College Students: Internet Addiction Proposal

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Updated: Jun 9th, 2020

Table of Contents

1. Study problem

2. Significance of the study

3. Literature review

4. Objectives and hypotheses

5. Research methods

6. Data collection

7. Ethical considerations

8. References

Study problem
According to Gencer and Koc (2012), global use and access to the internet has been
increasing over the decades. Moreover, the development of digital tools has played a
major role in enhancing the use of the internet. Cash, Rae, Steel, and Winkler (2012)
note that the rate of internet use is higher among adolescents and teenagers
compared to older generations. Gencer and Koc (2012) report that there were 1.11
billion internet users in 2007, and the number rose to 2 billion in 2010. This reveals
an increasing trend and suggests that the population is slowly becoming digitally
literate. Cash et al. (2012) also report that the frequency of Internet Addiction
Disorder in the United States is 8.2 per cent.

The authors indicate that internet addiction has become a growing social challenge
affecting young adults today. Additionally, the disorder has been reported to cause
neurological complications and psychological disturbances. Romano, Osborne,
Truzoli, and Reed (2013) report that internet addiction has negative effects on
people’s lives and their relationships with family and friends. The authors also note
that family functioning is greatly affected by internet addiction, as it limits face-to-face
communication. Communication is an essential factor in promoting healthy
relationships between family members. In this regard, internet addiction among
college students is likely to affect healthy relationships with their families.

Significance of the study

As aforementioned, internet addiction has negative implications on the level of
communication within the family (Romano et al., 2013). In this regard, it is necessary
to examine the association between internet addiction and family relationships in an
effort to devise ways that relationships can be improved. It is vital to undertake
scientific studies to determine the correlation between the two factors. The current
research will provide educationists and policymakers with critical information that
could help them curb the rate of internet addiction among college students.
Furthermore, the information will be important for parents to devise ways that can
limit the rate of internet use by their children in a bid to improve communication
within the family.

Literature review
Pies (2009) defines internet addiction as the incapability of people to regulate their
internet use, leading to psychological distress or functional impairment of their daily
lives. Additionally, Gencer and Koc (2012) state that internet addiction can be
compared to pathological gambling, as it does not involve substance use. It has
become a problem in modern society, which has been aggravated by advancement
in technology and the availability of smartphones. The authors also note that the use
and access of the internet have increased in the past decades. Gencer and Koc
(2012) acknowledge that psychologists and educationists have widely revealed that
internet addiction is related to physical, social, and psychological problems. This is
because internet addicts tend to lose focus and control over their daily routines.

Pies (2009) also indicates that the average college student spends an average of 40
hours a week using the internet. Moreover, the presence of social media sites has
been greatly associated with Internet Addiction Disorder. Moreno et al. (2013)
indicate that college students have abundant internet access and almost all the
students are members of social networking sites such as Facebook, Twitter,
Myspace, and Google Plus among others. Moreover, the authors note that most of
these students have smartphones and other gadgets that promote internet access.
Kuss and Griffiths (2011) indicate that college students have the highest level of
access to the internet and use it to send emails, social networking, and undertake
academic assignments. However, such trends could easily lead to addiction.
Shields and Kane (2011) acknowledge that past studies have discovered a positive
correlation between internet use, loneliness, and stress. The authors refer to this
association as the “Internet Paradox” because the internet was created to improve
communication, but ends up doing the opposite. Likewise, Gencer and Koc (2012)
note that many previous research studies have focused on the negative impacts of
internet use. Majority of these studies have found a positive correlation between
internet use and anti-social behaviours. Alavi, Maracy, Jannatifard, and Eslami
(2011) report that internet addicts are more likely to seek emotional support from
social networking sites compared to regular users. In addition, this research
indicates that introverts are more likely to be addicted to the internet than extroverts.

However, the authors warn that more comprehensive research studies are required
to prove these associations. Shields and Kane (2011) report that internet addiction
limits the presence of face-to-face communication and is likely to have negative
impacts within the family structure. The authors also report that internet addiction is
likely to be associated with depression among young users. Conversely, they warn
that the relationship between internet addiction and depression could be confounded
by other personal factors warranting further research.

In research by Wu et al. (2013), the findings reveal that the lack of proper parental
monitoring is likely to lead to internet addiction among young people. Additionally,
the authors argue that conflicts between parents and young individuals are likely to
result in internet addiction. Specifically, young adults are likely to turn to social
networking sites for social and emotional support when they feel rejected. Gencer
and Koc (2012) note that parents should ensure that their children are socially active
and limit the amount of time that they spend on social media sites. However, Moreno
et al. (2013) argue that such regulations are impossible in the case of college
students.

In reference to Akhter (2013), internet addiction is associated with a lack of

participation in extracurricular activities among undergraduate students.
Furthermore, the author reports that the addiction limits face-to-face communication
and hence little or no interaction between the undergraduate students and their
families. In different research by Shields and Kane (2011), the authors also
discovered a positive correlation between internet addiction among young people
and interaction with families and friends. Additionally, the authors found out that
college students were more interested in promoting their online communications than
face-to-face communications.
Kuss and Griffiths (2011) report that young people who are addicted to the internet
experience unpleasant physical and emotional issues in its absence. The authors
also note that these addicts are highly unlikely to improve on their face-to-face
communication in the absence of the internet. According to Zainudin, Din, and
Othman (2013), the impact of internet addiction on relationships has been reported
to be both positive and negative. The authors argue that internet use could enhance
interpersonal relations and promote communication between students and their
families. However, Zainudin et al. (2013) also state that internet addiction is more
likely to promote communication with peers than families.

Moreno et al. (2013) argue that family relations are very important to college
students as they promote their well-being. Furthermore, the social support obtained
from good relationships with the family is important in the prevention of depression
and the promotion of self-esteem. These authors refer to college students as
“socially isolated” and hence the need to have close relations with their families and
friends.

Gemmill and Peterson (2006) acknowledge that college students are “millennials”
since they have been using digital technologies from tender ages. In this view, the
authors note that their use of the internet promotes communication and enhances
relations with their families. The internet enables them to communicate with families
who may be far away and unable to visit regularly. Additionally, the availability of
social networks promotes good relations with families. Contrary to this perspective,
Moreno et al. (2013) warn that internet addiction among college students affects
family duties.

The authors also note that being online for more than six hours predisposes these
students to internet addiction. Gencer and Koc (2012) argue that the level of
addiction is dependent on the type of online activities that young people engage in.
Activities such as chatting and online gaming are likely to increase the amount of
time that individuals spend on the internet. However, it is important to note that
individual characteristics also determine the level of addiction. Despite some authors
reporting positive associations between internet addiction and family relations, the
majority of the research has reported negative associations.

Objectives and hypotheses

I. To investigate whether college students are addicted to the internet.

II. To assess whether the sites visited contribute to internet addiction.
 III. To determine whether there is a correlation between internet use and family
relationships.
IV. To establish whether parental monitoring of the students reduces the time spent of
the internet.

Additionally, the null hypotheses for the study will be:

A. The college students are not addicted to the internet (being online for more than six
hours in a day will be defined as internet addiction).
B. The internet sites that the students visit are negatively correlated with addiction.
C. There is a negative correlation between internet addiction and family relationships.
D. Parents monitoring on the use of the internet is negatively correlated with addiction.

Research methods
Generally, this will be a correlational study examining the relationships between
dependent and independent variables. The research will be undertaken among
college students, and the subjects to participate in the study will be identified through
the school administration. There will be three inclusion criteria for participating in the
research:

I. One must consent to participate in the study.

II. One must be an undergraduate student undertaking any of the courses offered by
the college.
III. One must be randomly selected to participate.

In view of this, the exclusion criteria will be:

I. Those that refuse to consent to the study.

II. Students that are not undertaking undergraduate studies in the university.
III. Students who are not selected to participate after sampling.

In an effort to generalize the findings to all the college students, the sample size will
include 100 students. As aforementioned, the computerized list of the students will
be obtained from the school administration. Additionally, a simple random sampling
technique using the computerized random sample calculator will be applied to select
the students to participate in the research. After the selection, the researcher will
communicate with the students through their email addresses indicating the purpose
of the research and requesting their participation. The students will be given four
days to respond to the emails and those that will not respond within the period will be
excluded from the research. The random sampling technique will be applied again to
replace those excluded. Furthermore, the school administration will assist in
sensitizing the students on the importance of the research.
Data collection
The dependent variable for the research will be internet addiction. Various authors
have defined internet addiction as being on the internet for more than six hours in a
day (Moreno, et al., 2013). There are several questions that will be asked to
determine whether these students are addicted to the internet and they include; On
average, how many hours do you spend on the internet per day? Do you use the
internet during your class time? Do you use the internet during family time? The
study will also determine whether the internet sites visited contribute to internet
addiction. In this regard, the students will be requested to list the sites that they visit
regularly. The researcher will emphasize on the confidentiality of the data given by
the students to make sure that they give the correct information on the internet sites
visited. Demographic characteristics such as age, gender, course being undertaken,
and number of people in the family will be included as independent variables.

Parent monitoring on the use of the internet while at home will be assessed as an
independent variable. A Likert scale will be applied to determine the level of
strictness applied by the parents regarding the use of the internet while at home.
Specifically, the levels will include; not strict, strict, and very strict. Additionally, the
students will be asked whether their parents monitor the sites internet sites while at
home.

Family relations will also be assessed as an independent variable. Several questions

will be asked to determine whether the family relations are positive or negative.
These will include; Are you close with your parents? Are you close with your
siblings? (If any), How often do you talk with your family members while at home?
How often do you communicate with your family members while in college? If your
parents live far from the college, what tools do you use to communicate with them?
Have you ever had conflicts with your parents regarding the amount of time you
spend on the internet? Do you access the internet during family time? How do your
parents respond to your use of the internet? Information on the family relations will
be correlated with internet addiction patterns.

The current research will apply both qualitative and quantitative data collection
techniques. Quantitative data will be collected through the e-mailed questionnaires.
Additionally, qualitative data will be collected through a focus group discussion with
some of the researcher’s classmates. The focus group discussion will give in-depth
opinions on the association between internet addiction and family relationships. Ten
classmates will participate in the focus group discussion and the researcher will
moderate it. Moreover, the participants will be selected randomly and requested to
participate, and it will be held after school hours.

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The validity of the questionnaires will be promoted through pilot testing. This will be
done before the actual data collection and a random sample of 50 students will be
selected to fill the questionnaires through the help of the school administration. The
researcher will analyse the questionnaires to determine whether the scales are valid
and reliable. The pilot testing phase will also assist in eliminating any redundancy
and inconsistency in the questionnaires. The final versions of the questionnaires will
be emailed to the 100 respondents that agree to participate in the study.

Ethical considerations
The research will comply with the college’s ethical rules and guidelines. In an effort
to uphold the ethical requirements of the research study, the researcher will obtain
informed consent from the participants and ensure that the information received is
confidential and anonymous. Prior to emailing the questionnaires to the study
subjects, the researchers will send an informed consent form outlining the purpose of
the research. The participation of the students in the study will be voluntary.
Moreover, the participants will have the freedom to withdraw from the study at any
time. The researcher will only email the questionnaires upon the receipt of the signed
consent forms.

The participants will be identified through special codes and no names will appear on
the questionnaires and the consent forms. This means that no personal data will be
obtained from the students. Consequently, the participants of the focus group
discussion will be identified through various codes and no personal data will be
collected. Information collected during the qualitative and quantitative data collection
phases will be confidential and only accessible to the researcher. These regulations
will also apply during the data analysis and the researcher will not report personal
information in the final write-up.
References
Akhter, N. (2013). Relationship between internet addiction and academic
performance among university undergraduates. Educational Research and Reviews,
8(19), 1793-1796. Web.

Alavi, S. S., Maracy, M. R., Jannatifard, F., & Eslami, M. (2011). The effect of
psychiatric symptoms on the internet addiction disorder in Isfahan’s University
students. Journal of Research in Medical Sciences, 16(6), 793–800. Web.

Cash, H., Rae, C. D., Steel, A. H., & Winkler, A. (2012). Internet addiction: A brief
summary of research and practice. Current Psychiatry Reviews, 8(5), 292-298. Web.

Gemmill, E., & Peterson, M. (2006). Technology use among college students:
Implications for student affairs professionals. NASPA Journal, 43(2), 280-300. Web.

Gencer, S. L., & Koc, M. (2012). Internet abuse among teenagers and its relations to
internet usage patterns and demographics. Educational Technology and Society,
15(2), 25–36. Web.

Kuss, D. J., & Griffiths, M. D. (2011). Online social networking and addiction—A
review of the psychological literature. International Journal of Environmental
Research and Public Health, 8(12), 3528-3552. Web.

Moreno, M. A., Jelenchick, L. A., Koff, R., Eickhoff, J. C., Goniu, N., Davis, A.,…
Christakis, D. A. (2013). Associations between internet use and fitness among
college students: an experience sampling approach. Journal of Interaction Science,
1(4), 1-8. Web.

Pies, R. (2009). Should DSM-V Designate “Internet Addiction” a Mental

Disorder? Psychiatry (Edgemont), 6(2), 31–37. Web.

Romano, M., Osborne, L. A., Truzoli, R., & Reed, P. (2013). Differential
psychological Impact of Internet Exposure on Internet Addicts. PLOS One, 8(2), 1-4.
Web.

Shields, N., & Kane, J. (2011). Social and psychological correlates of internet use
among college students. Cyberpsychology: Journal of Psychosocial Research on
Cyberspace, 5(1), 1-5. Web.
Wu, X., Chen, X., Han, J., Meng, H., Luo, J., Nydegger, L., & Wu, H. (2013).
Prevalence and factors of addictive internet use among adolescents in Wuhan,
China: Interactions of parental relationship with age and hyperactivity-
impulsivity. PLOS One, 8(4), 1-8. Web.

Zainudin, A., Din, M. M., & Othman, M. (2013). Impacts due to internet addiction
among Malaysian University students. International Journal of Asian Social Science,
3(9), 1922-1928. Web.

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