Özet:

Internet addiction, which is defined as negative emotions affecting the cognitive control of an individual due to inability to limit their Internet use and the disruption of the functionality of daily activities performed by the individual, is commonly observed in young people and it negatively affects their psychological health. Studies carried out on peer awareness can improve understanding on Internet use and have a preventive effect on Internet addiction. In this study conducted as part of the İzmir Universities Platform Administration Era of Dokuz Eylül University (2019), Social Responsibility Project: Digital Citizenship: Do not Be an Addict and a Bully, Use the Internet Consciously and Safely, the effect of peer awareness training on Internet addiction among university students was examined. A total of 188 students (140 female 48 male) studying in eight universities in İzmir constituted the sample of the study. The data of the study were collected via a 33-item survey including socio-demographic information and information on Internet use developed by the researchers and the 12-item Short Form of Young’s Internet Addiction (YIA) Test (Young, 1998). The data were collected from the students at the beginning and end of the Peer Awareness Training via the Peer Awareness Training Knowledge Measurement Survey. The Short Form of YIA Test was only employed to collect data from the students at the beginning of the training. The findings show that approximately 50% of the 188 undergraduate students had a score higher than the average score on the YIA Test and this is an indicator of addiction. There was no significant correlation between the YIA Test scores of students and their age groups or income levels (p>0.05). A low, positive, and significant correlation was found between Internet use duration (r=0.212, p<0.01) and the frequency of social media use of the students (r=0.238, p<0.001) and their YIA Test scores. No significant difference was found between the YIA Test scores according to sex and the frequency of social media use of the students, while it was found that the YIA Test scores showed a significant difference according to the daily Internet use time and it was determined that the mean scores of the YIA Test of those using the Internet 4-5 hours (p=0.05) and 6 hours or more per day (p=0.05) were higher than the scores of those who used it for other durations (p=0.05). There was a significant increase in the Peer Awareness Training Knowledge Measurement Survey scores of the students after the training compared to the pre-test results (t (184) = -23.078, p<0.001). When the results of the study are evaluated as a whole, it is observed that results match those in the literature and that a peer training approach is effective in increasing the knowledge level of all students in terms of the attainments of digital citizenship. It is recommended to collaborate with larger student organizations with a peer training approach on issues such as Internet addiction and cyber bullying.

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