PROBLEMATIC INTERNET USAGE AMONG PROSPECTIVE TEACHERS*
Aylin TUTGUN
Lecturer (M.A), Education
Faculty, Department of Computer and Instructional Technologies
aylintutgun@maltepe.edu.tr
Levent DENİZ
Asst.
Prof., Ataturk Education Faculty, Department of Educational Science
ldeniz@marmara.edu.tr
ABSTRACT
In this research, problematic
internet usage of prospective teachers has been analyzed according to a wide
range of features such as gender, department, daily internet usage etc. The research has been conducted among 686
prospective teachers studying at Marmara
University
Key words: Problematic internet usage, Internet
addiction, Prospective teachers
INTRODUCTION
Computer and internet usage, as the outcome of rapid development in
technology, has been one of the basic necessities of life. Parallel to the
whole world in Turkey
Although in the developing world, increasing the communication and
facilitating data share for the purpose of multiplying researchers’ resources
are amongst the main functions of the internet, unexpectedly rapid pervasion of
internet brings with itself several problems as well. It has been observed that
while some people limit their internet usage to an actually needed length,
others fail to establish this control thus they go through several problems in
their work/school and social lives due to this excessive usage. We also come
across some studies illustrating that these problems can even reach to clinical
levels (Chin-Chung and Sunny, 2003; Davis, 2001; Köroğlu, Öztürk et al., 2006;
Niemz, Griffiths and 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. In these studies,
several new concepts have also been presented. Goldberg (1999) is the name who
first used the term “internet addiction” and opened it to discussion and by
making use of alcohol addiction diagnosis scale in DSM-IV (Diagnostic and
Statistical Manual of Mental Disorders), he developed indicators specific to
internet addiction (American
Psychiatric Association, 1995). On the
other hand Young (1996b), in line with “Pathological gambling” diagnosis
standards in DSM-IV, has developed some criteria for internet addiction and
negative internet usage. Following the cases reported by clinicians,
discussions such as whether internet itself caused addiction or excessive
internet usage uncovered already existing psychological problems in a
behaviorist manner (Keser Özcan and Buzlu, 2005; King and Barak, 1999) emerged.
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. In the conducted
studies, it is possible to come across several concepts such as internet
addiction, internet dependency, problematic internet usage, pathological
internet usage, internet behavior addiction and cyber addiction. Healthy
internet usage however is explained as use of internet in an appropriate time
to reach a desired objective without going through any mental or behavioral
discomfort (Davis
While defining internet addiction, pathological or problematic internet
usage, many researchers regarded the length people spend on internet as a vital
criterion (Young and Rogers, 1998; Young, 1996a, 1996b). However it has also
been underlined that only the time spent on internet is not adequate enough to
give a definition of problematic internet usage, and that compulsive internet
usage caused by excessive usage should also be considered a significant
criterion (Caplan, 2005; Davis, 2001; Young and Rogers, 1998). Compulsive
internet usage expresses people’s lack of control over internet usage and
failure to sustain this control brings about serious problems in a person’s
life. According to Caplan (2005) who regarded problematic internet usage a
multi-dimensional syndrome, these individuals prefer to exhibit their
face-to-face communication skills on internet environment and on internet they
show a tendency for self-demonstration by establishing social interaction. It
has been deduced that social isolation and loneliness people undergo force them
to favor social interaction on internet (Kraut, Kiesler et al. 2002). As stated
by Young (1996a), problematic internet users who share little time with real
life people prefer to spend their times alone before computer.
Parallel to problematic internet usage, also a rapid transformation is
viewed in the demographical structures of users. Particularly amongst
university students, internet is pervasively benefited for a variety of
purposes. Easy and fast internet access at universities, connections with assignments
and lecturers, lesson follow-ups, research needs etc. enable even non-internet
user university students to turn into internet users. On the other hand, due to
various factors comprising developmental problems, university students are more
inclined to develop problems related to excessive internet usage (Ceyhan,
Ceyhan and Gürcan, 2007). Tendencies of university students to establish
intimate relations with the opposite sex make internet usage attractive for
them. Furthermore psychological and environmental factors surrounding
university students may drive them to undergo internet addiction. It is
inevitable that university students with low social skills end up being
isolated from their environment. Internet in a way functions as a platform for
such students to prove themselves. 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. In
professions such as teaching which indeed necessitates social interaction
skills, it is inevitable that the individual is likely to face certain
problems. Undoubtedly any teacher who suffers from professional and social
problems due to excessive internet usage cannot set a good role model and fail
to provide a healthy learning environment for students. That is why in training
faculties where teachers are educated, problematic internet usage of
prospective teachers calls for detailed analysis. Thus, potential problems can
be detected and in-depth researches to prevent their emergence can be
conducted.
The Purpose of the Study
The
purpose of this study is to analyze problematic internet usage of prospective
teachers. In line with this objective, differential models of problematic
internet usage of prospective teachers are attempted to detect according to
below-stated research questions:
1. What is the level of problematic
internet usage of prospective teachers?
2. Does problematic internet usage of
prospective teachers vary according to gender?
3. Does problematic internet usage of
prospective teachers vary according to their presence in the 1st
(freshman student) or 4th (senior student) class?
4. Does problematic internet usage of
prospective teachers vary according to their departments?
5. Does problematic internet usage of
prospective teachers vary according to their universities?
6. Does problematic internet usage of
prospective teachers vary according to the time they first started using
internet?
7. Does problematic internet usage of
prospective teachers vary according to their daily internet usage lengths?
8. Does problematic internet usage of
prospective teachers vary according to their computer usage self- competency
perceptions?
METHODOLOGY
Research Model
In this research titled
“Analysis of Problematic Internet Usage of Prospective Teachers” the attempt
has been to detect whether or not problematic internet usage varies according
to certain demographical variables. Parallel to that aim, the research has been
conducted on the basis of general survey method.
Participants
The sampling of present research consists of 686 prospective teachers
studying at Marmara
University
Table 1
The Distribution of Prospective Teachers Having
Participated in this Research with respect to their University, Department and
Class
Departments
|
Branches
|
TOTAL
|
||||||
n
|
%
|
n
|
%
|
n
|
%
|
|||
CET*
|
CET
|
64
|
13,8
|
40
|
17,8
|
104
|
15,1
|
|
Science & Mathematics
|
Primary Mathematics Education
|
61
|
13,2
|
22
|
9,8
|
177
|
25,8
|
|
Secondary Mathematics Education
|
50
|
10,8
|
21
|
9,3
|
||||
Science Education
|
-
|
-
|
23
|
10,2
|
||||
Social Fields
|
Guidance and Psychological Counseling
|
94
|
20,3
|
49
|
21,8
|
365
|
53,2
|
|
English Language Education
|
79
|
17,0
|
40
|
17,8
|
||||
Turkish Education
|
74
|
16,0
|
-
|
-
|
||||
Pre-school Education
|
-
|
-
|
29
|
12,9
|
||||
Fine Arts
|
Art Education
|
40
|
8,6
|
-
|
-
|
40
|
5,8
|
|
Total
|
462
|
100
|
224
|
100
|
686
|
100
|
||
*Computer Education and Educational Technology (CET)
Measurements
The data of research have been obtained by employing Personal Information
Form and Problematic Internet Usage scale.
Personal Information
Form
Personal Information Form has been prepared by the
researcher for the purpose of discovering certain demographical features of
prospective teachers. In this part, the data gathered from users are; the
registered university, department, class, gender, the degree they feel
self-competent on computer applications, the time they first started using the
internet, daily internet usage length.
Problematic Internet Usage Scale
Problematic Internet Usage Scale is a measurement
tool aiming to detect problematic internet usage of university students and has
been developed by Ceyhan, Ceyhan and Gürcan (2007). This scale consists of 3
sub-scales namely “negative consequences of internet”, “social benefit/social
comfort” and “excessive usage”. In reliability analyses of scale, for the total
of scale cronbach α internal consistency coefficient has been found as 0.95;
for the negative consequences of internet as 0.94, for social benefit/social
comfort as 0.85 and for excessive usage as 0.75. In present research however,
cronbach α internal consistency coefficient has been detected as 0.93 for the
total of scale; as 0.91 for the negative consequences of internet, 0.85 for
social benefit/social comfort and 0.77 for excessive usage.
Problematic Internet Usage Scale is a 5 point Likert
scale consisting of total 33 items. Those items are graded between “Totally
appropriate” (5 scores) and “Not appropriate at all” (1 point). Receiving high
scores from scale is considered as a sign that internet usage of individuals is
becoming unhealthy, internet has affected their lives negatively and possible
to give way to a pathological inclination such as dependency.
FINDINGS
First of all in this research the level of problematic internet usage of teachers has been
examined. Arithmetic means and standard deviations derived from problematic
internet usage scale and sub-scales are given in Table 2. As distributions of
these scores are analyzed, it reveals that problematic internet usage of
prospective teachers is in medium level.
Table 2
Distributions of Scores
Derived from Problematic Internet Usage Scale and Sub Scales by Prospective
Teachers
PIU Scale and
Sub-scales
|
n
|
 |
sd
|
Negative
consequences of the Internet
|
686
|
27.01
|
11.35
|
Social benefit/social comfort
|
686
|
17.94
|
6.76
|
Excessive usage
|
686
|
17.25
|
5.71
|
Problematic
internet usage
|
686
|
62.21
|
20.22
|
An
answer to the question “Does problematic internet usage of prospective teachers
vary according to gender?” has been searched. Independent Samples “t” test has
been applied on the scores derived from problematic internet usage scale and
sub-scales and the results are shown in Table 3.
Table 3
Comparison Results of
Gender Differentiation in Problematic Internet Usage of Prospective Teachers
PIU Scale and
Sub-scales
|
Gender
|
n
|
|
sd
|
df
|
t
|
p
|
Negative
consequences of the Internet
|
Female
|
409
|
25.07
|
9.81
|
684
|
5,55
|
,000
|
Male
|
277
|
29.88
|
12.81
|
||||
Social benefit/social comfort
|
Female
|
409
|
16.47
|
6.02
|
684
|
7,12
|
,000
|
Male
|
277
|
20.10
|
7.21
|
||||
Excessive usage
|
Female
|
409
|
17.10
|
5.36
|
684
|
,95
|
,341
|
Male
|
277
|
17.48
|
4.98
|
||||
Problematic
internet usage
|
Female
|
409
|
58.65
|
18.46
|
684
|
5,72
|
,000
|
Male
|
277
|
67.46
|
21.56
|
Table 3 reveals that
compared to women, men obtained significantly higher scores (p<0,01) from
problematic internet usage scale, sub-scales of negative consequences of
internet and social benefit/social comfort. Once the scores obtained from
excessive usage sub-scale are analyzed, no meaningful difference is detected
between groups. As a result, it can be asserted that on gender dimension, male
prospective teachers are more inclined to problematic internet usage.
An
answer to the question “Does problematic internet usage of prospective teachers
vary according to their presence in the 1st or 4th
class?” has been looked for. Independent Samples “t” test has been applied on
the scores derived from problematic internet usage scale and sub-scales and the
results are shown in Table 4.
Table 4
Comparison Results of
Class Differentiation with respect to the Presence in the 1st or 4th
class in Problematic Internet Usage of Prospective Teachers
PIU Scale and
Sub-scales
|
Class
|
n
|
|
sd
|
df
|
t
|
p
|
Negative
consequences of the Internet
|
1st
class
|
365
|
27.46
|
11.32
|
684
|
1,10
|
,271
|
4th
class
|
321
|
26.50
|
11.39
|
||||
Social benefit/social comfort
|
1st
class
|
365
|
18.44
|
7.01
|
684
|
2,08
|
,038
|
4th
class
|
321
|
17.36
|
6.42
|
||||
Excessive usage
|
1st
class
|
365
|
17.76
|
5.61
|
684
|
2,71
|
,007
|
4th
class
|
321
|
16.68
|
4.66
|
||||
Problematic
internet usage
|
1st class
|
365
|
63.67
|
20.93
|
684
|
2,01
|
,044
|
4th class
|
321
|
60.55
|
19.28
|
Table 4 reveals that
prospective teachers in the 1st class has obtained significantly
higher scores (p<0,05) than 4th class prospective teachers from
problematic internet usage scale, social benefit/social comfort and excessive
usage sub-scales. However no differentiation between classes has been found in
the scores obtained from negative consequences of internet sub-scale. To
conclude, it is possible to claim that 1st class prospective
teachers are more oriented to problematic internet usage than 4th
class prospective teachers.
An
answer to the question “Does problematic internet usage of prospective teachers
vary according to their departments?” has been sought out. One-Way Analysis of
Variance has been applied to the scores derived from problematic internet usage
scale and sub-scales and the results are given in Table 5.
Table 5
One-Way Analysis of
Variance Results of the Differences in terms of Problematic Internet Usage of
Prospective Teachers with respect to their Department
PIU
Scale & Sub-scales
|
Departments
|
n
|
|
sd
|
F
|
Difference
|
Negative consequences of the Internet
|
A. CET
|
104
|
29.78
|
11.27
|
2.70*
|
A>C; A>D
|
B. Science &Mathematics
|
177
|
27.07
|
11.73
|
|||
C. Social Fields
|
365
|
26.35
|
11.19
|
|||
D. Fine Arts
|
40
|
25.60
|
10.63
|
|||
TOTAL
|
685
|
27.01
|
11.35
|
|||
Social benefit/social comfort
|
A. CET
|
104
|
20.08
|
6.32
|
5.38*
|
A>B; A>C; A>D
|
B. Science &Mathematics
|
177
|
17.26
|
6.74
|
|||
C. Social Fields
|
365
|
18.33
|
6.87
|
|||
D. Fine Arts
|
40
|
16.80
|
6.53
|
|||
TOTAL
|
685
|
17.94
|
6.76
|
|||
Excessive usage
|
A. CET
|
104
|
18.63
|
4.71
|
3.19*
|
A>B; A>C; A>D
|
B. Science &Mathematics
|
177
|
16.95
|
5.44
|
|||
C. Social Fields
|
365
|
17.25
|
5.04
|
|||
D. Fine Arts
|
40
|
16.42
|
4.57
|
|||
TOTAL
|
685
|
17.25
|
5.21
|
|||
Problematic internet usage
|
A. CET
|
104
|
68.50
|
18.70
|
4.639*
|
A>B; A>C; A>D
|
B. Science &Mathematics
|
177
|
60.56
|
20.51
|
|||
C. Social Fields
|
365
|
62.67
|
20.22
|
|||
D. Fine Arts
|
40
|
58.82
|
18.61
|
|||
TOTAL
|
685
|
62.21
|
20.22
|
Table 5 reveals that the
scores obtained from the whole scale and negative consequences of internet,
social benefit/social comfort and excessive usage sub- scales differ with
respect to departments. The LSD analysis reveals that prospective teachers in
Computer Education and Educational Technology (CET) department received significantly
higher scores (p<0,05) than the participants in other departments.
These
results put forward that prospective teachers in CET department are more
oriented towards problematic internet usage. Once the remaining departments are
compared within themselves, no meaningful differentiation has been
obtained.
An
answer to the question “Does problematic internet usage of prospective teachers
vary according to their universities?” has been searched. Independent Samples
“t” test has been applied on the scores derived from problematic internet usage
scale and sub-scales and the results are shown in Table 6.
Table 6
Comparison Results of
the Differences in terms of Problematic Internet Usage of Prospective Teachers
with respect to their University
PIU Scale &
Sub-scales
|
University
|
n
|
|
sd
|
df
|
t
|
p
|
Negative
consequences of the Internet
|
Marmara
|
462
|
26.53
|
11.54
|
684
|
1,60
|
,108
|
Boğaziçi
|
224
|
28.01
|
10.93
|
||||
Social benefit/social comfort
|
Marmara
|
462
|
17.99
|
6.79
|
684
|
,29
|
,767
|
Boğaziçi
|
224
|
17.83
|
6.71
|
||||
Excessive usage
|
Marmara
|
462
|
16.87
|
5.10
|
684
|
2,76
|
,006
|
Boğaziçi
|
224
|
18.04
|
5.37
|
||||
Problematic
internet usage
|
Marmara
|
462
|
61.40
|
20.40
|
684
|
1,51
|
,130
|
Boğaziçi
|
224
|
63.89
|
19.79
|
Table 6
reveals that the scores derived from problematic internet usage scale,
sub-scales of negative consequences of internet and social benefit/social
comfort did not vary according to universities. In excessive usage sub-scale on
the other hand prospective teachers attending Boğaziçi University had significantly
higher score averages (p<0,05) than prospective teachers at Marmara
University. The comparison revealed that prospective teachers attending Boğaziçi University
An
answer to the question “Does problematic internet usage of prospective teachers
vary according to the time they first started using internet?” has been
searched for. One-Way Analysis of Variance has been applied to the scores
derived from problematic internet usage scale and sub-scales and the results
are given in Table 7.
Table 7
One-Way Analysis of
Variance Results of the Differences in terms of Problematic Internet Usage of
Prospective Teachers with respect to the time they first Started Using Internet
PIU
Scale & Sub-scales
|
Internet Usage
Period
|
n
|
|
sd
|
F
|
Difference
|
Negative consequences of the Internet
|
A. Less than 1 year
|
21
|
22.14
|
5.47
|
4.65*
|
D>A; D>B; D>C
|
B. 1-3 years
|
135
|
26.05
|
10.29
|
|||
C. 4-5 years
|
251
|
25.97
|
10.94
|
|||
D. More than 5 years
|
279
|
28.78
|
12.27
|
|||
TOTAL
|
686
|
27.01
|
11.35
|
|||
Social benefit/social comfort
|
A. Less than 1 year
|
21
|
16.14
|
5.25
|
1.14
|
|
B. 1-3 years
|
135
|
17.33
|
6.26
|
|||
C. 4-5 years
|
251
|
18.00
|
6.99
|
|||
D. More than 5 years
|
279
|
18.30
|
6.87
|
|||
TOTAL
|
686
|
17.94
|
6.76
|
|||
Excessive usage
|
A. Less than 1 year
|
21
|
15.23
|
5.51
|
3.25*
|
D>A; D>B
|
B. 1-3 years
|
135
|
16.57
|
5.24
|
|||
C. 4-5 years
|
251
|
17.09
|
5.15
|
|||
D. More than 5 years
|
279
|
17.88
|
5.16
|
|||
TOTAL
|
686
|
17.25
|
5.21
|
|||
Problematic internet usage
|
A. Less than 1 year
|
21
|
53.52
|
14.33
|
3.89*
|
D>A; D>B; D>C
|
B. 1-3 years
|
135
|
59.96
|
19.12
|
|||
C. 4-5 years
|
251
|
61.07
|
20.04
|
|||
D. More than 5 years
|
279
|
64.97
|
20.95
|
|||
TOTAL
|
686
|
62.21
|
20.22
|
Table 7 reveals that the
scores derived from the whole scale and negative consequences of internet and
excessive usage sub-scales significantly differed (p<0,05) according to the
total length from the time they first started using internet till present day.
At the end of LSD analysis it has been detected that according to negative
consequences of internet and excessive internet usage sub-scales and
problematic internet usage scale results, prospective teachers who have been
using internet for more than 5 years are more inclined to problematic internet
usage than the ones who have been using it for a shorter length of time. In
social benefit /social comfort sub-scale however no differentiation according
to total length of internet usage has been attained.
An
answer to the question “Does problematic internet usage of prospective teachers
vary according to their daily internet usage lengths?” has been looked for.
One-Way Analysis of Variance has been applied to the scores derived from
problematic internet usage scale and sub scales and the results are given in
Table 8.
Table 8
One-Way Analysis of
Variance Results of the Differences in terms of Problematic Internet Usage
of Prospective Teachers with respect to
their Daily Internet Usage Lengths
PIU
Scale & Sub-scales
|
Daily Internet Usage
|
n
|
|
sd
|
F
|
Difference
|
Negative consequences of the Internet
|
A. Less than 1 hour
|
196
|
23.69
|
9.54
|
19.36*
|
D>A; D>B; D>C
|
B. 1-4 hours
|
396
|
27.15
|
10.93
|
|||
C. 5-8 hours
|
81
|
32.02
|
12.55
|
|||
D. More than 8 hours
|
13
|
41.53
|
17.84
|
|||
TOTAL
|
686
|
27.01
|
11.35
|
|||
Social benefit/social comfort
|
A. Less than 1 hour
|
196
|
16.63
|
6.02
|
8.23*
|
D>A; D>B
|
B. 1-4 hours
|
396
|
17.94
|
6.70
|
|||
C. 5-8 hours
|
81
|
20.24
|
7.06
|
|||
D. More than 8 hours
|
13
|
23.00
|
10.93
|
|||
TOTAL
|
686
|
17.94
|
6.76
|
|||
Excessive usage
|
A. Less than 1 hour
|
196
|
14.56
|
4.57
|
40.20*
|
D>A; D>B
|
B. 1-4 hours
|
396
|
17.72
|
4.90
|
|||
C. 5-8 hours
|
81
|
20.64
|
4.74
|
|||
D. More than 8 hours
|
13
|
22.53
|
6.05
|
|||
TOTAL
|
686
|
17.25
|
5.21
|
|||
Problematic internet usage
|
A. Less than 1 hour
|
196
|
54.89
|
17.30
|
25.18*
|
D>A; D>B; D>C
|
B. 1-4 hours
|
396
|
62.83
|
19.30
|
|||
C. 5-8 hours
|
81
|
72.91
|
21.12
|
|||
D. More than 8 hours
|
13
|
87.07
|
30.33
|
|||
TOTAL
|
686
|
62.21
|
20.22
|
Table 8 reveals that the
scores derived from the whole scale and negative consequences of internet and
social benefit/social comfort and excessive usage sub-scales differ with
respect to daily internet usage lengths. At the end of LSD analysis it has been
detected that according to sub-scales of negative consequences of internet and
excessive internet usage and problematic internet usage scale results, the
group who spent more than 8 hours on internet created a significantly
meaningful difference (p<0,01) compared to other groups. When the remaining
groups are compared within each other, it has been viewed that the group
spending 5-8 hours a day on internet differed from other groups. To conclude,
it can be stated that prospective teachers with longer periods of daily
internet usage are more inclined towards problematic internet usage.
An
answer to the question “Does problematic internet usage of prospective teachers
vary according to their computer usage self-competency perceptions?” has been
searched. One-Way Analysis of Variance has been applied to the scores derived
from problematic internet usage scale and sub scales and the results are given
in Table 9.
Table 9
One-Way Analysis of Variance
Results of the Differences in terms of Problematic Internet Usage of Prospective Teachers with respect to their
Computer Usage Self-Competency Perceptions
PIU
Scale & Sub-scales
|
Computer Usage
Self-Competency
|
n
|
|
sd
|
F
|
Difference
|
Negative consequences of the Internet
|
A. Less competent
|
174
|
24.88
|
10.24
|
7.36*
|
C>A; C>B; B>A
|
B. Competent
|
434
|
27.22
|
11.04
|
|||
C. High competent
|
77
|
30.72
|
14.30
|
|||
TOTAL
|
685
|
27.02
|
11.36
|
|||
Social benefit/social comfort
|
A. Less competent
|
174
|
17.08
|
6.65
|
3.77*
|
C>A; C>B
|
B. Competent
|
434
|
17.96
|
6.59
|
|||
C. High competent
|
77
|
19.61
|
7.62
|
|||
TOTAL
|
685
|
17.92
|
6.75
|
|||
Excessive usage
|
A. Less competent
|
174
|
15.78
|
5.38
|
11.49*
|
C>A; B>A
|
B. Competent
|
434
|
17.57
|
5.06
|
|||
C. High competent
|
77
|
18.81
|
5.00
|
|||
TOTAL
|
685
|
17.26
|
5.21
|
|||
Problematic internet usage
|
A. Less competent
|
174
|
57.75
|
19.26
|
9.11*
|
C>A; C>B; B>A
|
B. Competent
|
434
|
62.76
|
19.55
|
|||
C. High competent
|
77
|
69.15
|
23.83
|
|||
TOTAL
|
685
|
62.20
|
20.24
|
Table 8
reveals that the scores derived from the whole scale and sub- scale of negative
consequences of internet and sub-scales of social benefit/social comfort and
excessive usage differ with respect to their computer usage self-competency
perceptions. At the end of LSD analysis, it has been detected that prospective
teachers who felt thoroughly competent in computer environment created a significantly
meaningful difference (p<0,01) compared to the ones who felt less competent.
As a result, it can be deduced that prospective teachers who felt thoroughly
competent in computer environment are more oriented towards problematic
internet usage than the ones who felt less competent.
CONCLUSION
AND DISCUSSION
In present research,
first of all, problematic internet usage level of prospective teachers has been
detected in line with the scores obtained from problematic internet usage scale
and sub-scales and found as medium.
According to the
research results related to gender differentiation in terms of problematic
internet usage of prospective teachers: Once the average scores derived from
sub-scale of negative consequences of internet, with respect to gender, it has
been detected that compared to female prospective teachers, male prospective
teachers are more exposed (p<0,01) to negative consequences of internet.
This finding supports other researches which put forward that as internet
addiction is evaluated with respect to gender, men are more inclined to
pathological internet usage than women (Anderson, 2001; Kubey, Lavin and
Barrows, 2001; Morahan-Martin and Schumacher, 2000).
As the scores derived
from social benefit/social comfort sub-scale aiming to measure problematic
usage of internet for the purpose of social benefit/social comfort are
analyzed, with respect to gender, once again a statistically significant
difference (p<0,01) has been detected between men and women. Accordingly,
compared to female prospective teachers male prospective teachers spend time on
the internet mostly for social purposes and feel more comfortable on the
internet. This deduction supports other researches (Caplan, 2005; Davis, 2001;
Young, 1996b) which assert that excessive usage of internet to obtain social
benefit can bring about certain negative consequences. 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
According to the data
derived from excessive usage sub-scale aiming to detect over-use of internet,
there is no meaningful difference between male prospective teachers and female
prospective teachers. Although internet can be used excessively for a multitude
of purposes (Young and Rodgers, 1998;
Young, 1996a, 1996b) excessiveness on internet usage length alone can not
be interpreted as a problematic internet usage (Caplan, 2005; Davis, 2001; Griffiths, 2000a, b; Young and Rogers, 1998).
As total scores received from problematic internet usage scale are
compared, it has been observed that scores vary with respect to gender and
compared to female prospective teachers, male prospective teachers are more
oriented towards problematic internet usage. Based on this conclusion, although
there is not a difference between male and female prospective teachers in terms
of excessive usage we can still claim that female prospective teachers are less
directed to problematic internet usage than male prospective teachers. A
similar result has been obtained from Morahan-Martin and Schumacher (2000)’s
research as well. Here the majority of patients diagnosed with pathological
internet user are composed of men who use internet to meet new people, receive emotional support, play
interactive games and attain social comfort. This deduction as well is totally
concordant with the results obtained from our research.
Besides, some
comparisons have been made whether or not first or fourth class attendance of
prospective teachers caused a divergence in their tendencies towards
problematic internet usage, and the attempt has been to detect if any change
occurred in terms of problematic internet usage within the process students
first started their university education and the process they get closer to
graduation.
Firstly average scores
derived from negative consequences of internet sub-scale have been compared and
it has been viewed that prospective teachers’ attendance in the 1st
or 4th year created no difference. As average scores were examined,
it reveals that prospective teachers attending the 1st class had
higher average scores.
On the other hand, a
meaningful difference has emerged between social benefit /social comfort,
excessive usage sub-scales and the whole problematic internet usage scale.
Prospective teachers in the 1st class obtained significantly higher scores
(p<0,05) from social benefit/social
comfort sub-scale than 4th class prospective teachers. Compared to 4th
class prospective teachers, first class prospective teachers use internet more
commonly for social purposes and they feel themselves more comfortable on
internet. Accordingly we can assert that freshman prospective teachers 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.
According to the scores derived from sub-scale of excessive internet
usage, there is a meaningful difference (p<0,05) between average scores of 1st class prospective teachers and 4th class prospective teachers. Based on this
conclusion, we can assert that compared to fourth class prospective teachers,
first year prospective teachers in education faculties are more inclined to
excessive internet usage.
According to total point derived from problematic internet usage scale, compared
to 4th class students, 1st class students are more oriented towards
problematic internet usage (p<0,05). In a study conducted by Kubey,
Lavin and Barrows (2001) amongst 576 students from Rutgers University
It has been found out
that the scores obtained by prospective teachers from problematic internet
usage scale and sub-scales differed (p<0,05) with respect to their
departments. When all the results are evaluated as a whole, it has been seen
that compared to other departments (Science and Mathematics, Social Fields,
Fine Arts) prospective teachers educated
in CET (Computer Education and Educational Technology) department are more oriented
towards problematic internet usage. Many researches point to the danger of
problematic internet usage particularly for student population. The causes for
this danger can be given such: easy access to internet, its vitality as a
course in their programs, its easy usage even by people without interest for
technology or in other words its easy usage for everyone. Accordingly if
comparisons are made according to the departments prospective teachers attend,
the prevalence of problematic internet usage within groups shall be detected
thus necessary precautions may be taken more immediately.
Another comparison has been conducted between universities (Boğaziçi University
and Marmara University Marmara Universities Boğaziçi University
are more inclined to excessive internet usage than prospective teachers at Marmara University
To summarize, the comparison between universities revealed that in the
whole scale and sub-scales of negative consequences of internet and social
benefit/social comfort, no difference has been detected. We can put forward
that the difference present in excessive usage sub-scale stems not from social
objective-oriented or negative consequence oriented usage of internet but
rather its use for lesson/research purposes. However, several factors such as
densely or scarcely populated classrooms and in line with that, adequacy or
inadequacy of universities’ internet access or unlimited/unchecked internet
access at universities may also be influential in the differences amongst
universities. In Young’s (2006) research where unlimited and unchecked internet
access at universities is focused on, a set of risk factors likely to cause
internet addiction on students is listed and preventive suggestions have been
made. In this research as well, since there is a difference between
universities in terms of problematic excessive internet usage, aforementioned
risk factors should be handled and the situation should be interpreted
accordingly.
At the end of statistical analysis related to the question based on the
differentiation with respect to length dependency of problematic internet usage
of prospective teachers, first of all, the scores derived from negative
consequences of internet sub-scale have been compared. Accordingly we can
assert that prospective teachers using internet longer than 5 years are more
inclined to its negative consequences than the ones using it for a shorter
period of time. In Odabaşıoğlu,
Öztürk et al. (2007) case study, prior to internet’s harmful usage or
addiction, a period of average 1,5 months varying between 6 months to 3 years
has been found. As illustrated in this research, internet’s harmful usage is
actualized within this process varying from 6 months to 3 years, individuals
reporting several complaints are exposed to a multitude of negativities
(academic failures, social problems and family troubles). In the same research
again, within this average 1,5 years of internet usage period, the ratio of
users considered under risk for internet addiction varies between 8.68% and
18,4%. According to this deduction, in our research, the tendency for negative
consequences of internet of the prospective teachers with more than 5 years of
internet usage indicates potential problems, particularly at work, prospective
teachers can suffer from in future.
In social benefit/social
comfort sub-scale no meaningful difference has been found with respect to
overall internet usage length from the beginning. It is possible to claim that
individuals’ problem oriented social benefit/social comfort aiming internet
usage varies not according to overall internet usage length from the beginning
but rather it depends on their daily internet usage length. It is observed that
this deduction is supported with the findings in our research concerning daily
internet usage lengths.
In excessive usage
sub-scale a meaningful difference has been detected with respect to the length
of time internet is used. Once the groups are analyzed, a meaningful
differentiation has been viewed between prospective teachers engaged with
internet more than 5 years and prospective teachers engaged with internet 1-3
years or less than 1 year. Based on this deduction we can assert that
prospective teachers engaged with internet more than 5 years are more inclined
towards excessive internet usage than prospective teachers engaged with
internet for a shorter period of time.
According to the scores
derived from problematic internet usage scale, prospective teachers with more
than 5 years of internet experience are more oriented to problematic internet
usage than other prospective teachers. As conducted clinical studies (Leon and
Rotunda, 2000; Odabaşıoğlu, Öztürk et al., 2007; Young, 1996a) exhibit, since
there exist psychological problems and various negativities due to excessive
and unhealthy usage of internet and developing in an average 1,5 years of
internet usage, it is inevitable that prospective teachers may undergo
potential troubles in future.
For the purpose of analyzing differentiation within problematic internet
usage of prospective teachers with respect to their daily internet usage,
firstly, scores derived from negative consequences of internet sub-scale have
been compared. Accordingly the highest average (=41,53) has been obtained by prospective
teachers spending more than 8 hours a day on internet and the smallest average(=23,69)
has been received by the ones spending less than 1 hour on the net. In
the end, it has been detected that there is a difference between the ones
spending more than 8 hours a day on the internet and the ones spending less
than 1 hour, 1-4 hours and 5-8 hours. As other groups are compared within
themselves, a difference has been found between prospective teachers spending 5-8
hours a day on internet and the ones spending 1-4 hours a day or less than 1
hour. The comparison between prospective teachers spending 1-4 hours a day on
internet and less than 1 hour also put forward that as daily internet usage
length increased tendency towards negative consequences of internet was also
elevated. Based on this deduction we can assert that as daily internet usage
length increases, tendency towards negative conclusions of internet also
heightens. This finding is parallel to other researches where negative
conclusions arising from internet usage length and excessive usage of internet
are studied (Anderson, 2001; Caplan, 2005; Davis, 2001; Rotunda, Kass et al.,
2003; Young, 1999).
=41,53) has been obtained by prospective
teachers spending more than 8 hours a day on internet and the smallest average(=23,69)
has been received by the ones spending less than 1 hour on the net. In
the end, it has been detected that there is a difference between the ones
spending more than 8 hours a day on the internet and the ones spending less
than 1 hour, 1-4 hours and 5-8 hours. As other groups are compared within
themselves, a difference has been found between prospective teachers spending 5-8
hours a day on internet and the ones spending 1-4 hours a day or less than 1
hour. The comparison between prospective teachers spending 1-4 hours a day on
internet and less than 1 hour also put forward that as daily internet usage
length increased tendency towards negative consequences of internet was also
elevated. Based on this deduction we can assert that as daily internet usage
length increases, tendency towards negative conclusions of internet also
heightens. This finding is parallel to other researches where negative
conclusions arising from internet usage length and excessive usage of internet
are studied (Anderson, 2001; Caplan, 2005; Davis, 2001; Rotunda, Kass 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 for
social benefit/social comfort also grows. This finding can be explained with
the fact that individuals who go through social defencelessness 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 and Schlosser, 1999;
Caplan, 2005; Griffiths, 2000b; Leon and Rotunda, 2000; Young, 1996a).
In comparisons
concerning sub-scale of excessive usage, it has been determined that as daily
internet usage length increases problem oriented excessive internet usage
tendency also grows. In Griffiths
As research results
concerning the differentiation in problematic internet usage of prospective
teachers with respect to their self-competency perceptions in computer usage it
has been found out that prospective teachers who feel totally competent in
computer usage are more oriented towards negative consequences of internet than
prospective teachers who feel themselves little or satisfactorily competent in
computer usage. Based on the fact that
the very same conclusion has been obtained in the comparison between
prospective teachers who feel totally competent in computer usage and
prospective teachers who feel less competent, we conclude that as computer
usage self-competency perceptions of prospective teachers increase, there
emerges an elevation in terms of orientation towards negative consequences of
internet. Young and Rodgers (1998), in their research detected certain
characteristics amongst internet addictive people, accordingly, in addition to
excessive self-trust these people also had several features such as (emotional
sensitivity, reactivation, alertness, inability to self-demonstration and
maladjustment) which may bring about negativities. Similarly an individual
feeling thoroughly competent in computer usage, since s/he will have a tendency
towards above mentioned characteristics, is more likely to be oriented towards
problematic internet usage while using internet excessively for social
purposes. For an emotionally sensible, maladjusted person, one of the most
favorable environments for self-demonstration is internet environment. In that
case the aforementioned people are likely to make more use of internet
environment where they can achieve social comfort and self demonstration thus
internet is used more frequently each coming day. We can allege that self-trust
of individuals who can demonstrate themselves more easily on computer
environment also increases.
As social benefit/social
comfort sub-scale results concerning the differentiation in problematic
internet usage of prospective teachers with respect to their self-competency
perceptions in computer usage are analyzed, a meaningful differentiation (p<0,05)
has been found out. Compared to prospective teachers who feel themselves
little or satisfactorily competent in computer usage, prospective teachers who
feel totally competent in computer usage are more oriented towards problematic
internet usage aiming social benefit/social comfort. Individuals who prefer
applications that allow for social interaction on internet environment are
likely to use internet excessively for such purposes. 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
and 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.
As research results
concerning the differentiation in excessive internet usage dimension are
examined, it has been found out that prospective teachers who feel totally
competent in computer usage perform a meaningful difference (p<0,01) than
prospective teachers who feel themselves less competent in computer usage. We can claim that prospective teachers
who feel totally competent in computer usage are more oriented to excessive
internet usage. Based on the fact that the very same result has been obtained
from the scores derived from problematic internet usage scale, we conclude that
as computer usage self-competency perceptions of prospective teachers increase,
there emerges an elevation in terms of orientation towards problematic internet
usage.
Internet addiction is a
comprehensive term covering several behavioral disorders, compulsion-control
syndromes. That means internet usage is likely to damage one’s mental health.
As indicated by present research, problematic internet usage tendency of
prospective teachers is clearly a warning for the potential negativities they
can go through in future. As a conclusion it is urgent that in Education
Faculties where prospective teachers are trained, immediate precautions be
taken. Driven by this deduction, in this research several suggestions are
stated.
SUGGESTIONS
In present research, by
employing “negative consequences of internet”, “social benefit/social comfort”
and “excessive usage” sub-scales in line with certain demographical features of
prospective teachers, their tendencies towards problematic internet usage have
been detected. Based on the research findings, various suggestions have been
developed concerning problematic internet usage tendency of prospective
teachers:
- The level of problematic internet usage of
prospective teachers in Education Faculties of Universities should be detected
by conducting regular researches and action should be taken for securing
control. On the other hand, problematic internet usage of students from
other faculties should also be analyzed.
- As problematic internet usage is analyzed
with respect to gender, it reveals that male prospective teachers are more
oriented to problematic internet usage than female prospective teachers.
In accordance with this deduction, a comprehensive research for men can be
initiated to analyze the origin of this problem. At universities,
measurements to provide equal internet-access opportunities for male and
female students should be taken.
- It is necessary that certain precautions
be taken to prevent freshman prospective teachers from excessively using
internet to compensate for their insufficiency to adapt to the new social
environments and establish new friendships. Within this context, lecturers
can support prospective teachers, freshmen in particular, by assigning
them with group projects to create social environment and cooperative
study methods in class.
- In order to detect if at different
universities, problematic internet usage of prospective teachers varies
greater number of universities should be included into the study to widen
the scope of research.
- In order to prevent lack of control in
internet usage of prospective teachers, lecturers should organize regular
conferences/activities to inform prospective teachers about issues such as
problematic internet usage, managing time control and computer/internet
ethics.
- Prospective teachers should be guided to
plan their daily internet usage length; the frequency and objective in
their internet usage, to achieve controlled internet usage the allocation
of their activities with respect to certain times. To enable that, the
families at home and adviser lecturers at universities should give support
to prospective teachers.
- Self-competency perceptions of prospective
teachers on computer usage are prone to change as well. Internet which
requires not further technical knowledge can help prospective teachers
feel themselves totally efficient in computer usage. Accordingly before
anything else computer usage sufficiency of prospective teachers should be
found out by computer lecturers. Within the scope of designated competencies
project applications through internet should be submitted to prospective
teachers. Hence better controlled internet usage of prospective teachers
can be ensured.
- Measurements should be taken to prevent transformation
of dense computer usage of CET department prospective teachers into
excessive/problematic internet usage. For that purpose, prospective
teachers studying at this department should be informed to increase their
awareness. Furthermore, if necessary, receiving professional support
should be supported.
- In order to analyze the interaction of
problematic internet usage with far different personal and psychological
features, qualitative and in-depth researches should be conducted.
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* This study is a part of a master thesis titled
as “Investigation of Problematic Internet Use by Prospective Teachers”.
Cite:
• Tutgun, A. & Deniz, L. (2010). Problematic Internet Usage Among Prospective Teachers, Uluslar arası Eğitim Teknolojileri Kongresi (IETC) 2010, Volume II, Page 1226, Boğaziçi Üniversitesi, İstanbul.
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