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Predicting Dysfunctional Internet Use: The Role of Age, Conscientiousness, and Internet Literacy in Internet Addiction and Cyberbullying
Abstract
Internet addiction (IA) and cyberbullying (CB) represent two examples of dysfunctional Internet use (DIU) which are accompanied by negative consequences. In terms of prevention, the training of technical and reflective skills (Internet literacy) will be discussed with regard to these patterns. This study investigates the role of age, conscientiousness, and Internet literacy on IA symptoms and the participation in CB. Analyses reveal that positive attitudes towards online production and interaction and lower self-regulative skills can be associated with severe IA symptoms. Cyberbullies display less skills in reflecting on Internet content and also prove to have less self-regulative skills. Younger and less conscientious individuals are more likely to use the Internet dysfunctionally. Furthermore, significant correlations between experiences as a cyberbully and IA symptoms were found. In conclusion, the authors suggest that current media/Internet literacy curricula should be complemented by teaching reflective and regulative skills to prevent Internet users from negative consequences.
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