A STUDY OF
PROBLEMATIC INTERNET USE AMONG TURKISH CEIT* STUDENTS
Aylin TUTGUN ÜNAL
Maltepe University, Faculty of Education
Computer Education and Instructional
Technologies Department
Istanbul, Turkey
ABSTRACT
In this research, problematic internet usage of Turkish Computer
Education and Instructional Technologies (CEIT) students has been analyzed
according to gender, class and daily internet usage. The subjects were 162 CEIT
students from three universities in
Istanbul, Turkey (Marmara University, Maltepe University and Yıldız Technical
University). The instruments were Personal Information Form and
Generalized Problematic Internet Use Scale 2 (GPIUS2). The following results were
obtained; (a) CEIT students have above medium level of problematic internet
usage; (b) Male CEIT students are, compared to female CEIT students, more
oriented towards problematic internet usage; (c) CEIT students who have longer
periods of daily internet usage are more oriented to problematic internet
usage; (d) 1st grade CEIT students are more oriented to problematic
internet usage than 4th grade CEIT students. It can be said that the
above-medium problematic internet use inclination of CEIT students heralds the
potential problems in future. To sum up, attempts underlying the fact that
immediate precautions must be taken for CEIT students and technology related
departments should be started without delay. Based on this deduction certain suggestions have been presented at the
end of research.
Keywords: Problematic Internet
Usage, Internet addiction, Computer Education, Turkish students
* Computer Education And Instructional Technologies
1. INTRODUCTION
In today’s world,
technology has been prevalently used in almost all spheres of life and as a
consequence the personal ownership ratio of computer and internet is rapidly
increasing each year. According to “Information Technologies Use Survey”
conducted by Turkish Statistical Institute, the ratio of computer use and
internet access means in enterprises was 88,7% and 85,4% in January 2007 while this ratio increased to
respectively 90,6% and 89,2% in January 2008 and by the year 2010, the ratio of
internet access ownership rose to 90,9% (Turkish Statistical Institute, 2011).
Internet is commonly
used by young population for a variety of purposes. Particularly at
universities easy access to internet, the need to study courses or contact with
course instructor, desire to contact freely with the opposite sex etc. make the
internet use a favorite activity amongst university students. Besides several
researches covering university students have demonstrated that a great majority
of students possess the means of easy access to computer and internet (Ceyhan,
Ceyhan & Gürcan, 2007; Deniz, 2001, 2007; Deniz and Coşkun, 2004; Tutgun,
2009; Tutgun and Deniz, 2010; Tutgun, Deniz & Moon, 2011). We also come across some studies illustrating
that these problems can even reach to clinical levels (Chin-Chung and Sunny,
2003; Davis, 2001; Köroğlu et. al., 2006; Niemz, Griffiths & Banyard, 2005;
Young and Rodgers, 1998; Young, 1996a, 1996b).
Many researches have
been conducted concerning the lack of required control on internet usage and
the problems it creates. Since behavior pattern causing trouble for individuals
has been defined as “pathological” or “problematic” due to its destructive
nature, for excessive internet usage too, different definitions have been
presented. The term internet addiction
was introduced for the first time by Goldberg (1996) in a forum website and a
list of symptoms was defined. Right after that, incredible numbers of people
from the whole world sent their complaints to this forum site regarding
internet use. Hence a global research domain emerged and a good number of
researchers and clinicians started to conduct studies on internet addiction.
The earliest indicators of internet addiction were developed by Goldberg
(1996), DSM-IV (Diagnostic and Statistical Manual of Mental Disorders) parallel
to the diagnosis measurements of alcohol addiction, subsequently, for internet
addiction and internet misuse Young (1996b) developed certain criteria in line
with diagnosis measurements of Pathologic gambling presented in DSM-IV
(American Psychiatric Association, 1995). Following the cases exemplified by
clinicians, a new dispute emerged; whether the internet caused addiction or
excessive usage of internet was simply a behavioral indicator of already-
existing psychological problems that were manifested through internet (Keser
Özcan and Buzlu, 2005; King and Barak, 1999). Further studies employed several
new concepts like internet addiction, internet dependency, problematic internet
usage, pathologic internet usage, internet behavior addiction and cyber
addiction. In present study, the term of problematic internet use has been used.
As put forth by Caplan (2005) problematic
internet usage is a multi-dimensional syndrome composed of cognitive and
behavioral symptoms causing negative social, academic/professional outcomes.
According to this perspective, the term internet addiction on its own is not
encompassing enough hence the terms pathologic or problematic have also found
place in literature. Afterwards
based on the generalized problematic internet usage developed by Davis (2001),
Caplan (2010) developed a multi dimensional measurement tool named as
Generalized Problematic Internet Use Scale 2 (GPIUS2) according to
cognitive-behaviorist model and indicated that people’s self expression habit
on internet which is connected to their lack of self trust brought about
significant numbers of negative consequences on their lives. In present study
too, the measurement tool developed by Caplan (2010) has been used after
adapting into Turkey.
As relevant
literature also puts forward, comprehensive research on the problematic
internet usage among university students, points to the gravity of situation
(Anderson, 2001; Caplan, 2010; Ceyhan, Ceyhan & Gürcan, 2007; Deniz and
Tutgun, 2010; Kandell, 1998; Lavin et. al., 1999; Morahan-Martin and Schumacher,
2000; Niemz et. al., 2005; Odacı and Kalkan, 2010; Tsai and Lin, 2001; Tutgun,
2009; Tutgun and Deniz, 2010; Tutgun, Deniz & Moon, 2011; Young,
2006). Furthermore university students are more inclined towards
developing excessive internet usage-related problems on accounts of various
factors containing developmental problems (Ceyhan, Ceyhan & Gürcan, 2007).
Kandell (1998) explained internet addiction as a psychological addiction and
viewed particularly the young as a risky group and he emphasized that excessive
usage of internet may cause problems related to health, communication and time
management. According to Erikson (1998) the basic developmental mission of
university youngsters is achieving to establish close contact with the members
of the same or opposite sex. It is true that university youth failing to
develop social skills in natural social environment is likely to face potential
problems in future, particularly in their family and work environments. The
social and academic failures individual an individual undergo due to the
problematic internet usage at university years may bring about negativities
that can form the base for loneliness/social isolation and potential family and
work problems in future years.
Furthermore the
students from technology related specific departments, compared to students
from other departments, use the computer and internet more frequently. Internet
is an environment open to all kinds of information and views. Internet may
become a huge risk factor particularly for students who fail to limit their
internet use in line with the needs. In Tutgun (2009)’s research it has been
found that compared to social sciences, science and mathematics departments and
fine arts departments students, the ones in Computer Education and
Instructional Technologies Department are more inclined to problematic internet
use. As the other departments were
analyzed within themselves, no difference was found. Based on this point, it
should be analyzed if computer and internet use related departments may be leading
to problematic internet use. Therefore,
the problematic internet use of technology related departments should be
analyzed distinctively and the leading causes should be underlined; then more
specific solutions can be generated and the source of problem can be detected
more evidently. On accounts of all these reasons “problematic internet use at
Department of CEIT” constitutes the problem of current research.
The objective of
present research is to analyze, within the sample of Computer Education and
Instructional Technologies Department, whether academic departments related to
technologies cause their students to misuse internet. In line with this
objective, the research questions are:
1. What is
the level of problematic internet usage of CEIT students?
2. Are there differences in problematic internet
use by CEIT students characteristics (such as sex, class, and daily use of
internet)
2.
METHOD
2.1.
Participants
The participants were
162 Turkish CEIT students from three universities in Istanbul, Turkey (Marmara
University, Maltepe University and Yıldız Technical University). 53,1 % (n=86) of the CEIT students are freshmen and
46,9% (n=76) are seniors. 38,9 % (n=63)
of the participants are female and 61,1% (n=99) are male students.
2.2.
Data Collection Instruments
Personal Information
Form and Problematic Internet Use Scale were used to collect data.
Personal Information Form. Personal Information Form has been prepared
by the researcher for the purpose of discovering certain demographical features
of prospective teachers. The data gathered from ‘Personal Information Form’
are; the registered university, class and gender and daily internet use.
Generalized Problematic Internet Use Scale 2
(GPIUS2). GPIUS2 developed by Caplan (2010) was used to collect
data about the problematic aspects of Internet use of prospective teachers. GPIUS2 has five sub scales, preference for
online social interaction (POSI), mood regulation, cognitive preoccupation,
compulsive internet use, negative outcomes. As Caplan indicates (2010, p.1093)
GPIUS2 scale can be used in two different ways, as a set of separate sub-scales
or as an overall composite index of GPIUS. In the present study the use of
composite index of the scale was preferred. The scale’s internal consistency
reliability was found α= .91 by Caplan. In the present study internal
consistency reliability was found α= .89 which is as high as the original
value. First, GPIUS2 was translated into Turkish by the experts in English language
and the field who has studies in computer/internet attitudes. After the
translation, the scales were applied to the bilingual (Turkish/English)
university students for test re-tests in three weeks intervals. High
correlations and no differences were found (r: .75, p<.001; [paired group]
t: .34, df: 25, p>0.05 for the Turkish sample). The results showed that the
language equivalence and internal consistency reliability of the scale was
approved for Turkish version of GPIUS2.
2.3. Procedure
After getting the lecturers’
permission for the study, the data collection process lasted for two weeks in
spring semester of 2010-2011. Personal Information Form and Generalized
Problematic Internet Use Scale 2 were applied
to CEIT students. Data were collected from participants who returned the
questionnaires by hand after completing them during their lecture time in 15
minutes. The students individually consented to participate. Confidentiality
and anonymity were stressed to the participants.
2.4. Data Analysis Procedure
Statistical analysis was conducted using the
SPSS, Version 18 package. Descriptive statistics, t- tests and analysis of variance
were employed.
3.
RESULTS
First of all, the
level of problematic
internet usage of Turkish CEIT students has been examined. Arithmetic means and
standard deviations derived from GPIUS2
scale are given in Table 1. It has been seen that problematic
internet usage of participants is above medium level which means the internet
medium is rather problematic for Turkish CEIT students.
Table 1: Distributions of Scores Derived from
GPIUS2 Scale by Turkish CEIT
Students
GPIUS2 Scale
|
n
|
 |
sd
|
Problematic
internet usage
|
162
|
60.11
|
11.20
|
Second main research
question is to find out the differences of problematic internet use of Turkish
CEIT students by their some characteristics.
Table 2: Comparison Results of Gender
Differentiation in Problematic Internet Usage of Turkish CEIT Students
GPIUS2 Scale
|
Gender
|
n
|
|
sd
|
df
|
t
|
p
|
Problematic
internet usage
|
Female
|
63
|
57.93
|
10.20
|
160
|
1,99
|
,048
|
Male
|
99
|
61.50
|
11.62
|
Table 2 shows that there is significant difference
between males and females in relation to problematic internet use among Turkish
CEIT students. Male Turkish CEIT students were found to have more problematic
use of internet than female counterparts.
Table 3: Comparison Results of Grade
Differentiation with respect to the Presence in the 1st or 4th
grade in Problematic Internet Usage of Turkish CEIT Students
GPIUS2 Scale
|
Class
|
n
|
|
sd
|
df
|
t
|
p
|
Problematic internet usage
|
1st
class
|
86
|
58.40
|
11.61
|
160
|
2,089
|
,038
|
4th
class
|
76
|
62.05
|
10.45
|
Table 3 reveals that CEIT students in the 1st
grade has obtained significantly higher scores (p<0,05) than 4th grade
CEIT students from GPIUS2 scale. To
conclude, it is possible to claim that 1st grade CEIT students are
more oriented to problematic internet usage than 4th grade CEIT
students.
Table 4: One-Way Analysis of Variance Results
of the Differences in terms of Problematic Internet Usage of Turkish CEIT
Students with respect to their Daily Internet Usage Lengths
GPIUS2 Scale
|
Daily
Internet Usage
|
n
|
|
sd
|
F
|
Difference
|
Problematic
internet usage
|
A.
Less than 1 hour
|
29
|
55.89
|
13.09
|
6.572*
|
C>A
C>B
|
B.
1-4 hours
|
109
|
59.41
|
9.22
|
|||
C.
5-8 hours
|
20
|
68.80
|
14.05
|
|||
D.
More than 8 hours
|
4
|
66.50
|
8.66
|
|||
TOTAL
|
162
|
60.11
|
11.20
|
As seen in Table 4 significant differences were
found between problematic internet usage of Turkish CEIT students in relation
to time they spend on Internet in a day. The results show that heavy users are
more problematic in Internet use in CEIT sample.
Table 5: One-Way Analysis of Variance Results
of the Differences in terms of Problematic Internet Usage of Turkish CEIT
Students with respect to their Computer Usage Self-Competency Perceptions
GPIUS2 Scale
|
Computer
Usage Self-Competency
|
n
|
|
sd
|
F
|
Difference
|
Problematic
internet usage
|
A.
Never competent
|
9
|
59.70
|
5.90
|
.338
|
n.s.
|
B.
Few Competent
|
32
|
59.53
|
8.62
|
|||
C.
Quite Competent
|
89
|
59.88
|
12.79
|
|||
D.
Completely Competent
|
32
|
61.90
|
9.98
|
|||
TOTAL
|
162
|
60.11
|
11.20
|
Table 5 shows that
there is no difference between problematic internet usage in relation to
computer sufficiency levels of Turkish CEIT students.
Table 6: One-Way Analysis of Variance Results
of the Differences in terms of Problematic Internet Usage of Turkish CEIT
Students with respect to their Universities
GPIUS2 Scale
|
University
|
n
|
|
sd
|
F
|
Difference
|
Problematic
internet usage
|
A.
Marmara University
|
62
|
61.59
|
11.55
|
2.302
|
n.s.
|
B.
Maltepe University
|
14
|
54.57
|
16.76
|
|||
C.
Yıldız Technical University
|
86
|
59.95
|
9.60
|
|||
TOTAL
|
162
|
60.11
|
11.20
|
Table 6 shows that
there is no difference between problematic internet usage in relation to
universities of Turkish CEIT students.
4.
DISCUSSION
In the study, Turkish
CEIT students’ problematic internet use levels have initially been detected and
the level has been found to be above medium. Above medium score obtained by
students in this group demonstrates that they are more inclined to problematic
internet use, which is similar to some research findings covering university
students in general (Tutgun, 2009; Tutgun and Deniz, 2010).
Turkish CEIT
students’ problematic internet use has been analyzed with respect to gender
variable and it has been detected that compared to female students, male
students are more inclined to problematic internet use (p<0,05). This finding supports relevant researches indicating that with
respect to gender, internet addiction is more pathological in males (Anderson, 2001; Kubey, Lavin & Barrows,
2001; Morahan-Martin and Schumacher, 2000; Odacı and Kalkan, 2010; Tutgun, 2009; Tutgun and Deniz, 2010;
Tutgun, Deniz & Moon, 2011). In
Morahan-Martin and Schumacher (2000)’s research as well, similar findings have
been obtained. The individuals diagnosed with pathologic internet use are
mostly composed of men and these people use internet to make new friends,
receive emotional support, play interactive games and find social
comfort. This deduction is also a one-to-one reference to the finding of
present research.
As
stated by Caplan (2005), individuals who lack skills to show themselves prefer
online communication instead of face-to-face interaction and consequently
online social interaction drives these individuals to compulsive internet usage
which brings with itself some negative consequences. This in turn pushes people
to face negativities in many fields due to their internet usage. Based on this
point, Davis (2001) calls attention to the fact that people are harmed due to
the negativities they go through in their work, school and personal relations
and he advocates that problematic internet usage contains in itself compulsive
internet usage. As exhibited in present research as well, for the purpose of
getting social benefit/social comfort, CEIT students perform problematic
internet usage tendencies thus they get exposed to negative consequences of
internet and with respect to gender, male CEIT students are more oriented
towards problematic internet usage than female CEIT students.
Additionally
various researches have been conducted to analyze the problematic internet use
of students with respect to their first and last year at the university and the
aim has been to detect if there was a difference with respect to the first and
last academic year of students as regards problematic internet use. In this
study, according to total scores
collected from problematic internet use scale, 1st year students are
more inclined to problematic internet use than 4th year students
(p<0,05). Compared to 4th class CEIT students, first class
CEIT students use internet more commonly for social purposes and they feel
themselves more comfortable on internet. Accordingly we can assert that
freshman CEIT students prefer internet environment to form a social ambiance
and since they feel themselves more comfortable here they use internet to make
friends more freely and easily. As stated by Erikson (1998), “the basic developmental mission of university youngsters
is achieving to establish close contact with the members of the same or
opposite sex”. Freshman students as well make use of internet to form a social
ambiance and when they reach 4th class we assume their attempts
diminish. Furthermore, since universities shelter students from different
cities or countries students may have a tendency to prefer internet not only to
establish a social ambiance but also to contact with their family and friends
in far away places. Leon and Rotunda (2000) in their research analyzed a
25-year old male international exchange student and discovered that due to few
numbers of friends and cultural differences, this sample student spent the
whole day on internet and parallel to that he over-used internet to meet new
people and get informed about his family and friends and even more he stated
that he had felt uneasy when no news arrived and his homesickness and
depression settled once he communicated through internet. We can state that
problematic usage caused by excessive internet usage is more impressible for
students from distant places than other students.
In Kubey, Lavin & Barrows (2001)’s
research conducted amongst 576 students in Rutgers University first year
students composed 37,7% of the group described as addictives. To sum up it is clear that 1st
year Turkish CEIT students are more inclined to pathologic internet use that is
likely to emerge in future. Besides young population’s early encounter with
computer and internet due to rapid development in technology may be assistive
in their more frequent internet use compared to older ones. Wright (2001)
underlines this deduction by terming the new population as “Net Generation”. As
the causes for the widespread use of internet amongst young population are
analyzed, the increasing means of access to internet appears before us (Turkish
Statistical Institute, 2011).
According to problematic
internet use research findings demonstrating the differentiation amongst
Turkish CEIT students with respect to time spent daily on the net, heavy users
are, compared to light users, more inclined to problematic internet use. The
highest average (=68,80)
was obtained by Turkish CEIT students who spent daily 5-8 hours on the
internet and the second rank (=66,50)
belonged to students who spent more than 8 hours a day on the internet.
The smallest average (=55,89) belonged to Turkish CEIT students who
spent less than 1 hour daily on internet. From this point of view it is obvious
that Turkish CEIT students, as an outcome of their technology related field as
well as other purposes, spend more time on the internet a day. Due to the
excessive time spent by Turkish CEIT students on the net and their above medium
level of problematic internet use we can reasonably assume that the daily time
spent on the net is one of the greatest risk factors in this group and this
deduction is parallel to other researches that analyzed the relation between
internet use lengths and negative results associated with excessive internet
use (Anderson, 2001; Caplan, 2005; Davis, 2001; Rotunda et. al., 2003; Young,
1999).
=68,80)
was obtained by Turkish CEIT students who spent daily 5-8 hours on the
internet and the second rank (=66,50)
belonged to students who spent more than 8 hours a day on the internet.
The smallest average (=55,89) belonged to Turkish CEIT students who
spent less than 1 hour daily on internet. From this point of view it is obvious
that Turkish CEIT students, as an outcome of their technology related field as
well as other purposes, spend more time on the internet a day. Due to the
excessive time spent by Turkish CEIT students on the net and their above medium
level of problematic internet use we can reasonably assume that the daily time
spent on the net is one of the greatest risk factors in this group and this
deduction is parallel to other researches that analyzed the relation between
internet use lengths and negative results associated with excessive internet
use (Anderson, 2001; Caplan, 2005; Davis, 2001; Rotunda et. al., 2003; Young,
1999).
In comparisons related to social benefit/social
comfort aspect, it reveals that as daily internet usage length increases the
tendency towards problematic internet usage also grows. This finding can be
explained with the fact that individuals who go through social defenselessness
in real life and who lack competent social skills use internet excessively to
establish a social environment. As stated by Caplan (2005) individuals who lack
skills to show themselves prefer online communication instead of face-to-face
interaction and consequently online social interaction drives these individuals
to spend longer periods of time on internet. On the other hand the social
environment established on internet may drive people to use internet
continuously and this situation can go so far as to cause some psychological disorders.
In Young (1996a)’s case study, an internet user at first spent a few hours in a
week for chatting and within 3 weeks, it has been detected that the user spent
an average of 50- 60 hours on internet since he claimed to feel a compulsion to
enter internet. According to the research once the user gets away from social
environment on internet he shows symptoms of withdrawal, s/he cancels
appointment, gives up calling real life friends, puts an end to previously
enjoyed social activities, lessens family contact, gives up daily chores and
during the times when there is no internet access he said that he felt under
depression, tense and nervous. In literature as well, there are many clinical
researches supporting this deduction (Black, Belsare & Schlosser, 1999;
Caplan, 2005; Griffiths, 2000; Leon and Rotunda, 2000; Young, 1996a).
In Griffiths’ (2000) research, it has been
underlined that excessive internet users do so in order to overcome or
inactivate their insufficiencies (social defenselessness in real life, low
self-esteem, physical incompetence). Accordingly these particular individuals
go through serious problems due to excessive usage of internet. In short, as
daily internet usage length increases, problematic internet usage tendency also
grows.
As the
research findings demonstrating if Turkish CEIT students’ problematic internet
use differs with respect to their computer use efficiency perception are
examined, no meaningful difference has been detected. It is only natural that
research group, since they are students of a technology related department,
already feels efficient in computer use. There are certain researches
indicating that easily applicable, interactive internet programs that can be
used even by the ones who lack any computer literacy can be so effective that
they can even drive these people to addiction (Black, Belsare & Schlosser,
1999; Leon and Rotunda, 2000; Young, 1996a). In that case those people feel
themselves competent on computer usage and since they feel adequate in such
applications, compared to the ones feeling less competent, they are more likely
to orient towards problematic internet usage.
The research has been executed among 3
different universities and problematic internet use has been analyzed with
respect to universities. The research findings indicated no difference with
respect to universities and put forth that Turkish CEIT students attending all
three universities are inclined to problematic internet use. In Tutgun and
Deniz (2010)’s research, problematic internet use of students from different
departments has been examined and it has been detected that CEIT students,
compared to students from Science-Mathematics, Social Sciences or Fine Arts,
are more inclined to problematic internet use. In present research too, CEIT
has been analyzed individually and 3 different universities within the scope of
research did not cause a differentiation within themselves.
5.
CONCLUSION AND RECOMMENDATION
Internet addiction is a comprehensive term
including various behavioral disorders as well as stimulus-control disorders.
From this perspective, internet use may harass a person’s psychological
wellness. According to present research it is obvious that the above-medium
problematic internet use inclination of Turkish CEIT students heralds the
potential problems in future. To sum up, attempts underlying the fact that
immediate precautions must be taken for CEIT students and technology related
departments should be started without delay. Driven from this deduction some
suggestions have been presented here:
- Some attempts
can be made to regularly and frequently detect internet use levels of CEIT
students and to control their uses.
- In order to prevent the lack of control in CEIT students’ internet
use instructors can, at certain intervals, organize activities and talks
to inform the students about problematic internet use, achieving time
control and computer/internet ethics.
- In order to detect if there is a
difference amongst the problematic internet use of CEIT students from a
variety of universities, more practices can be organized in a larger scope
of universities and context of research can be extended.
- Various researches have pointed out that
male students are more inclined to problematic internet use than female
students. From this viewpoint, measurements can be taken to provide equal
internet opportunities for both genders at the universities.
- In order to prevent the excessive time
spent on the net by freshmen to make new friends and adapt easily to new
social environments, the instructors may organize group projects and
employ cooperative working methods in class to support particularly 1st
year students.
- In order to analyze problematic internet
use’s relation with personal and psychological traits, qualitative and
in-depth analyses can be conducted particularly in technology-related
departments.
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