Int. J. of Learning Technology   »   2017 Vol.12, No.2

 

 

Title: Internet addiction, academic performance and personality traits: a correlational study among female university students

 

Authors: Spiridoula Kakaraki; Nikolaos Tselios; Christos Katsanos

 

Addresses:
Department of Educational Sciences and Early Childhood Education, University of Patras, Greece
Department of Educational Sciences and Early Childhood Education, University of Patras, Greece
Department of Business Administration, Technological Educational Institute of Western Greece, Greece; School of Science and Technology, Hellenic Open University, Greece

 

Abstract: This study examines the relationship of internet addiction with personality, academic performance, and internet self-efficacy in the context of higher education. In addition, the study investigates the relationship between two questionnaires that measure internet addiction: the internet addiction test () and the online cognition scale (OCS). The study sample was 110 Greek female students at their second year of studies in educational sciences. Participants completed the following questionnaires: internet self-efficacy (ISE), Big Five personality test (Big Five), internet addiction test (IAT) and online cognition scale (OCS). Questions on participants' demographics and internet usage experience were also used. A moderate negative significant correlation was found between personality and internet addiction. The highest magnitude of this negative correlation was observed for the Big Five emotional stability trait. Internet addiction did not significantly correlate with academic performance, nor did it significantly correlate with internet self-efficacy. Moreover, no significant correlation was found between academic performance and internet self-efficacy. Finally, a strong positive significant correlation was found between IAT and OCS.

 

Keywords: internet addiction; internet addiction test; ???; Big Five personality test; internet self-efficacy; ISE; online cognition scale; OCS.

 

DOI: 10.1504/IJLT.2017.086382

 

Int. J. of Learning Technology, 2017 Vol.12, No.2, pp.151 - 164

 

Available online: 23 Aug 2017

 

 

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