Research indicates that maladaptive patterns of Internet use constitute behavioral
addiction. This article explores the research on the social effects of
Internet addiction. There are four major sections. The Introduction section
overviews the field and introduces definitions, terminology, and assessments.
The second section reviews research findings and focuses on several key factors
related to Internet addiction, including Internet use and time, identifiable
problems, gender differences, psychosocial variables, and computer attitudes.
The third section considers the addictive potential of the Internet in terms of
the Internet, its users, and the interaction of the two. The fourth section addresses
current and projected treatments of Internet addiction, suggests future
research agendas, and provides implications for educational psychologists.
INTRODUCTION
The use of the Internet on school campuses and in society has increased
dramatically in recent years. Whereas the academic use of the Internet is
primarily intended for learning and research, the Internet has also become
an important part of student life. However, from time to time, cases of overinvolvement
with the Internet have been observed on different campuses.
For example, Chou et al. (1999) observed that in one residence hall at their
http://adf.ly/JXsET
addiction. This article explores the research on the social effects of
Internet addiction. There are four major sections. The Introduction section
overviews the field and introduces definitions, terminology, and assessments.
The second section reviews research findings and focuses on several key factors
related to Internet addiction, including Internet use and time, identifiable
problems, gender differences, psychosocial variables, and computer attitudes.
The third section considers the addictive potential of the Internet in terms of
the Internet, its users, and the interaction of the two. The fourth section addresses
current and projected treatments of Internet addiction, suggests future
research agendas, and provides implications for educational psychologists.
INTRODUCTION
The use of the Internet on school campuses and in society has increased
dramatically in recent years. Whereas the academic use of the Internet is
primarily intended for learning and research, the Internet has also become
an important part of student life. However, from time to time, cases of overinvolvement
with the Internet have been observed on different campuses.
For example, Chou et al. (1999) observed that in one residence hall at their
http://adf.ly/JXsET