인터넷 중독이 남자대학생의 학업성취와 자기분화에 미치는 영향

다국어 초록 (Multilingual Abstract)

This study was conducted to determine the effect of internet addiction on academic achievement and differentiation of self on male students in University. We explain here the reasons why this study focused on ‘male University students’. The first reason is that the students enrolled in University are able to access internet using their laptop or mobile phone within the campus and they are easy to adjust their own time schedule as they want. (Moor, 1995; Kandell, 1988) The second reason is that internet addiction was shown about twice more in males (2.2%) than in females (1.2%) (2011, National Information Society Agency). Resulting from those reasons, male undergraduate students can be considered as a high risk group for internet addiction.
If the internet use is excessive, it can negatively affect the academic performance, psychological and interpersonal relations of the students. Societal emotional processes are similar to those in families and those who less differentiated from families can be much affected by societal emotional process(Lee Mikyoung, 2009). From that point of view, it can be said that people’s functionality in society are affected by the level of differentiation of self and family members. Thus, this study aims at exploring the relationship among internet addiction, academic performance and differentiation of self. Additionally, it would help them contribute to society.
Research Questions:
The aim of the present study is to answer the following questions:
1. What is the level of internet addiction in male University students?
2. Is the academic performance different in different level of internet addiction?
3. Is the self-differentiation different in different level of internet addiction?
4. What is the effect of internet addiction and academic performance on self-differentiation?
Participants are 480 boys students in four different universities across the South Korea, located in Seoul-city, Gangwon-do, Chungcheongbuk-do and Chungcheongnam-do. All of the students are from second(sophomore) year to fourth(senior) year. The questionnaires are used as instruments for data collection in this study. The survey was conducted from 1st of May to 5th of May in 2012. 33 question naires were disregarded duetoin completion resulting inafinal sample of 375, which were use dinthis research.
Questionnaire in this study uses several assessment tools. To assess the degree of internet addiction, simplified internet addiction self-diagnosis tool was used. (National Information Society Agency 2011) To evaluate student’s academic performance, previous semester’s GPA(grade point average) scores were used by filling out the scores by themselves. To determine the level of self-differentiation, Korean self-differentiation Inventory was used, which has been developed by Jung Hyejoung and Cho Eunkyoung(2007) based on the bowen’s family systems theory.
Research findings are summarized as follows.
Firstly, there was no significant difference in the level of internet addiction of male undergraduate students. These findings of this study indicated that 5.07%(19 out of 375) of students are in the severe addiction group while 14.4%(54 out of 375) in the potentially endangered user group and 80.5% in normal user group.
Secondly, regarding the relationship between internet use and academic achievement, the users in severe addiction group showed the lowest score, 2.8 in GPA. On the other hand, the students in normal user group marked 3.3 in GPA, which is relatively higher than that of severe addiction group. Therefore, it can be said that the students in the severe group have lower academic performance.
Thirdly, the results indicated that there were significant differences in some of subscales of self-differentiation which are emotional reactivity, fusion with others, and emotional fusion among different level of internet addiction, while there were no significant differences in some of subscales such as I-position and emotional cutoff. There also had significant relationships between the level of internet addiction and differentiation of self. It means that level of self-differentiation revealed low when the students were in the severe group.
Fourthly, considering the effect of internet addiction and academic performance on differentiation-of-self, some of subscales such as emotional reactivity, fusion with others and emotional fusion were negatively correlated with internet addiction. In other words, those who showed high risk of internet addiction were evaluated as low level of those subscales. I-position, which is one of subscales of self-differentiation, was marked high when the students have high scores in academic performance. On the other hand, emotional cutoff was not significantly correlated with internet addition or academic performance.
Fifthly, concerning the effects of internet addiction and academic performance on self-differentiation subscales, the findings indicated that there were significant relationships among internet addiction, academic performance and some of subscales such as fusion with others, emotional cutoff and emotional fusion. Emotional reactivity was shown significant relationship with only internet addiction, and I-position was shown significant relationship with only academic performance.
Additionally, it was also showed that internet addiction and academic performance was significantly related with differentiation of self. It means that the students in severe addiction group and with lower scores in academic achievement showed high level of self differentiation.

목차 (Table of Contents)

• 표목차
• 논문개요
• I. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2 .연구문제 6
• II. 이론적 배경 7
• 1. 인터넷 중독 7
• 1) 인터넷 중독의 개념 7
• 2) 대학생과 인터넷 중독 10
• 2. 학업성취 12
• 1) 학업 성취의 개념 12
• 2) 학업성취와 인터넷 중독 13
• 3. 자기분화 14
• 1) 자기분화의 개념 14
• 2) 자기분화와 인터넷 중독 19
• III. 연구방법 20
• 1.연구대상 20
• 1) 연구대상자의 일반적 특성 20
• 2. 측정도구 21
• 1) 인터넷 중독 21
• 2) 학업성취 22
• 3) 자기분화 23
• 3. 자료 분석 25
• IV. 연구 결과 26
• V. 요약 및 결론 43
• 참고문헌 48
• 부 록 52
• ABSTRACT 64