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TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 The association between the LC-PIU and validation measures: Concurrent and cross-year predictive utilities Pearson correlation was adopted to assess the concurrent validity of LC-PIU. The correlation coefficients between “problematic Internet use”, “physical activity change”, “social activity change”, “dietary pattern change”, and “sleep pattern change” at Time 1 and Time-1 depression were 0.33, 0.28, 0.27, 0.30, and 0.26 (ps < .01), respectively; the correlations between LC-PIU subscales at Time 1 and Time-1 loneliness were 0.20, 0.21, 0.29, 0.18, and 0.17 (ps
TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 DISCUSSION Using a sample of Taiwanese freshmen, we confirmed that the LC-PIU, a newly developed screening tool for primary prevention, has a meaningful and distinct factor structure. We randomly divided the sample (n=708) at Time 1 into two independent groups for the purpose of validity examinations. In Subsample 1, an EFA of the LC-PIU items resulted in a five factors: problematic Internet use, physical activity change, social activity change, dietary pattern change, and sleep pattern change. The CFA on Subsample 2 revealed an adequate-fitting measurement model confirming the five latent constructs extracted from EFA on Subsample 1. Two-step factor structural examinations showed a strong support to the construct validity to LC-PIU questionnaire. The reliability (alphas coefficients) for these five factors were acceptable. The results also revealed an adequate convergent and discriminant validity among these five factors. A concurrent, cross-year predictive utility examination revealed positive correlations between LC-PIU scores and depression as well as between LC-PIU scores and loneliness at Times 1 and 2. Our result is consistent with previous findings that longer Internet use is associated with higher depression and loneliness in university students. For example, Fortson, Scotti, Chen, Malone, and Del Ben (2007) found that abuse of and dependence on the Internet was associated with depression among undergraduates. Lin, Ko, and Wu (2011) found Internet addiction was positively correlated with a greater number of depressive symptoms in Taiwanese college students. Koç (2011) found the addicted Turkey university students were more depressed than the non-addicted. A. Ceyhan and E. Ceyhan (2008) indicated that loneliness and depression significantly predicted problematic Internet use; loneliness was found to be the most important predictor of problematic Internet use, and depression was the second most predictor among university students. Morahan-Martin and Schumaker (2000) found that loneliness was associated with pathological Internet use in undergraduate students. In addition, our results indicate that gender was not significantly correlated with problematic Internet use, physical activity change, dietary pattern change, or sleep pattern change but was correlated with social activity change. Specifically, male freshmen reported less active social activity due to Internet use compared with females. Previously, Kraut, Patterson, Lundmark, Kiesler, Mukopadhyay, and Scherlis (1998) found that heavy Internet use was associated with longitudinal declines in the size of adolescents’ social circle, social contact, and family communication. Nie, Hillygus, and Erbring (2002) found that more time spent on the Internet, less time spent with friends, family, and colleagues. Moreover, previous research (Odell et al., 2000; Thayer & Ray, 2006; Boneva et al., 2001; Subrahmanyam, Greenfield, Kraut, & Gross, 2001) regarding gender differences in adolescent technology use has been reported often. Women use the Internet for interpersonal communications such as e-mail, chat rooms, and communicating with family and friends more frequently than men. Conversely, men are more likely to use the Internet to build web pages, pursue sexual relationships, and play games compared with women. Because men dominated computer-related fields traditionally and there is a gender gap in the types of online activity, the Internet might draw men’s attention away from friends and family compared with women. Our results also show that the more time spent on the Internet, the more likely were to have problematic Internet use and unhealthier lifestyles. In other words, excessive Internet use is problematic because an individual lack of the ability to control his or her online schedule. Stopping Internet use led to anxious feelings as well as maladaptive cognitions and behaviors. These individuals neglected exercises, remained sedentary for long periods and reduced social activities with friends and family. When individuals spent excessive time on the Internet, they changed their dietary patterns by postponing or ignoring regular meals, having a bite of whatever was available, or forgetting to drink water for a long time. They were more likely to stay up late because of Internet use, thereby reversing their sleep pattern. In 1996, Young briefly reported that Internet-dependent users had significant impairments in many areas of lives including health and sociability. Subsequent studies indicated that adolescents who develop problematic Internet use changed with regard to several lifestyle-related factors including decreases in physical activity, increases in time spent on the Internet, shorter durations or lack of sleep, and increasingly irregular dietary habits and poor eating patterns (Gunnell et al., 1998; Lam et al., 2009; Kim & Chun, 2005; Choi et al., 2009). Our study reaffirmed these negative effects of excessive Internet use. Because the LC-PIU provides detailed descriptions of inactive/unhealthier life-event associated with maladaptive Internet use, this assessment has potential to reveal longitudinal consequences of problematic Internet use and to compare harmful consequences of various Internet activities across users of various backgrounds. Due to the easy access to the Internet/a computer, university students are particularly vulnerable to problematic Internet use. The LC-PIU can be used to evaluate the risk and potential of university student Internet-related problems and may help parents, teachers, and students to reflect upon the consequence of excessive Internet use. As investigating the lifestyle-related factors of Internet use might reveal personal choice health-damaging Copyright © The Turkish Online Journal of Educational Technology 322
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