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Summary


SELF-REGULATION and ANXIETY SENSITIVITY as PREDICTORS of INTERNET ADDICTION among SECONDARY SCHOOL 7TH-AND 8TH-GRADE STUDENTS

It is very important to investigate the Internet addition, which is anticipated to be a serious problem in the future, and its associated concepts among children and adolescents because adolescence is one of the most critical periods of development. Whether this period is experienced in a healthy or unhealthy manner will have serious impacts on the identity development of the individual. Accordingly, this study aimed to investigate anxiety sensitivity and self-regulation as predictors of Internet addiction among secondary school students. Relational survey model of the general survey models was used in the research. The model was tested with hierarchical regression method. The study group consisted of 438 student attending a secondary school in Üsküdar, İstanbul in the academic year of 2017-2018. 210 (47.9%) of the students are girls and 228 (52.1%) are boys. Their age varied between 12 and 15 years old, and their mean age was 13.38. 227 (51.8%) of the students were 7th-graders while 211 (48.2%) were 8th-graders. The research data were obtained using the Internet Addiction Scale, the Childhood Anxiety Sensitivity Index and the Perceived Self-Regulation Scale. Before the analyzes were performed, it had been tested whether the data met multiple regression conditions, and the conditions were found to be met. The analysis concluded that anxiety sensitivity positive significantly explained Internet addiction in the secondary school students, and self-regulation explained it negative significantly. Experts in the field can shape therapy plans in consideration of the relationship between Internet addiction and anxiety sensitivity and self-regulation in reducing Internet addiction. Researchers can test the results of this research by studying the relationships between the concepts on different samples. Educators can benefit from modules aimed at reducing anxiety sensitivity and increasing self-regulation in their psychoeducation activities.



Keywords

Internet addiction, anxiety sensitivity, self-regulation, secondary school


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