Health Services Vocational School Students' Opinions About Smartphone Usage and The Relationship Between Internet Addiction

Abstract

Purpose: In this research, it was aimed to determine the students' smartphone and internet addiction levels and related factors. Method: The universe of the research consists of 825 students studying at the Vocational School of Health Services of a university in the 2015-2016 academic year. Of the 825 students, 668 students who agreed to participate in the research constituted the sample of the study. The data of this research were collected with Internet and Smartphone Usage Information Form, Internet Addiction Scale (IAS), and Smartphone Addiction Scale-Short Form (SASF). Results: The average age of the students is 20.2±1.12, and 44.3% (n=298) of them mostly connect to the internet from home. The mean scores obtained from the scales were 38.41±16.26 in IAS and 28.09±11.93 in SASF. A significant difference was determined between IAS and gender, monthly expenditure, daily and weekly internet use, and purpose of using the internet (p<0.05). A significant difference was determined between SASF and age, daily and weekly internet use, and purpose of using the internet (p<0.05). A moderately significant positive correlation was found between the IAS and the mean SASF score (r=0.515, p=0.000). Conclusion: The level of internet addiction was found to be high in 20-year-old males, staying at home, and students with a monthly expenditure of 650 TL or more. Smartphone addiction was found to be high in 20-year-old women, those living with their relatives, and students whose monthly expenditure was between 250-449 TL. According to the average score obtained from the Internet addiction scale, it was determined that the students participating in the study were addicted without symptoms. In addition, according to the correlation analysis, as internet addiction increases, smartphone addiction also increases. It is thought that students' internet and smartphone use may affect their social interactions and prevent students from using emotional and cognitive processes effectively.