016).
It is interpreted that the differentiation between the gender variable and internet dependency may stem from the
measurement style of the addiction level in studies and from cultural differences among countries (Balta & Horzum,
2008, s. 187-205). When considered in general terms, it is possible to name the high internet Addiction levels in males
when compared with females may be the unequal gender concept in the society, males being left more comfortable and
free, males going more to the Internet cafes, etc. (Cavus & Gökdaş, 2006, s. 57). On the other hand, female students
may be left deprived (Atlama & Ozsoy, 2009), their free time is taken away from them by loading them with many
chores, or their freedom fields are narrowed down by intervening in their freedom areas (Yilmaz E. , 2013, s. 75). In the
Turkish society, males may be more comfortable and free because they have the tendency of moving away from the
family after a certain age, puberty syndromes, circle of friends, and similar reasons. In addition, the patriarchal structure
of Malatya may be the reason for higher internet addiction scores in males.

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4. Results
Based on the findings of the study, the following results were concluded.
 As a result of the Clustering Analysis, which was made to determine the Internet Addiction levels of senior
high school students, it was determined that 14% of the students were in the Addicted Group, 42% were in the
Risk Group in terms of Addiction, and 43% were in the Non-Addict Group.
 It was determined that the averages of the scores received by the students from the Internet Addiction Scale
differed according to the gender variable. This difference was found to be in favor of the male students. The
averages of the scores of the male students are higher than those received by female students.
The following recommendations may be made in the light of the study findings:
 When the fact that 42% of the students are in the Risk Group is considered, high school students must be
informed about Internet Addiction in informatics classes as well as in other classes, and the required contents
on Internet Addiction must be added to the curriculum.
 Families and their children may be informed about the Internet Addiction being an important addiction like
other addictions by using various technological opportunities.
 Although students at high school age are open to new ideas and innovations, it is generally accepted that they
do not have the life experience to question the validity of these ideas. For this reason, parents must guide and
limit the Internet use of their children.
 Parents should be informed about family protection programs, and the necessary support needed for the
efficient use of these programs must be provided by relevant institutions.
 This study was conducted with senior high school students studying at high schools in Yeşilyurt County of the
city of Malatya. Similar comparative studies may be conducted in other regions with wider universe and
sampling.
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