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청소년의 스마트폰 중독 위험군과 비중독군의 스마트폰 중독 관련 요인

The Differences in Smartphone Addiction Symptoms between Highly Addicted and Non-addicted among Middle School Students by Types of Risk Groups

한국학교보건학회지 2020년 33권 2호 p.67 ~ 78
김상희, 김정이, 전소연, 우경미,
소속 상세정보
김상희 ( Kim Sang-Hee ) - Inje University Department of Nursing
김정이 ( Kim Jung-Yee ) - ChoonHae College of Health Sciences Department of Nursing
전소연 ( Jun So-Yeun ) - Seoul Womens College of Nursing Department of Nursing
우경미 ( Woo Kyung-Mi ) - Dongwon Institute of Science and Technology Department of Nursing

Abstract


Purpose: This study aimed to investigate the effects of various factors on smartphone addiction according to types of risk groups among middle school students.

Methods: Data of 223 students were collected from February 1st to 22nd of 2020. The collected data were analyzed through t-test, x2 test, correlaton coefficients, and multiple regression analysis. The smartphone addiction scale was used to classify the participants into two groups; 18.8% (n=42) of the total respondents were categorized as the addiction risk group and 81.2% (n=181) were categorized as the general population group.

Results: The factors associated with the students in the high risk group were grade (t=3.89, p=.036) and religion (F=3.79, p=.044). In the high risk group, psychological anxiety (β=.39, p=.005) and relapse of internet addiction (β=.38, p=.006) explained 46.0% of smartphone addiction, while in the normal risk group, relapse of internet addiction (β=.42, p<.001), psychological anxiety (β=.22, p=.004), tolerance of internet addiction (β=.17, p=.007), and academic stress (β=.14, p=.027) explained 51.0% of smartphone addiction.

Conclusion: In order to prevent smartphone addiction in middle school students, a more specific nursing intervention is needed that can reduce psychological anxiety and relapse of internet addiction. It is clear that urgent measures need to be taken for the highly addicted students such as academic counseling.

키워드

Smartphone addiction; Psychological anxiety; Conflictual relationships with friends; Academic stress; Problem behaviors

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