Internet Addiction in University Students – Czech study

Abstract

The main purpose of the presented study is to explore the existing risk of Internet addiction for undergraduate students of Czech universities. The research was conducted as quantitative research; a CIAS-R questionnaire was applied. The data were collected in the years just before the Covid-19 pandemic (between October 2019 and March 2020). 3,366 respondents (2,151 females and 1,215 males) participated in our questionnaire survey. The average CIAS-R score achieved by our respondents was 44 points. It equals 6% of addicted college students (when applying the cut-off point of 63/64), and 3% of addicted students (when applying the cut-off point of 67/68). A significantly higher risk was revealed in males and in full-time students compared to females, and part-time students, respectively. The type of faculty studied was proved to be a significant intervening variable. Applying the 63/64 cut-off point, we revealed 5.6% of addicted students among the students of faculties of education, which is alarming (even if we consider the fact that applying the 67/68 cut-off point, we revealed 2.7% of addicted students.). These students represented almost 50% of our respondents, and they, as future teachers, will play an important role in the prevention of risky behavior.

Path analysis reveals intercultural differences between Czech and Chinese university students in technology addiction, mental health, and personality traits on academic achievement

“…In both samples, females scored better in academic performance, which is a typical trend [82-84]. Males were more at risk of technology addiction than females in the Czech sample, which is congruent with the survey ndings before COVID-19 pandemics [39].…”

“…Moreover, there is only a very limited amount of research in some demographic areas, e.g., in the Czech Republic. One prevalence study was carried out in undergraduate students, focused on internet addiction [39], and one intervention study found a positive effect of combined chamber REST interventions on problematic smartphone usage and mental health of female students [40]. Furthermore, one pilot intercultural study compared results from Czech and Chinese university students and found that Czech students manifested greater rumination and perceived stress, and Chinese students showed greater mobile phone addiction [41].…”

“…However, there is only limited research on the topic, and in some demographic areas, the research is not available at all. In the Czech Republic, there was only one survey conducted before COVID-19 pandemic, which found 6% of students were addicted to the internet, however, 5.6% from these respondents were students of faculties of education [39]. This fact was alarming, because these students, as future teachers, will play an important role in the prevention of risky behavior in children.…”

Investigation of Cervical Posture, Sleep Quality and Perceived Health Risk in Technology Addicted Adolescents and Young Adults: A Comparative Study

“…Technological addictions are part of non-toxic addictions and constitute addictive processes that develop through overuse and inappropriate use of what the internet offers, such as videos, video games and social networks [2,6]. Technology addiction is characterized by salience, mood changes, tolerance (the need to use longer), depression and irritability when technology is not used, interpersonal conflicts and relapse [4,7].…”

The role of academic procrastination on Internet addiction among Thai university students: A cross-sectional study

“…It is defined as an uncontrollable preoccupation or strong impulse to use the internet, leading to psychological distress (Weinstein & Lejoyeux, 2010 ). Besides, internet addiction is denoted as behavioral or non-drug addiction (Milková et al, 2022 ; Vacek & Vondrackova, 2014 ; Zou et al, 2017 ). Global estimates reveal around 4.6 billion internet users as of 2021 (Kemp, 2021 ).…”