A Longitudinal Study of Adolescent Internet Addiction: The Role of Conscientiousness and Classroom Hostility

Autor/inn/en	Stavropoulos, Vasilis; Kuss, Daria; Griffiths, Mark; Motti-Stefanidi, Frosso
Titel	A Longitudinal Study of Adolescent Internet Addiction: The Role of Conscientiousness and Classroom Hostility
Quelle	In: Journal of Adolescent Research, 31 (2016) 4, S.442-473 (32 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0743-5584
DOI	10.1177/0743558415580163
Schlagwörter	Longitudinal Studies; Adolescent Attitudes; Internet; Addictive Behavior; Mass Media Use; Mass Media Effects; Aggression; Classroom Environment; Personality Traits; Hierarchical Linear Modeling; Gender Differences; Age Differences; Individual Characteristics; Risk; High School Students; Likert Scales; Questionnaires; Check Lists; Correlation; Foreign Countries; Greece + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mediennutzung; Klassenklima; Unterrichtsklima; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Personality traits; Risiko; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Likert-Skala; Fragebogen; Checkliste; Korrelation; Ausland; Griechenland
Abstract	Over the last decade, research on Internet addiction (IA) has increased. However, almost all studies in the area are cross-sectional and do not examine the context in which Internet use takes place. Therefore, a longitudinal study examined the role of conscientiousness (as a personality trait) and classroom hostility (as a contextual factor) in the development of IA. The participants comprised 648 adolescents and were assessed over a 2-year period (while aged 16-18 years). A three-level hierarchical linear model was carried out on the data collected. Findings revealed that (a) lower conscientiousness was associated with IA and this did not change over time and (b) although being in a more hostile classroom did not initially have a significant effect, it increased girls' IA vulnerability over time and functioned protectively for boys. Results indicated that the contribution of individual and contextual IA factors may differ across genders and over time. More specifically, although the protective effect of conscientiousness appeared to hold, the over-time effect of classroom hostility increased the risk of IA for girls. These findings are discussed in relation to the psychological literature. The study's limitations and implications are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01