Abstract:

Currently, it is estimated that 400 million computers worldwide are connected to the Internet and that the number of websites is approximately 100 million. According to Chisholm (2006), children and teenagers between the ages of 8 and 18 spend approximately eight hours each day using computers and accessing the Internet. Research has revealed that most Internet users are individuals in the adolescent period. Since adolescence is a period in which physiological, psychological, and sociological developments are taking place, it is an important time for both individuals and for society (Kulaksızoğlu, 2002). Indeed, studies have indicated that among adolescents, symptoms of emotional and behavioral problems such as loneliness, social isolation, aggression, depression, and general health problems appear to increase as time spent using the Internet increases (Kubey, Lavin & Barrows, 2001; Kerber, 2005). That Internet usage time can contribute to the development of these problems is mostly explained by the concept of Internet addiction. In general, Internet addiction is defined as the problem of spending more time on the Internet than is needed (Young, 1996). Internet addiction and problematic Internet use are seen by many adults as a significant threat to the healthy development of some adolescents. As one of the most basic developmental needs of adolescents is to acquire an identity, it is important to be aware that Internet addiction may play an important role in that process (Ceyhan, 2008). Unless parents undertake a control and monitoring system of their children’s Internet use, young people may be adversely affected by their Internet use and may be at risk of becoming addicted to it. The research on Internet addiction has shed some light on how to overcome these issues. In one study, it was revealed that 14.9% of 535 students with an average age of 11 had symptoms of Internet addiction as well as hyperactivity disorders (Jeong, Cho, Ha, Yune & Kim, 2004). In another study, it was found that 18.3% of children between ages 11 and 18 were pathologically addicted to the Internet (Niemz, Griffiths & Banyard, 2005). In his study, Bayraktar (2001) concluded that 1.1% of 686 elementary and secondary school students between 12 and 17 years old demonstrated symptoms of Internet addiction, and 11% of these students demonstrated limited symptoms. Kayri and Günüç in their study (2010) found that 12.26% of 227 university students were addicted to the Internet and another 12.64% were at risk of becoming addicted to Internet use. In this context, the aim of this study is to investigate the levels of Internet addiction among high school students in terms of different variables

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