Research Skills Module 4, Assignments 1 and 2 Summary Grid Activity Learning Outcomes: Summarize academic resources Use the grid below to take notes on each section of the article “Internet Addiction in Students: Prevalence and Risk factors”. In Assignment 1, complete the grid by paraphrasing the main ideas or details supporting those main ideas you find from each section of the article; write them in the box in your own words. You will get feedback on your grid. Then, in Assignment 2, you will create a summary from this grid, writing it below. Title: “Internet addiction in students: Prevalence and risk factors” Authors: Daria J. Kuss, Mark D. Griffiths, Jens F. Binder Date: 2013 Section Main ideas Details supporting main ideas Introduction development and awareness of Internet addiction as a serious mental health issue like other addictions. Internet addictions as a serious and it has solutions. Internet addiction adde to DSM-V. Researchers should focus on other ideas rather than addiction. personality traits is linked to Internet addiction. Students have been linked to internet addiction. Students feel internal conflict, so they self-medicate by the Internet. It is easy to find a relationship. We can estimate how many students addicted to the internet in different countries. shopping, gaming neuroticism’s Method The study utilized an online survey delivered to students' personal email accounts. Most of the participants were female (two-thirds), from an English university, and studying for an undergraduate degree (82.8%). The average age was 22.67 years. The online survey measured internet addiction, personality traits, and basic demographics. To assess internet addiction, the survey used the Assessment for Computer and Internet Addiction Screener (AICA-S). The AICA-S assesses internet addiction based on substance dependence diagnostic criteria. The NEO-FFI was used to measure personality traits. The questionnaire consists of 120 questions and takes approximately 15 minutes to complete. The study involved 2,257 students. including questions about internet domains and their negative consequences. This includes cravings, tolerance, withdrawal, and negative consequences. Personality traits include neuroticism, extraversion, openness to experience, agreeableness, and conscientiousness. Results The study found that 3.2% of students were addicted to the internet. First, t-tests were used to compare internet use, problems, and AICA-S scores between addicted and non-addicted students. Logistic regression was used to identify predictors of internet addiction, such as application use, personality traits, and gender. Gender was removed from further analyses due to its non-significance, leaving a more concise model with significant predictors and interactions. Compared to non-addicted students, addicted students spent more time on the internet, used it more frequently, experienced more problems, and performed better on the AICAS. Without predictors, the baseline model revealed a 3% likelihood of internet addiction in the study population. The final model accurately predicted internet addiction, accounting for 21.5% of the variance. Neuroticism was found to be the most powerful predictor of addiction, with each unit increasing the odds. Higher levels of agreeableness were associated with a lower risk of Internet addiction. Online shopping was the most significant predictor of Internet addiction. Each increase in online shopping behavior increases the risk of addiction by 135%. Students who were addicted to the Internet had higher openness scores than those who were not. Openness to experience and online gaming were linked to a 64% higher risk of internet addiction. Openness to experience was found to significantly predict online gaming in the addicted group, but not in the non-addicts. The interaction between neuroticism and online shopping reduced the likelihood of internet addiction by 45%. Neuroticism was found to significantly predict online shopping in the addicted group but not in the non-addicted. Discussion/conclusion This study assessed the risk of Internet addiction by examining the relationship between personality traits and specific internet uses. The study found that using social applications, particularly social networking sites (SNSs), significantly increases the risk of Internet addiction, which supports previous research. Facebook, a social networking site designed for students, may lead to addiction, especially among females, but further research is needed. Using online chat rooms and forums increases the risk of internet addiction by 60%. These platforms are commonly used for emotional support, particularly among students who may feel isolated in new environments. Online forums, such as chat rooms, can facilitate knowledge exchange and support. Forums differ from chat rooms in that they allow for asynchronous communication, which may impact the risk of Internet addiction. Extraversion did not affect the risk of internet addiction. Introverts and extraverts may use the internet differently, with extroverts benefiting from social media and introverts gaining popularity online. The variables explained 21.5% of the addiction variance, which was lower than previous studies. Further research is needed to identify potential additional risk factors. Limitations of the study include unassessed applications such as YouTube, a lack of a time criterion in the AICA-S, reliance on self-reporting, a convenience sample that limits generalizability, and the exclusion of gender from further analyses, despite its potential interaction with other predictors predictors. Approximately 3.2% of students were classified as addicted. The lower incidence compared to other studies may be attributed to the more comprehensive tool used. Instant messaging raises the risk of internet addiction by 51%. Excessive use of instant messaging has been linked to negative Internet behaviors. This could be due to its ability to alter mood and provide an escape from real-life issues. Customers appreciate the convenience, excellent customer service, and privacy of their shopping experience. This is especially true for students who spend a significant amount of time online for study and socializing. Low agreeableness, linked to aggression, increased the risk of internet addiction by 46%. Online anonymity can lead to aggressive behavior, negatively impacting both online and offline relationships. This has implications for universities, governments, and clinicians, offering opportunities to regulate internet use and provide targeted education and treatment. Remember the criteria for a good summary: It acknowledges the original authors by referring to them in one of the 2 formats (3 points) It presents the authors’ original ideas objectively, without your interpretation or opinion. (3 points) It contains only the most important information: topic, main point, and key ideas that support the main point; ]; avoids details and examples, but does not leave out main/important information from each section. (12 points) It paraphrases in a grammatically correct way and in your own words any information taken from the original. (Does not copy more than 4 words in a row from the original article. Does not plagiarize from the abstract.) (12 points) Assignment 2: Write your summary of the article “Internet Addiction in Students: Prevalence and Risk factors” here.

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Research Skills Module 4, Assignments 1 and 2 Summary Grid Activity Learning Outcomes: Summarize academic resources Use the grid below to take notes on each section of the article “Internet Addiction in Students: Prevalence and Risk factors”. In Assignment 1, complete the grid by paraphrasing the main ideas or details