중학생의 인터넷 중독 수준에 따른 인터넷 활용 유형, 자기 통제력, 자기조절학습능력 및 학업성취도의 차이 = A Study on the Difference in Internet Activities, Self-Control, Self-Regulated Learning and Academic Achievement According to the Level of Internet Addiction among Middle School Students

다국어 초록 (Multilingual Abstract)

Voices of concern about the side effects of heavy Internet use have been raised as the Internet became more widespread. Internet addiction is defined as a symptom that heavy internet users have which cause problems in daily lives and adolescents have psychological, social, and academic problems due to this addiction. The purpose of the study was to grasp the situation of internet use by today`s middle school students and the level of internet addiction. Furthermore, it was to study the difference in internet use, self-control, self-regulated learning and academic achievement depending on the level of internet addiction. In order to test these research questions, a survey was conducted. The 1,074 participants were first, second, and third graders from two middle schools in Seoul. The survey was consisted of four sections: the pattern of internet use, internet addiction scale, self-control scale, and self-regulated learning scale. In addition, academic achievement was measured by actual grade point averages obtained from school exams taken in October, 2005. The grade point averages from two schools were standardized with T-value. The major results of the study were as follows: First, 45.4% of the participants used the Internet everyday and 28.9% used it 4-5 times per week. Interestingly, there was a difference in the amount time of internet use during the weekdays and weekend. There were more students who used the Internet over three hours a day on weekends than the weekdays. Second, 908 students were normal internet users, 134 showed light Internet addiction and 32 showed heavy internet addiction. There was a significant difference between male and female students depending on the level of Internet addiction. Third, significant differences were found in playing games and chatting among the four internet activities. Post-hoc tests showed that light and heavy internet addiction groups used both games and chatting more than the normal internet user group. Fourth, there was a significant difference in self-control depending on the level of internet addiction. Post-hoc tests verified that the heavy internet addiction group had the lowest self-control and the normal internet user group had the highest self-control. Fifth, based on MANOVA analyses, there was a significant difference in the eight factors of self-regulated learning according to the level of internet addiction. Post-hoc tests proved that only action control factor has shown a significant difference among the three groups. In other words, the heavy internet addiction group had the lowest action control for studying and normal (internet user) group had the highest action control. Achievement value showed a significant difference between the normal internet user group and heavy internet addiction group. On the other hand, other six factors showed a significant difference only between normal internet user group and light internet addiction group. Sixth, there was a significant difference in academic achievement according to the level of internet addiction. Post-hoc tests verified that light and heavy internet addiction group got poorer grade points than the normal internet user group. However, there was no significant difference between light and heavy internet addiction group. Therefore, future researches can be suggested as follows: First, it needs to be studied to investigate the long-term effects of internet addiction on adolescents. Second, specific internet activity addiction such as game addiction and chatting addiction should be studied. Lastly, how to improve self-regulated learning strategies and academic achievement of students who show internet addiction should be studied.

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