Assignment: Annotated Bibliography

RUNNING HEAD: ANNOTATED BIBLIOGRAPGHY 2

Annotated Bibliography 2

Rachel Kurucz

Walden University

Research Theory, Designs and Methods

October 2018

Introduction

The researcher will create an annotated bibliography in the following paragraphs. The annotated bibliography contains six peer-reviewed research articles. Two quantitative research studies, two qualitative research studies, and two mixed method research studies. The six articles are about internet and social media addiction among adolescents and college students. However, less is known about the middle and high school students.

Quantitative Articles

Simsek, E., & Sali, J. B. (2014). The Role of Internet Addiction and Social Media Membership on University Students’ Psychological Capital. Contemporary Educational Technology, 5(3), 239–256. Retrieved from https://ezp.waldenulibrary.org/login?url=

https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1105507&site=eds -live&scope=site

Summary

In this peer-reviewed quantitative research article, the researchers investigated the role of internet addiction on Psychological Capital (PsyCap) regarding demographic data and social media involvement. PsyCap is accepted as an “inner resource of life satisfaction and happiness under the paradigm of positive psychology”, (Simsek & Sali, 2014). There are four main factors that PsyCap consists of: hope, resilience, self-efficacy, and optimism. This study used a quantitative approach to query interactions between internet addiction, personal variables, and the four components of PsyCap. The data in the study was collected from a sample of 211 univeristy students. The researchers completed an initial check and deleted two cases because of being outliers. Thus, the data from 209 student participants were analyzed.

Internet addiction and PsyCap were negatively correlated. The results showed that male students rated higher in addiction scores if they used the internet for daily communication and social media accounts. Social media accounts resulted in higher PsyCap and internet addiction scores. Students who reported use of LinkedIn and YouTube were significantly higher. Although social media use time was not interacted with PsyCap, it was concluded that internet addiction decreases the four subfactors of PsyCap. Additionally, having social media accounts increases internet addiction and the components of PsyCap.

Critique

The internet and social media use time increases internet addiction. This is consistent with the literature provided. Internet and the amount of time of social media is not significantly associated with PsyCap in this study. Simsek and Sali (2014) provide a lengthy discussion that offer insight and suggestion for further research and alternative views on their results. For example, they stated that it could be said that social media increases the likelihood of internet addiction but also increases the four subfactors of PsyCap. However, it is concerning that the study only chose to use 209 participants for analysis out of the 211 without more explanation. The study offers insightful information and understanding of internet use, addiction, and added in psychological capital subfactors. However, it only focuses on a student population and limited to only one university. More research is needed to understand and correlate internet addiction and social media accounts and include a global exploration.

Application

This research study helped me to gain insight regarding internet addiction and the subfactors of PsyCap. From this study, I learned that internet addiction can influence an individual’s happiness and can be related to self-confidence, interests, and relationships. The results showed that people use the internet for daily communication which can easily affect the type of relationship bonding and therefore impact the individual’s happiness. The study also indicated that factors of PsyCap can directly influence academic success. Those participants who scored lower in the PsyCap could also be performing poorly in their academics. This is related to the self-efficacy and optimism portion of PsyCap. Self-efficacy is the individual’s effort put forth to complete tasks and optimism are positive thoughts/actions toward success. This is applicable to my research interest because it can help expand how internet addiction can influence more than one factor in an individual’s life such as academic success, happiness, and motivation. I plan to use this research to further investigate how overuse of internet and social can impact academic success in all levels of schooling.

Bodhi, V., & Kaur, J. (2017). Psychological correlates of internet addiction among college students. Indian Journal of Health & Wellbeing, 8(11), 1404–1408. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=t rue&db=a9h&AN=127221589&site=eds-live&scope=s

Summary

Bodhi and Kaur (2017), use a quantitative approach to determine psychological correlations of internet addition in college students. Data was collected to analyze the relationship of internet addiction with depression, anxiety, and stress. The results revealed a significantly positive relationship of internet addiction with depression, stress, and anxiety. The participants consisted of 200 college students selected at random from four different schools. Results showed that 51% of the students possess an above average level of internet addiction, 29% of students have an average level of internet addiction, and 20% of students rated below the average level of addiction. This study found no significant gender differences. Additionally, this study revealed that the more addicted the student is the more depression, stress, or anxiety they have.

Critique

Bodhi and Kaur present an excellent source of information in their study. They stated their hypothesis and intent of this study right in the beginning. They offered recommendation for prevention of obsession after their findings of addiction lead to depression, stress, and anxiety among college students. They ensured that there was a gender equal sample of participants to disguise gender results. They also selected participants at random from four different schools. This helps eliminate bias by adding more diversity to their study. I would suggest for future research to select schools in different states or countries to examine the results based on geographically location.

Application

Bodhi and Kaur’s explanation and findings of internet addiction relating to stress, anxiety and depression are the exact reason for my research. This study is applicable to my research of interest because it investigates the association between internet addiction in relation to depression, stress, and anxiety. I would like to utilize this research to expand and add what the students are doing on the internet the most: dating sites, social media, gaming, or homework. Perhaps what they are engaged in is adding to their depression, stress, and anxiety. I would also like to be able to conduct research of this same topic among middle and high school students in the United States.

Qualitative Articles

Israelashvili, M., Kim, T., & Bukobza, G. (2012). Adolescents’ Over-Use of the Cyber World-- Internet Addiction or Identity Exploration? Journal of Adolescence, 35(2), 417–424. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com

/login.aspx?direct=true&db=eric&AN=EJ961281&site=eds-live&scope=site

Summary

In this qualitative study the researchers tested a hypothesis that the internet can serve as a valuable tool for pursing self-concept clarity. The study explored the relationship between the adolescent’s ego-clarity and over-use of the internet. Participants consisted of 278 adolescents (7th-9th graders). They completed a questionnaire relating to their internet use, addiction, ego development, self-concept clarity, self-consciousness, and demographics. The results showed the adolescents level of self-clarity negatively correlated to internet addiction and overuse.

Critique

This study focused on three schools and gathered a sample of students from each class to complete the pen and paper questionnaire. If more schools and/or more students were included in the study, it could give better results using a larger population. They suggest that future studies focus on qualitative designs in to explore behaviors such as positive and negative, or over-users, heavy-users, and addicted users. The researchers has given a reputable option to seek out alternative reasons for internet addiction and have provided a good background for further research to emerge.

Application

This study offers insight by attempting to find another motive for adolescent addiction to the internet. They suggested that teenagers may be prone to using the internet for self-clarity exploration or understanding one’s culture. This is applicable to my interest of research because I am attempting to seek out addiction and behavior variations among children and adolescents when considering internet and social media usage. I will apply this study in attempt to find an alternative solutions to addiction.

Tezci, E., & Içen, M. (2017). High School Students’ Social Media Usage Habits. Online Submission, 8, 8. Retrieved from https://ezp.waldenulibrary.org/login?url=https://

search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED577955&site=eds- live&scope=site

Summary

Tezci and Icen (2017), use a qualitative questionnaire research design to examine social media habits among high school students. Data was collected from 853 students (419 female and 434 male) to determine reasons and usage frequency of social media. Results showed the most commonly used form of social media is YouTube and Facebook. The students reported that the main reason for social media use is sharing documents, information, opinions, and for entertainment. Students report that they mostly access social media on their smartphones and spend 1-3 hours per day online. Gender differences revealed that male students spend more time on social media than females.

Critique

This study provides an excellent source of information regarding the reasons and frequency of social media usage of high school students. They use a large sample size which helps obtain more accurate results. However, the questionnaire portion of the survey asked the students to rank specific social media websites. I would recommend allowing the students to fill in the social media accounts that they use. There could be significantly more media accounts that students are using that are not apart of this study. Questionnaires may also lead to falsification of use rather than using a direct observation method of actual usage time.

Application

This study is applicable to interest of research because it suggests new reasons for use of social media specifically in adolescents. The researchers also apply frequency and gender differences within their study. Frequency of social media usage is important for my research interest because of trying to understand the levels of addiction. Additionally, Tezci and Icen (2017), found that males are more likely to report longer use time while females report lower usage. I would like to investigate the motives as to why males are more prone to longer screen time.

Mixed Method Articles

Sinkkonen, H.-M., Puhakka, H., & Meriläinen, M. (2014). Internet use and addiction among Finnish Adolescents (15–19years). Journal of Adolescence, 37(2), 123–131. https://doi- org.ezp.waldenulibrary.org/10.1016/j.adolescence.2013.11.008

Summary

This mixed method study investigates the internet use among adolescents using qualitative and quantitative research. A series of questions are asked to discover the reason of internet use, gender differences, typical features of addiction, and what are the experienced negative outcomes with the level of addiction. The sample consisted of 516 second level students (15-19 years). The study excluded 41 responses because of missing information so 475 responses were analyzed. The data was divided into three part according to scores: (14.3%) normal users, (61.5%) mild over-users, and (24.2%) moderate or serious over-users. The most common answer reported for the reason of internet use was “having fun”. Qualitative analysis revealed that students who were serious overuses did not report any negative outcomes from using the internet while the other students reported problems related to their internet use. Student reported that disadvantages of internet usage was time-consuming and caused mental, social, physical harm and poor school attendance. Gender differences were found in that males reported decreased in real-life relationships whereas females reported lack of self-control when using the internet.

Critique

A weakness in this study is that the questions were conducted through an online survey, so the researchers do not know exactly who answered the questions. For future research I would recommend having a reserved room in the school where students can come to complete the e-questionnaire. One of the researchers could observe the participants and ensure it is students completing the study. In regard to the gender differences, females reported loss of self-control. I would like to know how the study came to this result. How did they females report the loss of self-control and/or what questions were asked to come to this conclusion. The research study provides a good background for further research regarding adolescent internet usage. However, more should have been asked about smart phones because they provide easy access for usage.

Application

Sinkkonen, Puhakka, & Meriläinen (2014) offer a better understanding of internet addiction among the adolescent population. This study is applicable to my research interests because I would to investigate behavioral changes in children and adolescents who are addicted to new forms of technology including internet, social media, television and other forms of electronic devices. In this study, I noticed that while some students can grasp that too much internet use can cause negative outcomes others who were reported as addicted do not perceive negative outcomes from overuse. This source will help guide my future research by providing background information concerning adolescences and the use internet.

Firat, M. (2017). Relationship between Self-Control and Facebook Use: Case of CEIT Students. Educational Sciences: Theory and Practice, 17(4), 1179–1201. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=t rue&db=eric&AN=EJ1148352&site=eds-live&scope=site

Summary

Firat (2017), uses an explanatory mixed method design to analyze the relationships between student’s self-control and Facebook use. There are 60 (20-26 years) student participants who were asked about their Facebook use and self-control. Results showed that majority of students reported that Facebook and self-control are related negatively. The three reasons that determined this were: distracting content on Facebook, limited self-control, and notifications/alerts. While other students suggested that Facebook and self-control are not related and that it can vary according to intended use.

Critique

While this study offers a good amount of information, they used a smaller sample size of participants. I would recommend conducting the study again over a two to four-year period, so you can obtain a variety of participants. All of the students are from the same univeristy and same class which could cause bias in the results. Opening the study up to more students or future classes can assist in eliminating bias and create a larger sample size. Also, this research study was difficult to understand and interrupt the results portion of the text. I had to read a few times to fully understand the analysis.

Application

This study is applicable to research of interest because of understanding self-control or lack thereof which can cause internet and social media addiction. One of reported findings was that majority of the participants have changed their Facebook accounts at least once. I would like to further explore why they changed their accounts: was it because of harassment, forgot their password, remove people from their accounts, or for anonymity and use of an alternate identity and profile. I plan to use to this study for background information regarding self-reported control and media use.