Internet Addiction and Social Anxiety Among Eighth Grade Students

Internet Addiction and Social Anxiety Among Eighth Grade Students | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Internet Addiction and Social Anxiety Among Eighth Grade Students Gamze SARIGÜZEL KÖLE, Emine ALTUN YILMAZ This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5678586/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Objective: This descriptive research was conducted to determine the relationship between internet addiction and social anxiety among 8th grade students. Results : A total of 416 students aged 12-15, attending the 8th grade in 2020-2021, 56.2% of whom are girls and 63.9% of whom are boys were included in the study. "Internet Addiction Scale" (IAS), "Social Anxiety Scale for Adolescents" (SASA) and "Personal Information Form" were used as data collection tools in the research. In statistical evaluation of the data, t test, analysis of variance, Tukey post test, linear regression analysis, Pearson correlation coefficient analysis were used. The participants were found to be normal internet users with a total mean score of 27.59±9.05 points from Young Internet Addiction Scale Short Form. The students received a total score of 40.59±16.01 from the SIAS and their social anxiety level was low Conclusion: A significant positive relationship was found between students' internet addiction and social anxiety level. The results of this research show that adolescents are in the risk group for internet addiction. It should not be overlooked that adolescents are a risk group in terms of addiction, and seminars should be organized in schools to help them use the internet correctly and effectively. Adolescent Internet Addiction Social Anxiety Anxiety Addiction Introduction The internet is undoubtedly one of the most crucial technologies in today's society. With its numerous features, it has become an indispensable part of our daily lives 1 . During adolescence; friend groups, establishing close relationships, seeking different social environments, and romantic ties have a significant impact on socialization 2 On the other side, internet addiction presents a significant issue. Internet addiction which can be defined as the use of the internet in an unhealthy, inappropriate way, without a time limit, and the disruption of family, work and social environments due to reasons such as experiencing tension and irritability when not using the internet, being unable to spend time without it, and viewing time spent without the internet as meaningless 3 . During adolescence, individuals often experience an identity crisis, are faced with career choices, and encounter a critical decision-making period when it comes to emotional relationships. These factors, which are commonly associated with internet addiction, make the use of the internet unavoidable. Consequently, the time spent online is significantly increased, leading to the development of internet addiction 4 .According to the According to the We are social 2023 Turkey report, 83.4% of the 85 million Turkish population are internet users and 73.1% are social media users 5 . In Turkey, 4.5% (3.9 million) of the Turkish population under the age of 18 are social media users. When comparing internet usage rates over the years, it is evident that there was an increase in 2018. In 2015, the rate of internet users was 90.4%. However, it was determined that this rate increased to 97% in 2018 when comparing only 8th graders 5 .Internet use has also brought about social networking. As social networks continue to gain popularity, they have a significant impact on various aspects of individuals' lives, including relationships, communication, socialization, lifestyles, and interactions with their environment 6 . Social anxiety is defined as "a distinct and persistent fear of encountering unfamiliar people or situations where others can be watching, in which the individual fears behaving in a way that will cause embarrassment or shame" in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) by the American Psychiatric Association (2013) 7 . Ingles et al. (2005) suggest that the age of onset of social anxiety varies between 13–15 years of age 8 . Teens are afraid of making mistakes, being criticized by their surroundings, and being considered strange due to the characteristics of adolescence. Therefore, social anxiety can develop in adolescents, and the most common period where social anxiety is encountered is the adolescent period 9 . Adolescents, who can be easily affected by the social environment, can change their minds quickly. A teenager can compare someone else's ideas or appearance and style with his/her own. The sense of dissatisfaction with one's own body and a personal pessimistic approach can cause adolescents to feel unhappy 10 . This situation can push the adolescent to stay behind in the social environment and fail to interact with others. The stages of the educational process are of great importance in the development of the student. Both teachers and parents are the fundamental support of young people's development at every stage of education. Methods Design of The Study This study was conducted as a descriptive, cross-sectional study to examine the possible association between the internet addiction and social anxiety levels of 8th grade secondary school students and the internet addiction and social anxiety levels. Research Population and Sample The research population consisted of 1,983 students studying in the 8th grade in 19 secondary schools affiliated with the Provincial Directorate of National Education of a province in the Black Sea Region in the 2020–2021 academic year. The sample population of the research was calculated as 322 students, using the sample calculation formula, with a 95% confidence interval and a 5% probability of error. The institutions where the research will be conducted (10 secondary schools) were determined by simple random sampling method. The research was completed with 412 students who agreed to participate in the study 11 . Data Collection Tools Data were collected using a Personal Data Form, the Young Internet Addiction Scale Short Form and the Social Anxiety Scale for Adolescents. Personal Data Form This form consists of 16 questions regarding the students' descriptive characteristics (age, gender, family attitudes, friend relations, etc.). Young Internet Addiction Scale Short Form (YIAS-SF) In order to evaluate internet addiction, the YIAS-SF scale consisting of 12 questions, developed by Pawlikowski et al. (2013) which measures children's internet addiction, and whose validity and reliability analyzes were conducted by Kutlu et al. in our country in 2016, was applied 12 , 13 . The answers to each question are scored from 1 to 5 (1-never,...,5-always). The scores that can be obtained from the scale vary between 12–60, values ​​above 37 points are considered as 'internet addiction', and high scores indicate a high level of internet addiction 12 , 13 . In this study, the internal consistency Cronbachalpha coefficient of the Young Internet Addiction Scale (Short Form) was found to be 0.86. Social Anxiety Scale for Adolescents (SASA) In order to evaluate the social anxiety of adolescents in the study, the Turkish adaptation of the SASA developed by La Greca and Lopez (1998) was carried out by Aydın and Tekinsav Sütçü (2007) 14 , 15 . SASA consists of 22 items, 4 of which are fillers. It can be applied to adolescents between the ages of 11–15. It uses a 5-point Likert-style scale, with values ​​ranging from 1 to 5: Never, Rarely, Sometimes, Usually, Always. The highest scale score was 110 and the lowest was 22. As the score increases, the level of social anxiety also increases. SASA consists of three subscales: Fear of Negative Evaluation (FNE) consisting of 7 items, Feeling of Fear and Unrest in New Social Situations (F-FUNSS) consisting of 6 items, and Feeling Fear and Unrest in General Social Situations (F-FUGSS) consisting of 3 items. The total score consistency Cronbach Alpha coefficient of the Social Anxiety Scale for Adolescents (SASA) is 0.93. In this study, the Cronbach Alpha coefficient was determined as 0.93. Data Analysis Data analysis was done with SPSS (ver:23.0) statistical program. Descriptive statistics are given as numbers, percentages, Mean ± SD, minimum (min), maximum (max), frequency values. Whether the data was normally distributed or not was determined by Kolmogorov-Smirnov (K-S) and Shapiro Wilks tests. Independent t-test was used for two groups, and ANOVA analysis of variance was used for more than two groups in case of data complying with normal distribution. The difference between groups was examined with the Tukey Post Hoc test in variance analysis. Whether the groups were homogeneous or not was examined with the Levene Test. Linear regression analysis was used to determine whether the variables had an effect on each other. The significance level was accepted as p < 0.05 in the evaluation of the data. Ethical consideration The study, for which ethics committee (Date/number: 13.01.2021/19) and institutional permission (09.04.2021/E-27001677-44-23902191) were obtained, was conducted in accordance with the Declaration of Helsinki. Before starting the study, the purpose of the study was explained to the students, and each student and their legal guardian voluntarily read and signed the informed consent form. Results A total of 416 students aged 12-15, attending the 8th grade during 2020-2021, 56.2% of whom are girls and 63.9% of whom are boys were included in the study. 63.9% of the students participating in the research are in the 14-15 age group. 45.7% of the students had two siblings; 82.2% of them had a nuclear family structure, 33.7% of their families were democratic/competent and 33.7% were protective/concessive, and 66.6% evaluated their school success as good. 91.6% evaluated their relationships with their friends at school positively and 54.1% participated in social-sports activities at school. While 93.5% of the students did not have a health issue and/or chronic disease, 6.5% had a health problem/chronic disease. 37% of those with a health problem/chronic disease diagnosis had asthma-bronchitis; 14.8% had FMF; 11% had epilepsy and 11% had heart disease; 56.5%. Of the students' mothers were between the ages of 32-39, 47.4% were primary school graduates; 75% are housewives; 68%'s father is 40 years or older; 36.5% are high school graduates; 42.3% are self-employed; It was determined that 37.3% of their families had a monthly income of 122 Euro or more (Table I). Table I. Descriptive Characteristics of Secondary School 8th Grade Students (n=416) Characteristic N % Sex Female 234 56.2 Male 182 43.8 Family Structure Nuclear family 342 82.2 Extended family 57 13.7 Broken family 17 4.1 Number of siblings 1 sibling 61 14.7 2 siblings 190 45.7 3 or more siblings 165 39.6 Age (Year/s) 12-13 years 150 36.1 14-15 years 266 63.9 Family Perception of the attitude Democratic/competent 140 33.7 Protective/concessive 140 33.7 Authoritarian/oppressive 58 13.9 Perfectionist 40 9.6 Libertarian (free) 18 4.3 Inconsistent 10 2.4 Indifferent 10 2.4 School Success Good 277 66.6 Moderate 122 29.3 Poor 17 4.1 Relationships with friends at school Positive 381 91.6 Negative 35 8.4 Participation in social activities at school Yes 225 54.1 No 191 45.9 Table II. Mean Score of YIAS-SF and SASA and its Sub-Dimensions (n=416) Scales and Sub-Dimensions Mean.± SD Min.-Max. YIAS-SF Total 27.59±9.05 12-60 SASA Total 40.59±16.01 18-88 SASA Negative Evaluation Fear Sub-Dimension 14.84±7.52 7-35 SASA Feeling Fear and Unrest in General Social Situations Sub-Dimension 10.82±5.02 5-25 SASA Feeling Fear and Unrest in New Social Situations Sub-Dimension 14.92±5.42 6-30 The students were determined as normal internet users with an average score of 27.59±9.05 on YIAS-SF. The students had a low level of social anxiety with an average score of 40.59±16.01 on SASA. Students' fear of negative evaluation, fear and uneasiness in general social situations, and fear and uneasiness in new social situations were determined as low (Table I). 63.5% (n=264) of the students are normal internet users; 21.6% (n=89) were problematic internet users and 14.9% (n=61)were internet addicted, and 71.6% (n=295) had low social anxiety. It was determined that 15.6% (n=64) of the students had moderate social anxiety and 12.5% (n=52) of them had high social anxiety (Table II). Table III. Effect of students' YIAS-SF scores on SASA scores Variable B Std Error Beta t p SASA Total Score coefficient 27.592 2.433 11.339 0.000* YIAS-SF-SF Total score 0.471 0.084 0.266 5.619 0.000* R=0.266, R 2 =0.071, F (1, 414) =31.578, p=0.000* Fear of Negative Evaluation coefficient 8.042 1.131 7.111 0.000* YIAS-SF-SF Total score 0.246 0.039 0.297 6.327 0.000* R=0.297, R 2 =0.088, F (1, 414) =40.035, p=0.000* Feeling Fearful and Uneasy in General Social Situations coefficient 7.141 0.767 9.312 0.000* YIAS-SF-SF Total score 0.133 0.026 0.241 5.045 0.000* R=0.241, R 2 =0.058, F (1,414) =25.448, p=0.000* Feeling Fearful and Uneasy in New Social Situations Sabit 12.410 0.845 14.691 0.000* YIAS-SF Toplam puanı 0.091 0.029 0.152 3.137 0.002* R=0.152, R 2 =0.023, F (1, 414) =9.842, p=0.002* Lineer Regression Analysis *p<0.05. Students' internet addiction level explains 7.1% of the total variance of social anxiety. Students' internet addiction level increases their social anxiety level by 0.266 times and shows that it affects 7.1% significantly (p<0.05). There was a significant relationship between the students' internet addiction variable and the ESC sub-dimensions FNE, F-FUNSS, F-FUGSS(p <0.05). İnternet bağımlılık düzeyi arttıkça FNE, F-FUNSS, F-FUGSSdüzeyleri artmaktadır (Tablo III). As the level of internet addiction increases, FNE, F-FUNSS, F-FUGSS levels increase (Table III). Table IV. Distribution of Students' Mean Scores of SASA subscales FNE, F-FUNSS, F-FUGSSand YIAS-SF according to Some Descriptive Characteristics FNE F-FUNSS Y-SDKHD YIAS-SF Sex Mean± SS test/p Mean± SS test/p Mean± SS test/p Mean± SS test/p Female Male 15.35±7.82 14.17±7.06 p=0.111 11.21±5.15 10.30±4.78 p=0.067 15.73±5.63 13.89±4.97 p=0.001* 27.50±9.23 27.70±8.83 p=0.821 Age (Years) 12-13 14-15 14.84±7.57 14.83±7.49 p=0.991 10.78±5.12 10.83±4.95 p=0.926 14.90±5.56 14.93±5.35 p=0.950 26.13±9.04 28.40±8.97 p=0.014* School Success Good Moderate Poor 14.17±7.42 16.24±7.57 15.58±7.50 p=0.037* 10.37±4.90 11.74±5.24 11.35±4.28 p=0.038* 14.56±5.49 15.76±5.33 14.88±4.25 p=0.126 26.40±8.59 29.10±9.07 35.94±10.57 p=0.000* Relationship with friends at school Positive Negative 14.49±7.31 18.62±8.67 p=0.002* 10.53±4.87 13.94±5.51 p=0.000* 14.66±5.30 17.74±6.00 p=0.0001* 26.94±8.69 34.57±10.04 p=0.000* Participation in school activities Yes No 14.32±7.20 15.45±7.84 p=0.128 10.49±4.92 11.19±5.10 p=0.159 14.63±5.37 15.27±5.47 p=0.226 26.26±8.29 29.14±9.66 p=0.001* Family Perception of the attitude Democratic Protective Authoritarian Perfectionist Libertarian (free) 13.20±7.47 15.11±7.22 16.89±7.84 15.92±7.14 15.11±8.44 p=0.031* 9.86±4.84 11.07±4.80 12.12±4.85 10.50±5.05 10.66±6.53 p=0.054 14.04±5.52 15.22±5.30 15.37±5.12 15.12±5.11 15.38±6.45 p=0.278 26.54±9.41 26.51±8.16 31.17±9.09 26.85±7.53 30.11±11.46 p=0.004* a ANOVA, b Independent t test, *p0.05), female students' YSDKHD scores were found to be significantly higher than male students (p0.05), the YIAS-SF scores of the students in the 14-15 age group were significantly higher. It was determined that the YIAS-SF scores of the students participating in school activities were significantly lower (p <0.05). The FNE and YIAS-SF scores of students whose families were authoritarian/oppressive were significantly higher than those of students whose families were democratic and protective (p<0.05), and there was no significant difference between the F-FUNSS and F-FUGSSsubscale scores. The FNE, F-FUNSS and YIAS-SF scores of students who evaluated their school success as poor were higher than those of students who evaluated their school success as good and average (p<0.05). The FNE, F-FUNSS, F-FUGSSand YIAS-SF scores of students who had negative relationships with their friends at school were significantly higher than those of students who had positive relationships with their friends at school (p<0.05) (Table IV). Dıscussıon This study determined that there is a significant association between the students' internet addiction and social anxiety level. Students' internet addiction level increases their social anxiety level by 0.266 times. Given the relationship between the sub-dimensions of the social anxiety scale and internet addiction, it was seen that the increase in internet addiction significantly increased the fear of negative evaluation, fear and uneasiness in general and in new social situations. Along with the study in the literature indicating that communication via the internet reduces the level of social anxiety 16 other studies showed a positive relationship between problematic internet use and social anxiety 17 , 18 . In another study, a higher level of smartphone addiction was found in adolescents with a high level of 'fear of negative evaluation', one of the sub-dimensions of social anxiety, than in adolescents with a low level of fear of negative evaluation 19 . In the study by Zorbaz and Tuzgöl Dost (2014), authors concluded that as the level of social anxiety increases, the level of internet addiction also increases 20 . The fact that what is done on the internet is hidden from the society can make the it more attractive for adolescent individuals. During adolescence, when the importance of physical appearance is at the forefront, the adolescent can hide what bothers him (e.g. acne) on the internet and communicate more actively, thinking that he feels better, which can cause him to gradually move away from the real social environment and experience social anxiety. Nowadays, an integral part of the internet is social media. Photos are shared on some social media platforms and the user's followers can like and comment on the shared photos. It is very important for adolescent to be liked and evaluated positively by others, and having a fear of negative evaluation can increase the adolescent's social anxiety. The study found no significant relationship between gender and internet addiction. This result is similar to some studies in the literature 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 .Contrary to our study results, there are studies showing that men are more internet addicted than women 30 , 31 , 32 , and there are also studies showing that women are more internet addicted than men 33 . It can be a result that the internet was not available in every home or on every mobile phone but was provided through internet cafes in past, and that the internet usage rates at that time showed results in favor of the male gender, who could use the internet cafe more actively. However, today, due to the increase in internet access opportunities, the difference in internet usage rates between genders has disappeared and the difference between genders has even reversed. In the study, it is seen that the YIAS-SF scores of students in the 14–15 age group are significantly higher. The reasons for why internet addiction increases as age increases 34 , 35 can be related to the easier access to the internet and/or the tolerant family structure regarding the duration of internet use. In consistence with some studies in the literature YIAS-SF scores of students whose families were authoritarian/oppressive were found to be significantly higher than those of students whose families were democratic and protective 36 , 37 , 38 . Negatively perceived parental behaviors can direct adolescents to the internet abuse, leading to the development of internet addiction 39 . Socializing is a need for every age group. Adolescents who are socially restricted by authoritarian parental attitudes can try to provide their social environment on the internet. In this case, as the time elapses increases, it can pose a risk for internet addiction. The school success is determined as a significant predictor of internet addiction 40 , 41 , 42 . In this study, YIAS-SF scores of students who evaluated their school success as poor were found to be high. Adolescents generally use the internet mostly to spend time on social media 43 , 44 and their inability to control time can cause them not to be able to devote enough time to classes. Adolescents with internet addiction can experience sleeping and eating problems, and this can directly negatively affect school success. Internet addiction can cause deterioration of social functionality, social isolation, and feeling of loneliness. For this reason, one of the factors that hinders social development is internet addiction 39 , 45 . The study showed that students who had positive relationships with their friends were significantly less likely to have internet addiction than students who had negative relationships with their friends at school (p < 0.05). Similarly, Zhao and Jin (2023) found a positive relationship between peer rejection and loneliness factors and internet addiction in their study 46 . This is the period in which friends become more prominent due to the age of adolescents. Adolescents who do not have good relationships with friends cannot feel sufficient social support, and the idea of ​​loneliness in children who do not receive social support from their environment can direct to the internet 47 . It can be said that individuals who evaluate peer relationships negatively try to compensate for the social deficiency they experience by spending more time on the internet. In the study, the probability of internet addiction of students was shown to be significantly less than that of students who did not participate in social activities at school (p < 0.05). Şenışık and Hastürk (2011) did not find an association between regular exercise and internet use with 74 adolescents between the ages of 14–18 (37 athletes and 37 non-athletes) and found that the duration of internet use of adolescents who exercise regularly was less than that of adolescents who did not exercise 48 . However, Yeiç (2018) found that children between the ages of 9–14 who played licensed sports received lower scores in the functional impairment and deprivation subscales of the internet addiction scale 49 . Regular social activities are considered as an effective way in reducing the time spent on the internet and prevent internet addiction. This study determined that female students' YSDKHD scores were significantly higher than male students' YSDKHD scores (p 0.05, Table IV). When the literature is examined, many studies can be seen supporting this study showing that women experience more social anxiety than men 50 , 51 , 52 . On the other hand, there are studies stating that men experience more social anxiety than women 53 , 54 , 55 and studies indicating that there is no significant relationship between the level of social anxiety and the gender variable 19 , 23 , 56 . It can be thought that in our society, girls should be protected more than boys, and girls are given a more isolated life for fear of being harmed by someone else, causing social anxiety in female students. A significant difference was demonstrated between the attitude of the family of the 8th grade secondary school students and the scores of the FNE subscale, and the ABA scores of students with authoritarian/oppressive parental attitudes are significantly higher than those whose families are democratic and protective (p 0.05). (Table IV). There are many studies in the literature that are parallel to this study supporting the positive relationship between protective and authoritarian parental attitudes and social anxiety 57 , 58 . In the study of Asbrand et al. (2017), it was observed that mothers of socially anxious children exercised excessive control over their children 59 . Eriş and İkiz (2013) concluded that there was no relationship between social anxiety and parental attitudes 55 . The authoritarian parenting attitude eliminates the child's self-confidence, imposes strict discipline, and intervenes in events and situations without giving the child the opportunity to make mistakes. Strict rules and frequent negative criticism can negatively affect children's self-esteem and cause them to perceive themselves as unloved and inadequate. It can cause adolescent to think that his/her peers or other individuals will not want him/her and can cause his/her social anxiety levels to increase along with avoiding social interactions. While the students who evaluated their school success as poor had significantly higher (p < 0.05) scores on the SASA and its subscales, FNE, F-FUNSS, than the students who evaluated their school success as good and average; no significant difference was determined between F-FUGSSsubscale scores (p > 0.05). (Table IV). Contrary to our study result; Teke et al. (2020) and Çetinkaya et al.(2019) found that social anxiety did not show a significant difference according to perceived school success 60 , 61 . It is thought that the thought that low grades in exams will cause humiliation and ridicule among peers can increase students' social anxiety. The SASA and its subscales FNE, F-FUNSS, F-FUGSSscores of students who evaluated their peer relationships negatively were found to be significantly higher (p < 0.05). (Table IV). Friendship relationships are at the forefront during adolescence. A teenager who thinks that his friend relationships are negative for any reason can feel lonely and remain in the background. Staying away from social environments and social activities can increase the adolescent's social anxiety level. No significant relationship was found between participation in school activities, another variable of our study, and social anxiety (p > 0.05). (Table IV). Although there are not many studies on the subject in the literature, the students who participate in regular sports activities were shown to have lower social anxiety than students who do not participate in sports activities 56 . The general social anxiety level of adolescents who participate in out-of-school activities was found lower than adolescents who do not participate 55 . Bayköse et al. (2017)'s study revealed that there was a negative relationship between individuals' sports activities and their social anxiety levels 62 . Since the suspension of school activities due to the pandemic caused students who normally participate in these activities to be unable to participate, this can be why no significant difference was found in our study. In this study, there was no significant difference between the age of the students and the SASA total score averages, FNE, GSDKHD and F-FUGSSsubscale scores (p > 0.05) (Table IV). Similar to the results of the study in the literature; Eriş and İkiz (2013) and Mersin and Öksüz (2014) stated that social anxiety did not differ according to the age 55 , 63 . Peleg(2012) divided adolescent individuals according to age group and concluded that the social anxiety of the 11–12 age group was higher than other age groups 64 . The reason why social anxiety scores by age were not significant in this study can be due to the fact that only 8th grade students were included in the sample. Conclusion and Suggestions Adolescents participating in the study were normal internet users with YIAS-SF-SF and had a low social anxiety level with SASA. When the association between the sub-dimensions of the social anxiety scale and internet addiction is examined, the internet addiction was found to be increased with the fear of negative evaluation, fear and uneasiness in general and new social situations, which are the sub-dimensions of the SASA. In other words, as adolescents' YIAS-SF-SF score increases, their SASA and subscale scores also increase. The results of this research show that adolescents are in the risk group for internet addiction. It should not be overlooked that adolescents are a risk group in terms of addiction, and seminars should be organized in schools to help them use the internet correctly and effectively. It can be beneficial to organize group activities for adolescents and prevent them from spending too much time on the internet by orienting them to areas they are interested in, such as sports and arts. Abbreviations IAS: Internet Addiction Scale SASA: Social Anxiety Scale for Adolescents WHO:World Healt Organization YIAS-SF: Young Internet Addiction Scale Short Form Declarations Ethics approval and consent to participate The study, for which ethics committee (Date/number: 13.01.2021/19) and institutional permission (09.04.2021/E-27001677-44-23902191) were obtained, was conducted in accordance with the Declaration of Helsinki. Before starting the study, the purpose of the study was explained to the students, and each student and their legal guardian voluntarily read and signed the informed consent form. Consent for publication Consent for publication from the child and chilld’s mother/father was obtained.. Availability of data and material Competing interests The authors declare that they have no conflict of interest. Funding This study was not funded by any person or institution. Authors' contributions Gamze SARIGÜZEL KÖLE: Study concept & design, methodology, data curation, primary draft of the manuscript (introduction, methods, results),writing. Emine ALTUN YILMAZ: Study concept & design, primary draft of the manuscript Acknowledgements We thank all participants who participated in the study. Authors' information (optional) Not applicable References Sezer-Efe Y, Erdem E, Caner N, Şener-Taplak A, Başdaş Ö, Bayat M (2022) Cyberbullying, internet addiction and perceived stress in adolescents. Adnan Menderes Univ Fac Health Sci J 6(2):245–256. McDaniel B (2014) Links between peer relationships in middle childhood, negative affect and social connectedness in early adolescence, and BMI in early adulthood. [Master Dissertation]. Auburn University. 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Gholamian B, Shahnazi H, Hassanzadeh A (2017) The prevalence of internet addiction and its association with depression, anxiety, and stress, among highschool students. Int J Pediatr 5(4):4763-4770. Saladino V, Eleuteri S, Verrastro V, Petruccelli F (2020) Perception of cyberbullying in adolescence: A brief evaluation among Italian students. Front Psychol 11:607225. Turel O, Serenko A (2012) The benefits and dangers of enjoyment with social networking websites. Eur J Inform Syst 21(5):512-528. Hawi N (2012) Internet addiction among adolescents in Lebanon. Comput Hum Behav 28:1044–1053. Canoğulları Ö, Güçray SS (2017) Examining the psychological needs, social concerns and parental attitudes of adolescents with different levels of internet addiction according to their gender. Ç.Ü. J Inst Soc Sci 26(1):42-57. Taneri PO, Tiryakioğlu Ö (2015) Examining the relationship between problematic internet use and parental attitudes of secondary school 7th and 8th grade students. Int J Soc Sci 40:205-225. Taş İ (2018) Examining internet addiction and psychological symptoms in adolescents in terms of various variables. Anemon Muş Alparslan Univ J Soc Sci 6(1):31-41. Li CN, Dang JN, Zhang XL, Zhang QQ, Guo JJ (2014) Internet addiction among Chinese adolescents: The effect of parental behavior and self-control. Comput Hum Behav 41:1-7. Akdağ M, Yılmaz BŞ, Özhan U, Şan İ (2014) Examining the internet addictions of university students in terms of various variables (İnönü University example). İnönü Univ Fac Educ J 15(1):73-96. Eldeleklioğlu J, Vural-Batik M (2013) Predictive effects of academic achievement, internet use duration, loneliness and shyness on internet addiction. J Fac Educ 28(1):141-152. Stavropoulos V, Alexandraki K, Motti-Stefanidi F (2013) Recognizing internet addiction: Prevalence and relationship to academic achievement in adolescents enrolled in urban and rural Greek high schools. J Adolesc 36(3):565-576. Anlı G (2018) Internet addiction: Social and emotional loneliness. Int J Sci Res 3(2):389-397. Polat H, Kök B, Tekeli MR (2019) Problematic internet use in children aged 12-18. J Addict 20(2):61-71. McIntyre E, Wiener KK, Saliba AJ (2015) Compulsive internet use and relations between social connectedness, and introversion. Comput Hum Behav 48:569-574. Zhao B, Cancan J (2023) Peer relationships and adolescent internet addiction: Variable-centered and person-centered approaches. Child Youth Serv Rev 155:107243. Demirli C, Arslan G (2018) Examining the internet addiction levels of adolescents. Istanbul Commerce Univ J Soc Sci 33(1):49-64. Şenışık S, Hastürk MO (2011) The relationship between regular exercise and internet use in young adolescents. J Sports Med 46:129-134. Yeiç E (2018) Examination of internet addiction and physical activity participation levels in children aged 9-14 according to various variables [Master’s Thesis]. Burdur Mehmet Akif Ersoy University. Arslan K, Abra D, Erbaş D, Yüceloğlu S, Erdugan S (2023) Examining the effect of social media addiction on social anxiety. Gümüşhane Univ J Health Sci 12(1):315-323. Wu AM, Lau JT, Cheng KM, Law RW, Tse VW, Lau MM (2018) Direct and interaction effects of co-existing familial risk factors and protective factors associated with internet addiction among Chinese students in Hong Kong. J Early Adolesc 38(4):429-450. Gayatridevi S, Vincent MA (2016) Influencing factors of social anxiety and emotional maturity among adolescents. Int J Indian Psychol 3(4):61-69. Mothander PR, Wang M (2014) Parental rearing, attachment, and social anxiety in Chinese adolescents. Youth Soc 46(2):155-175. Ha Y, Hwang WJ (2014) Gender differences in internet addiction associated with psychological health indicators among adolescents using a national web-based survey. Int J Ment Health Addiction 12:660-669. Eriş Y, İkiz FE (2013) The relationship between adolescents' self-esteem and social anxiety levels and the effects of personal variables. Int Periodical for the Lang Lit Hist Turk Turkic 8(6):179-193. Ergin N, Taştan A (2019) Examination of social anxiety and problem solving levels of second grade primary school students according to their sports activities: The example of Bitlis province. Int J Mountaineering Climbing 2(1):610. Güvendeğer-Doksat N, Ersoy C, Önal-Sönmez A, Doksat MK (2018) Relationship between child rearing attitudes of mothers and behavioral problems in primary school children. Çukurova Med J 43(1):180-185. Ateş B (2015) Investigation of the social anxiety score of pre-service teachers in terms of some variables. Mediterr J Humanit 2:61-70. Asbrand J, Hudson J, Schmitz J, Tuschen-Caffier B (2017) Maternal parenting and child behaviour: An observational study of childhood social anxiety disorder. Cogn Ther Res 41(4):562–575. Teke E, Yılmaz E, Sürücü A (2020) Examining the relationship between primary school students' perceived parental attitudes and social anxiety levels. J Int Ling Soc Educ Sci 6(1):24-38. Çetinkaya B, Gülaçtı F, Çiftci Z (2019) Examining the social appearance anxiety levels of high school students according to some variables. OPUS Int J Soc Res 10(17):904-922. Bayköse N, Yavuz SC, Keskin P, Kılınç M (2017) The role of self-esteem and passion in predicting psychological resilience in athletes: Application of a structural equation model. Int J Sport Exerc Train Sci 3(4):169-177. Mersin S, Öksüz E (2014) The effect of family support on anxiety level in university students. J Int Soc Res 7(35):643-650. Peleg O (2012) Social anxiety and social adaptation among adolescents at three age levels. Soc Psychol Educ J 15:207–218. Additional Declarations No competing interests reported. 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With its numerous features, it has become an indispensable part of our daily lives\u003csup\u003e\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e\u003c/sup\u003e. During adolescence; friend groups, establishing close relationships, seeking different social environments, and romantic ties have a significant impact on socialization\u003csup\u003e\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e\u003c/sup\u003e On the other side, internet addiction presents a significant issue. Internet addiction which can be defined as the use of the internet in an unhealthy, inappropriate way, without a time limit, and the disruption of family, work and social environments due to reasons such as experiencing tension and irritability when not using the internet, being unable to spend time without it, and viewing time spent without the internet as meaningless\u003csup\u003e\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e \u003cp\u003eDuring adolescence, individuals often experience an identity crisis, are faced with career choices, and encounter a critical decision-making period when it comes to emotional relationships. These factors, which are commonly associated with internet addiction, make the use of the internet unavoidable. Consequently, the time spent online is significantly increased, leading to the development of internet addiction\u003csup\u003e\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e\u003c/sup\u003e.According to the According to the We are social 2023 Turkey report, 83.4% of the 85\u0026nbsp;million Turkish population are internet users and 73.1% are social media users\u003csup\u003e\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e\u003c/sup\u003e. In Turkey, 4.5% (3.9\u0026nbsp;million) of the Turkish population under the age of 18 are social media users. When comparing internet usage rates over the years, it is evident that there was an increase in 2018. In 2015, the rate of internet users was 90.4%. However, it was determined that this rate increased to 97% in 2018 when comparing only 8th graders\u003csup\u003e\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e\u003c/sup\u003e.Internet use has also brought about social networking. As social networks continue to gain popularity, they have a significant impact on various aspects of individuals' lives, including relationships, communication, socialization, lifestyles, and interactions with their environment\u003csup\u003e\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e \u003cp\u003eSocial anxiety is defined as \"a distinct and persistent fear of encountering unfamiliar people or situations where others can be watching, in which the individual fears behaving in a way that will cause embarrassment or shame\" in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) by the American Psychiatric Association (2013)\u003csup\u003e\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e\u003c/sup\u003e. Ingles et al. (2005) suggest that the age of onset of social anxiety varies between 13\u0026ndash;15 years of age\u003csup\u003e\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e\u003c/sup\u003e. Teens are afraid of making mistakes, being criticized by their surroundings, and being considered strange due to the characteristics of adolescence. Therefore, social anxiety can develop in adolescents, and the most common period where social anxiety is encountered is the adolescent period\u003csup\u003e\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e\u003c/sup\u003e. Adolescents, who can be easily affected by the social environment, can change their minds quickly. A teenager can compare someone else's ideas or appearance and style with his/her own. The sense of dissatisfaction with one's own body and a personal pessimistic approach can cause adolescents to feel unhappy \u003csup\u003e\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e\u003c/sup\u003e. This situation can push the adolescent to stay behind in the social environment and fail to interact with others. The stages of the educational process are of great importance in the development of the student. Both teachers and parents are the fundamental support of young people's development at every stage of education.\u003c/p\u003e"},{"header":"Methods","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eDesign of The Study\u003c/h2\u003e \u003cp\u003eThis study was conducted as a descriptive, cross-sectional study to examine the possible association between the internet addiction and social anxiety levels of 8th grade secondary school students and the internet addiction and social anxiety levels.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eResearch Population and Sample\u003c/h3\u003e\n\u003cp\u003eThe research population consisted of 1,983 students studying in the 8th grade in 19 secondary schools affiliated with the Provincial Directorate of National Education of a province in the Black Sea Region in the 2020\u0026ndash;2021 academic year. The sample population of the research was calculated as 322 students, using the sample calculation formula, with a 95% confidence interval and a 5% probability of error. The institutions where the research will be conducted (10 secondary schools) were determined by simple random sampling method. The research was completed with 412 students who agreed to participate in the study \u003csup\u003e\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e\n\u003ch3\u003eData Collection Tools\u003c/h3\u003e\n\u003cp\u003eData were collected using a Personal Data Form, the Young Internet Addiction Scale Short Form and the Social Anxiety Scale for Adolescents.\u003c/p\u003e\n\u003ch3\u003ePersonal Data Form\u003c/h3\u003e\n\u003cp\u003eThis form consists of 16 questions regarding the students' descriptive characteristics (age, gender, family attitudes, friend relations, etc.).\u003c/p\u003e\n\u003ch3\u003eYoung Internet Addiction Scale Short Form (YIAS-SF)\u003c/h3\u003e\n\u003cp\u003eIn order to evaluate internet addiction, the YIAS-SF scale consisting of 12 questions, developed by Pawlikowski et al. (2013) which measures children's internet addiction, and whose validity and reliability analyzes were conducted by Kutlu et al. in our country in 2016, was applied\u003csup\u003e\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e,\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e\u003c/sup\u003e. The answers to each question are scored from 1 to 5 (1-never,...,5-always). The scores that can be obtained from the scale vary between 12\u0026ndash;60, values ​​above 37 points are considered as 'internet addiction', and high scores indicate a high level of internet addiction\u003csup\u003e\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e,\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e\u003c/sup\u003e. In this study, the internal consistency Cronbachalpha coefficient of the Young Internet Addiction Scale (Short Form) was found to be 0.86.\u003c/p\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eSocial Anxiety Scale for Adolescents (SASA)\u003c/h2\u003e \u003cp\u003eIn order to evaluate the social anxiety of adolescents in the study, the Turkish adaptation of the SASA developed by La Greca and Lopez (1998) was carried out by Aydın and Tekinsav S\u0026uuml;t\u0026ccedil;\u0026uuml; (2007)\u003csup\u003e\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e,\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e\u003c/sup\u003e. SASA consists of 22 items, 4 of which are fillers. It can be applied to adolescents between the ages of 11\u0026ndash;15. It uses a 5-point Likert-style scale, with values ​​ranging from 1 to 5: Never, Rarely, Sometimes, Usually, Always. The highest scale score was 110 and the lowest was 22. As the score increases, the level of social anxiety also increases. SASA consists of three subscales: Fear of Negative Evaluation (FNE) consisting of 7 items, Feeling of Fear and Unrest in New Social Situations (F-FUNSS) consisting of 6 items, and Feeling Fear and Unrest in General Social Situations (F-FUGSS) consisting of 3 items. The total score consistency Cronbach Alpha coefficient of the Social Anxiety Scale for Adolescents (SASA) is 0.93. In this study, the Cronbach Alpha coefficient was determined as 0.93.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003eData Analysis\u003c/h2\u003e \u003cp\u003eData analysis was done with SPSS (ver:23.0) statistical program. Descriptive statistics are given as numbers, percentages, Mean\u0026thinsp;\u0026plusmn;\u0026thinsp;SD, minimum (min), maximum (max), frequency values. Whether the data was normally distributed or not was determined by Kolmogorov-Smirnov (K-S) and Shapiro Wilks tests. Independent t-test was used for two groups, and ANOVA analysis of variance was used for more than two groups in case of data complying with normal distribution. The difference between groups was examined with the Tukey Post Hoc test in variance analysis. Whether the groups were homogeneous or not was examined with the Levene Test. Linear regression analysis was used to determine whether the variables had an effect on each other. The significance level was accepted as p\u0026thinsp;\u0026lt;\u0026thinsp;0.05 in the evaluation of the data.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eEthical consideration\u003c/h3\u003e\n\u003cp\u003e The study, for which ethics committee (Date/number: 13.01.2021/19) and institutional permission (09.04.2021/E-27001677-44-23902191) were obtained, was conducted in accordance with the Declaration of Helsinki. Before starting the study, the purpose of the study was explained to the students, and each student and their legal guardian voluntarily read and signed the informed consent form.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003eA total of 416 students aged 12-15, attending the 8th grade during 2020-2021, 56.2% of whom are girls and 63.9% of whom are boys were included in the study. 63.9% of the students participating in the research are in the 14-15 age group. 45.7% of the students had two siblings; 82.2% of them had a nuclear family structure, 33.7% of their families were democratic/competent and 33.7% were protective/concessive, and 66.6% evaluated their school success as good. 91.6% evaluated their relationships with their friends at school positively and 54.1% participated in social-sports activities at school. While 93.5% of the students did not have a health issue and/or chronic disease, 6.5% had a health problem/chronic disease. 37% of those with a health problem/chronic disease diagnosis had asthma-bronchitis; 14.8% had FMF; 11% had epilepsy and 11% had heart disease; 56.5%. Of the students\u0026apos; mothers were between the ages of 32-39, 47.4% were primary school graduates; 75% are housewives; 68%\u0026apos;s father is 40 years or older; 36.5% are high school graduates; 42.3% are self-employed; It was determined that 37.3% of their families had a monthly income of 122 Euro or more (Table I).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable I.\u0026nbsp;\u003c/strong\u003eDescriptive Characteristics of Secondary School 8th Grade Students (n=416)\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 53.5831%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCharacteristic\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 18.4039%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eN\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 28.013%;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 53.5831%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 18.4039%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 28.013%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 53.5831%;\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 18.4039%;\"\u003e\n \u003cp\u003e234\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 28.013%;\"\u003e\n \u003cp\u003e56.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 53.5831%;\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 18.4039%;\"\u003e\n \u003cp\u003e182\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 28.013%;\"\u003e\n \u003cp\u003e43.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 53.5831%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFamily Structure\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18.4039%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 28.013%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 53.5831%;\"\u003e\n \u003cp\u003eNuclear family\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18.4039%;\"\u003e\n \u003cp\u003e342\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 28.013%;\"\u003e\n \u003cp\u003e82.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 53.5831%;\"\u003e\n \u003cp\u003eExtended family\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18.4039%;\"\u003e\n \u003cp\u003e57\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 28.013%;\"\u003e\n \u003cp\u003e13.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 53.5831%;\"\u003e\n \u003cp\u003eBroken family\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18.4039%;\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 28.013%;\"\u003e\n \u003cp\u003e4.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 53.5831%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber of siblings\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18.4039%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 28.013%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 53.5831%;\"\u003e\n \u003cp\u003e1 sibling\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18.4039%;\"\u003e\n \u003cp\u003e61\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 28.013%;\"\u003e\n \u003cp\u003e14.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 53.5831%;\"\u003e\n \u003cp\u003e2 siblings\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18.4039%;\"\u003e\n \u003cp\u003e190\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 28.013%;\"\u003e\n \u003cp\u003e45.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 53.5831%;\"\u003e\n \u003cp\u003e3 or more siblings\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18.4039%;\"\u003e\n \u003cp\u003e165\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 28.013%;\"\u003e\n \u003cp\u003e39.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 53.5831%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAge (Year/s)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18.4039%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 28.013%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 53.5831%;\"\u003e\n \u003cp\u003e12-13 years\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18.4039%;\"\u003e\n \u003cp\u003e150\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 28.013%;\"\u003e\n \u003cp\u003e36.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 53.5831%;\"\u003e\n \u003cp\u003e14-15\u0026nbsp;years\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18.4039%;\"\u003e\n \u003cp\u003e266\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 28.013%;\"\u003e\n \u003cp\u003e63.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 53.5831%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFamily Perception of the attitude\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 18.4039%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 28.013%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 53.5831%;\"\u003e\n \u003cp\u003eDemocratic/competent\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18.4039%;\"\u003e\n \u003cp\u003e140\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 28.013%;\"\u003e\n \u003cp\u003e33.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 53.5831%;\"\u003e\n \u003cp\u003eProtective/concessive\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18.4039%;\"\u003e\n \u003cp\u003e140\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 28.013%;\"\u003e\n \u003cp\u003e33.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 53.5831%;\"\u003e\n \u003cp\u003eAuthoritarian/oppressive\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18.4039%;\"\u003e\n \u003cp\u003e58\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 28.013%;\"\u003e\n \u003cp\u003e13.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 53.5831%;\"\u003e\n \u003cp\u003ePerfectionist\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18.4039%;\"\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 28.013%;\"\u003e\n \u003cp\u003e9.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 53.5831%;\"\u003e\n \u003cp\u003eLibertarian (free)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18.4039%;\"\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 28.013%;\"\u003e\n \u003cp\u003e4.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 53.5831%;\"\u003e\n \u003cp\u003eInconsistent\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18.4039%;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 28.013%;\"\u003e\n \u003cp\u003e2.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 53.5831%;\"\u003e\n \u003cp\u003eIndifferent\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18.4039%;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 28.013%;\"\u003e\n \u003cp\u003e2.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 53.5831%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSchool Success\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 18.4039%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 28.013%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 53.5831%;\"\u003e\n \u003cp\u003eGood\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18.4039%;\"\u003e\n \u003cp\u003e277\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 28.013%;\"\u003e\n \u003cp\u003e66.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 53.5831%;\"\u003e\n \u003cp\u003eModerate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18.4039%;\"\u003e\n \u003cp\u003e122\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 28.013%;\"\u003e\n \u003cp\u003e29.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 53.5831%;\"\u003e\n \u003cp\u003ePoor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18.4039%;\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 28.013%;\"\u003e\n \u003cp\u003e4.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 53.5831%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eRelationships with friends at school\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18.4039%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 28.013%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 53.5831%;\"\u003e\n \u003cp\u003ePositive\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18.4039%;\"\u003e\n \u003cp\u003e381\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 28.013%;\"\u003e\n \u003cp\u003e91.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 53.5831%;\"\u003e\n \u003cp\u003eNegative\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18.4039%;\"\u003e\n \u003cp\u003e35\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 28.013%;\"\u003e\n \u003cp\u003e8.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 53.5831%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eParticipation in social activities at school\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 18.4039%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 28.013%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 53.5831%;\"\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 18.4039%;\"\u003e\n \u003cp\u003e225\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 28.013%;\"\u003e\n \u003cp\u003e54.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 53.5831%;\"\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 18.4039%;\"\u003e\n \u003cp\u003e191\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 28.013%;\"\u003e\n \u003cp\u003e45.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eTable II.\u0026nbsp;\u003c/strong\u003eMean Score of YIAS-SF and SASA and its Sub-Dimensions (n=416)\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"68%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 60%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eScales and Sub-Dimensions\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMean.\u0026plusmn; SD\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMin.-Max.\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 60%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eYIAS-SF Total\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20%;\"\u003e\n \u003cp\u003e27.59\u0026plusmn;9.05\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20%;\"\u003e\n \u003cp\u003e12-60\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 60%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSASA Total\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20%;\"\u003e\n \u003cp\u003e40.59\u0026plusmn;16.01\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20%;\"\u003e\n \u003cp\u003e18-88\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 60%;\"\u003e\n \u003cp\u003eSASA Negative Evaluation\u003c/p\u003e\n \u003cp\u003eFear Sub-Dimension\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20%;\"\u003e\n \u003cp\u003e14.84\u0026plusmn;7.52\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20%;\"\u003e\n \u003cp\u003e7-35\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 60%;\"\u003e\n \u003cp\u003eSASA Feeling Fear and Unrest in General Social Situations Sub-Dimension\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20%;\"\u003e\n \u003cp\u003e10.82\u0026plusmn;5.02\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20%;\"\u003e\n \u003cp\u003e5-25\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 60%;\"\u003e\n \u003cp\u003eSASA Feeling Fear and Unrest in New Social Situations Sub-Dimension\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20%;\"\u003e\n \u003cp\u003e14.92\u0026plusmn;5.42\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 20%;\"\u003e\n \u003cp\u003e6-30\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eThe students were determined as normal internet users with an average score of 27.59\u0026plusmn;9.05 on YIAS-SF. The students had a low level of social anxiety with an average score of 40.59\u0026plusmn;16.01 on SASA. Students\u0026apos; fear of negative evaluation, fear and uneasiness in general social situations, and fear and uneasiness in new social situations were determined as low (Table I).\u0026nbsp;63.5% (n=264) of the students are normal internet users; 21.6% (n=89) were problematic internet users and 14.9% (n=61)were internet addicted, and 71.6% (n=295) had low social anxiety. It was determined that 15.6% (n=64) of the students had moderate social anxiety and 12.5% (n=52) of them had high social anxiety (Table II).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable III.\u0026nbsp;\u003c/strong\u003eEffect of students\u0026apos; YIAS-SF scores on SASA scores\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" align=\"left\" width=\"100%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" style=\"width: 48px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eVariable\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eB\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eStd Error\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eBeta\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e\u003cstrong\u003et\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ep\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 24px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eSASA Total Score\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ecoefficient\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e27.592\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e2.433\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e11.339\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.000*\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 23px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eYIAS-SF-SF Total score\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e0.471\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e0.084\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003e0.266\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e5.619\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.000*\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 24px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"6\" valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e\u0026nbsp;R=0.266, R\u003csup\u003e2\u003c/sup\u003e=0.071, F\u003csub\u003e(1, 414)\u003c/sub\u003e =31.578, \u003cstrong\u003ep=0.000*\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"3\" valign=\"top\" style=\"width: 24px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFear of Negative Evaluation\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ecoefficient\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e8.042\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e1.131\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e7.111\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.000*\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 23px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eYIAS-SF-SF Total score\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e0.246\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e0.039\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003e0.297\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e6.327\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.000*\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"6\" valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003eR=0.297, R\u003csup\u003e2\u003c/sup\u003e=0.088, F\u003csub\u003e(1, 414)\u003c/sub\u003e =40.035, \u003cstrong\u003ep=0.000*\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"3\" valign=\"top\" style=\"width: 24px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFeeling Fearful and Uneasy in General Social Situations\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ecoefficient\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e7.141\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e0.767\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e9.312\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.000*\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 23px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eYIAS-SF-SF Total score\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e0.133\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e0.026\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003e0.241\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e5.045\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.000*\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"6\" valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003eR=0.241, R\u003csup\u003e2\u003c/sup\u003e=0.058, F\u003csub\u003e(1,414)\u003c/sub\u003e =25.448, \u003cstrong\u003ep=0.000*\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"3\" valign=\"top\" style=\"width: 24px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFeeling Fearful and Uneasy in New Social Situations\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 23px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSabit\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e12.410\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e0.845\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e14.691\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.000*\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 23px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eYIAS-SF Toplam puanı\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e0.091\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e0.029\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11px;\"\u003e\n \u003cp\u003e0.152\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 12px;\"\u003e\n \u003cp\u003e3.137\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 10px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.002*\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"6\" valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003eR=0.152, R\u003csup\u003e2\u003c/sup\u003e=0.023, F\u003csub\u003e(1, 414)\u003c/sub\u003e =9.842, \u003cstrong\u003ep=0.002*\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cem\u003eLineer Regression Analysis \u0026nbsp;*p\u0026lt;0.05.\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eStudents\u0026apos; internet addiction level explains 7.1% of the total variance of social anxiety.\u0026nbsp;Students\u0026apos; internet addiction level increases their social anxiety level by 0.266 times and shows that it affects 7.1% significantly (p\u0026lt;0.05). There was a significant relationship between the students\u0026apos; internet addiction variable and the ESC sub-dimensions FNE, F-FUNSS, F-FUGSS(p \u0026lt;0.05). İnternet bağımlılık d\u0026uuml;zeyi arttık\u0026ccedil;a FNE, F-FUNSS, F-FUGSSd\u0026uuml;zeyleri artmaktadır (Tablo III). As the level of internet addiction increases, FNE, F-FUNSS, F-FUGSS levels increase (Table III).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable IV.\u003c/strong\u003e Distribution of Students\u0026apos; Mean Scores of SASA subscales FNE, F-FUNSS, F-FUGSSand YIAS-SF according to Some Descriptive Characteristics\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"767\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 127px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFNE\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 89px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eF-FUNSS\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 65px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eY-SDKHD\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eYIAS-SF\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 127px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMean\u0026plusmn; SS \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e\u003cstrong\u003etest/p\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 89px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMean\u0026plusmn; SS \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 65px;\"\u003e\n \u003cp\u003e\u003cstrong\u003etest/p\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMean\u0026plusmn; SS \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e\u003cstrong\u003etest/p\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMean\u0026plusmn; SS \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e\u003cstrong\u003etest/p\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 127px;\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eMale\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e15.35\u0026plusmn;7.82\u003c/p\u003e\n \u003cp\u003e14.17\u0026plusmn;7.06\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e\u003cem\u003ep=0.111\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 89px;\"\u003e\n \u003cp\u003e11.21\u0026plusmn;5.15\u003c/p\u003e\n \u003cp\u003e10.30\u0026plusmn;4.78\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 65px;\"\u003e\n \u003cp\u003e\u003cem\u003ep=0.067\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e15.73\u0026plusmn;5.63\u003c/p\u003e\n \u003cp\u003e13.89\u0026plusmn;4.97\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003ep=0.001*\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e27.50\u0026plusmn;9.23\u003c/p\u003e\n \u003cp\u003e27.70\u0026plusmn;8.83\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e\u003cem\u003ep=0.821\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"9\" valign=\"top\" style=\"width: 767px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAge (Years)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 127px;\"\u003e\n \u003cp\u003e12-13\u003c/p\u003e\n \u003cp\u003e14-15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e14.84\u0026plusmn;7.57\u003c/p\u003e\n \u003cp\u003e14.83\u0026plusmn;7.49\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e\u003cem\u003ep=0.991\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 89px;\"\u003e\n \u003cp\u003e10.78\u0026plusmn;5.12\u003c/p\u003e\n \u003cp\u003e10.83\u0026plusmn;4.95\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 65px;\"\u003e\n \u003cp\u003e\u003cem\u003ep=0.926\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e14.90\u0026plusmn;5.56\u003c/p\u003e\n \u003cp\u003e14.93\u0026plusmn;5.35\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e\u003cem\u003ep=0.950\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e26.13\u0026plusmn;9.04\u003c/p\u003e\n \u003cp\u003e28.40\u0026plusmn;8.97\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003ep=0.014*\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 127px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSchool Success\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 89px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 65px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 127px;\"\u003e\n \u003cp\u003eGood\u003c/p\u003e\n \u003cp\u003eModerate\u003c/p\u003e\n \u003cp\u003ePoor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e14.17\u0026plusmn;7.42\u003c/p\u003e\n \u003cp\u003e16.24\u0026plusmn;7.57\u003c/p\u003e\n \u003cp\u003e15.58\u0026plusmn;7.50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003ep=0.037*\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 89px;\"\u003e\n \u003cp\u003e10.37\u0026plusmn;4.90\u003c/p\u003e\n \u003cp\u003e11.74\u0026plusmn;5.24\u003c/p\u003e\n \u003cp\u003e11.35\u0026plusmn;4.28\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 65px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003ep=0.038*\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e14.56\u0026plusmn;5.49\u003c/p\u003e\n \u003cp\u003e15.76\u0026plusmn;5.33\u003c/p\u003e\n \u003cp\u003e14.88\u0026plusmn;4.25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n \u003cp\u003e\u003cem\u003ep=0.126\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e26.40\u0026plusmn;8.59\u003c/p\u003e\n \u003cp\u003e29.10\u0026plusmn;9.07\u003c/p\u003e\n \u003cp\u003e35.94\u0026plusmn;10.57\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003ep=0.000*\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 127px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eRelationship with friends at school\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 89px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 65px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 127px;\"\u003e\n \u003cp\u003ePositive\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eNegative\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e14.49\u0026plusmn;7.31\u003c/p\u003e\n \u003cp\u003e18.62\u0026plusmn;8.67\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003ep=0.002*\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 89px;\"\u003e\n \u003cp\u003e10.53\u0026plusmn;4.87\u003c/p\u003e\n \u003cp\u003e13.94\u0026plusmn;5.51\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 65px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003ep=0.000*\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e14.66\u0026plusmn;5.30\u003c/p\u003e\n \u003cp\u003e17.74\u0026plusmn;6.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003ep=0.0001*\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e26.94\u0026plusmn;8.69\u003c/p\u003e\n \u003cp\u003e34.57\u0026plusmn;10.04\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003ep=0.000*\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 127px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eParticipation in school activities\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 89px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 65px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 127px;\"\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003cp\u003eNo\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e14.32\u0026plusmn;7.20\u003c/p\u003e\n \u003cp\u003e15.45\u0026plusmn;7.84\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e\u003cem\u003ep=0.128\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 89px;\"\u003e\n \u003cp\u003e10.49\u0026plusmn;4.92\u003c/p\u003e\n \u003cp\u003e11.19\u0026plusmn;5.10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 65px;\"\u003e\n \u003cp\u003e\u003cem\u003ep=0.159\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e14.63\u0026plusmn;5.37\u003c/p\u003e\n \u003cp\u003e15.27\u0026plusmn;5.47\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e\u003cem\u003ep=0.226\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e26.26\u0026plusmn;8.29\u003c/p\u003e\n \u003cp\u003e29.14\u0026plusmn;9.66\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003ep=0.001*\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 127px;\"\u003e\n \u003cp\u003eFamily Perception of the attitude\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 89px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 65px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 127px;\"\u003e\n \u003cp\u003eDemocratic\u003c/p\u003e\n \u003cp\u003eProtective\u003c/p\u003e\n \u003cp\u003eAuthoritarian\u003c/p\u003e\n \u003cp\u003ePerfectionist\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;Libertarian (free)\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e13.20\u0026plusmn;7.47\u003c/p\u003e\n \u003cp\u003e15.11\u0026plusmn;7.22\u003c/p\u003e\n \u003cp\u003e16.89\u0026plusmn;7.84\u003c/p\u003e\n \u003cp\u003e15.92\u0026plusmn;7.14\u003c/p\u003e\n \u003cp\u003e15.11\u0026plusmn;8.44\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003ep=0.031*\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 89px;\"\u003e\n \u003cp\u003e9.86\u0026plusmn;4.84\u003c/p\u003e\n \u003cp\u003e11.07\u0026plusmn;4.80\u003c/p\u003e\n \u003cp\u003e12.12\u0026plusmn;4.85\u003c/p\u003e\n \u003cp\u003e10.50\u0026plusmn;5.05\u003c/p\u003e\n \u003cp\u003e10.66\u0026plusmn;6.53\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 65px;\"\u003e\n \u003cp\u003e\u003cem\u003ep=0.054\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e14.04\u0026plusmn;5.52\u003c/p\u003e\n \u003cp\u003e15.22\u0026plusmn;5.30\u003c/p\u003e\n \u003cp\u003e15.37\u0026plusmn;5.12\u003c/p\u003e\n \u003cp\u003e15.12\u0026plusmn;5.11\u003c/p\u003e\n \u003cp\u003e15.38\u0026plusmn;6.45\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e\u003cem\u003ep=0.278\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e26.54\u0026plusmn;9.41\u003c/p\u003e\n \u003cp\u003e26.51\u0026plusmn;8.16\u003c/p\u003e\n \u003cp\u003e31.17\u0026plusmn;9.09\u003c/p\u003e\n \u003cp\u003e26.85\u0026plusmn;7.53\u003c/p\u003e\n \u003cp\u003e30.11\u0026plusmn;11.46\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003ep=0.004*\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cem\u003e\u003csup\u003ea\u003c/sup\u003e\u003c/em\u003e\u003cem\u003eANOVA, \u003csup\u003eb\u003c/sup\u003eIndependent t test, *p\u0026lt;0.05, ***Tukey Post Hoc Analysis.\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eAlthough gender did not make a significant difference in FNE, F-FUNSS and YIAS-SF scores (p\u0026gt;0.05), female students\u0026apos; YSDKHD scores were found to be significantly higher than male students (p\u0026lt;0.05). While the age of the students and their participation in school activities did not create a significant difference between the scores of the FNE, F-FUNSS and F-FUGSSsubscales (p\u0026gt;0.05), the YIAS-SF scores of the students in the 14-15 age group were significantly higher. It was determined that the YIAS-SF scores of the students participating in school activities were significantly lower (p \u0026lt;0.05). The FNE and YIAS-SF scores of students whose families were authoritarian/oppressive were significantly higher than those of students whose families were democratic and protective (p\u0026lt;0.05), and there was no significant difference between the F-FUNSS and F-FUGSSsubscale scores. The FNE, F-FUNSS and YIAS-SF scores of students who evaluated their school success as poor were higher than those of students who evaluated their school success as good and average (p\u0026lt;0.05). The FNE, F-FUNSS, F-FUGSSand YIAS-SF scores of students who had negative relationships with their friends at school were significantly higher than those of students who had positive relationships with their friends at school (p\u0026lt;0.05) (Table IV).\u003c/p\u003e"},{"header":"Dıscussıon","content":"\u003cp\u003eThis study determined that there is a significant association between the students' internet addiction and social anxiety level. Students' internet addiction level increases their social anxiety level by 0.266 times. Given the relationship between the sub-dimensions of the social anxiety scale and internet addiction, it was seen that the increase in internet addiction significantly increased the fear of negative evaluation, fear and uneasiness in general and in new social situations. Along with the study in the literature indicating that communication via the internet reduces the level of social anxiety\u003csup\u003e\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e\u003c/sup\u003e other studies showed a positive relationship between problematic internet use and social anxiety \u003csup\u003e\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e,\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e\u003c/sup\u003e. In another study, a higher level of smartphone addiction was found in adolescents with a high level of 'fear of negative evaluation', one of the sub-dimensions of social anxiety, than in adolescents with a low level of fear of negative evaluation \u003csup\u003e\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e\u003c/sup\u003e. In the study by Zorbaz and Tuzgöl Dost (2014), authors concluded that as the level of social anxiety increases, the level of internet addiction also increases\u003csup\u003e\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e\u003c/sup\u003e. The fact that what is done on the internet is hidden from the society can make the it more attractive for adolescent individuals. During adolescence, when the importance of physical appearance is at the forefront, the adolescent can hide what bothers him (e.g. acne) on the internet and communicate more actively, thinking that he feels better, which can cause him to gradually move away from the real social environment and experience social anxiety. Nowadays, an integral part of the internet is social media. Photos are shared on some social media platforms and the user's followers can like and comment on the shared photos. It is very important for adolescent to be liked and evaluated positively by others, and having a fear of negative evaluation can increase the adolescent's social anxiety.\u003c/p\u003e\u003cp\u003eThe study found no significant relationship between gender and internet addiction. This result is similar to some studies in the literature \u003csup\u003e\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e,\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e,\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e,\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e,\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e,\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e,\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e,\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e,\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e\u003c/sup\u003e.Contrary to our study results, there are studies showing that men are more internet addicted than women \u003csup\u003e\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e,\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e,\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e\u003c/sup\u003e, and there are also studies showing that women are more internet addicted than men\u003csup\u003e\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e\u003c/sup\u003e. It can be a result that the internet was not available in every home or on every mobile phone but was provided through internet cafes in past, and that the internet usage rates at that time showed results in favor of the male gender, who could use the internet cafe more actively. However, today, due to the increase in internet access opportunities, the difference in internet usage rates between genders has disappeared and the difference between genders has even reversed.\u003c/p\u003e\u003cp\u003eIn the study, it is seen that the YIAS-SF scores of students in the 14–15 age group are significantly higher. The reasons for why internet addiction increases as age increases\u003csup\u003e\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e,\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e\u003c/sup\u003e can be related to the easier access to the internet and/or the tolerant family structure regarding the duration of internet use.\u003c/p\u003e\u003cp\u003eIn consistence with some studies in the literature YIAS-SF scores of students whose families were authoritarian/oppressive were found to be significantly higher than those of students whose families were democratic and protective \u003csup\u003e\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e,\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e,\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e\u003c/sup\u003e. Negatively perceived parental behaviors can direct adolescents to the internet abuse, leading to the development of internet addiction \u003csup\u003e\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e\u003c/sup\u003e. Socializing is a need for every age group. Adolescents who are socially restricted by authoritarian parental attitudes can try to provide their social environment on the internet. In this case, as the time elapses increases, it can pose a risk for internet addiction.\u003c/p\u003e\u003cp\u003eThe school success is determined as a significant predictor of internet addiction \u003csup\u003e\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e,\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e,\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e\u003c/sup\u003e. In this study, YIAS-SF scores of students who evaluated their school success as poor were found to be high. Adolescents generally use the internet mostly to spend time on social media\u003csup\u003e\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e,\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e\u003c/sup\u003e and their inability to control time can cause them not to be able to devote enough time to classes. Adolescents with internet addiction can experience sleeping and eating problems, and this can directly negatively affect school success.\u003c/p\u003e\u003cp\u003eInternet addiction can cause deterioration of social functionality, social isolation, and feeling of loneliness. For this reason, one of the factors that hinders social development is internet addiction\u003csup\u003e\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e,\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e\u003c/sup\u003e. The study showed that students who had positive relationships with their friends were significantly less likely to have internet addiction than students who had negative relationships with their friends at school (p \u0026lt; 0.05). Similarly, Zhao and Jin (2023) found a positive relationship between peer rejection and loneliness factors and internet addiction in their study\u003csup\u003e\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e\u003c/sup\u003e. This is the period in which friends become more prominent due to the age of adolescents. Adolescents who do not have good relationships with friends cannot feel sufficient social support, and the idea of ​​loneliness in children who do not receive social support from their environment can direct to the internet \u003csup\u003e\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e\u003c/sup\u003e. It can be said that individuals who evaluate peer relationships negatively try to compensate for the social deficiency they experience by spending more time on the internet.\u003c/p\u003e\u003cp\u003eIn the study, the probability of internet addiction of students was shown to be significantly less than that of students who did not participate in social activities at school (p \u0026lt; 0.05). Şenışık and Hastürk (2011) did not find an association between regular exercise and internet use with 74 adolescents between the ages of 14–18 (37 athletes and 37 non-athletes) and found that the duration of internet use of adolescents who exercise regularly was less than that of adolescents who did not exercise\u003csup\u003e\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e\u003c/sup\u003e. However, Yeiç (2018) found that children between the ages of 9–14 who played licensed sports received lower scores in the functional impairment and deprivation subscales of the internet addiction scale\u003csup\u003e\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e49\u003c/span\u003e\u003c/sup\u003e. Regular social activities are considered as an effective way in reducing the time spent on the internet and prevent internet addiction.\u003c/p\u003e\u003cp\u003eThis study determined that female students' YSDKHD scores were significantly higher than male students' YSDKHD scores (p \u0026lt; 0.05). However, there was no significant difference between the gender variable and the CAF and G-SDHR subscale scores (p \u0026gt; 0.05, Table IV). When the literature is examined, many studies can be seen supporting this study showing that women experience more social anxiety than men\u003csup\u003e\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e,\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e,\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e52\u003c/span\u003e\u003c/sup\u003e. On the other hand, there are studies stating that men experience more social anxiety than women\u003csup\u003e\u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e53\u003c/span\u003e,\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e54\u003c/span\u003e,\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e55\u003c/span\u003e\u003c/sup\u003eand studies indicating that there is no significant relationship between the level of social anxiety and the gender variable\u003csup\u003e\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e,\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e,\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e56\u003c/span\u003e\u003c/sup\u003e. It can be thought that in our society, girls should be protected more than boys, and girls are given a more isolated life for fear of being harmed by someone else, causing social anxiety in female students.\u003c/p\u003e\u003cp\u003eA significant difference was demonstrated between the attitude of the family of the 8th grade secondary school students and the scores of the FNE subscale, and the ABA scores of students with authoritarian/oppressive parental attitudes are significantly higher than those whose families are democratic and protective (p \u0026lt; 0.05). There was no significant difference between the dimension scores (p \u0026gt; 0.05). (Table IV). There are many studies in the literature that are parallel to this study supporting the positive relationship between protective and authoritarian parental attitudes and social anxiety \u003csup\u003e\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e57\u003c/span\u003e,\u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e58\u003c/span\u003e\u003c/sup\u003e. In the study of Asbrand et al. (2017), it was observed that mothers of socially anxious children exercised excessive control over their children\u003csup\u003e\u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e59\u003c/span\u003e\u003c/sup\u003e. Eriş and İkiz (2013) concluded that there was no relationship between social anxiety and parental attitudes\u003csup\u003e\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e55\u003c/span\u003e\u003c/sup\u003e. The authoritarian parenting attitude eliminates the child's self-confidence, imposes strict discipline, and intervenes in events and situations without giving the child the opportunity to make mistakes. Strict rules and frequent negative criticism can negatively affect children's self-esteem and cause them to perceive themselves as unloved and inadequate. It can cause adolescent to think that his/her peers or other individuals will not want him/her and can cause his/her social anxiety levels to increase along with avoiding social interactions.\u003c/p\u003e\u003cp\u003eWhile the students who evaluated their school success as poor had significantly higher (p \u0026lt; 0.05) scores on the SASA and its subscales, FNE, F-FUNSS, than the students who evaluated their school success as good and average; no significant difference was determined between F-FUGSSsubscale scores (p \u0026gt; 0.05). (Table IV). Contrary to our study result; Teke et al. (2020) and Çetinkaya et al.(2019) found that social anxiety did not show a significant difference according to perceived school success\u003csup\u003e\u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e60\u003c/span\u003e,\u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e61\u003c/span\u003e\u003c/sup\u003e. It is thought that the thought that low grades in exams will cause humiliation and ridicule among peers can increase students' social anxiety.\u003c/p\u003e\u003cp\u003eThe SASA and its subscales FNE, F-FUNSS, F-FUGSSscores of students who evaluated their peer relationships negatively were found to be significantly higher (p \u0026lt; 0.05). (Table IV). Friendship relationships are at the forefront during adolescence. A teenager who thinks that his friend relationships are negative for any reason can feel lonely and remain in the background. Staying away from social environments and social activities can increase the adolescent's social anxiety level.\u003c/p\u003e\u003cp\u003eNo significant relationship was found between participation in school activities, another variable of our study, and social anxiety (p \u0026gt; 0.05). (Table IV). Although there are not many studies on the subject in the literature, the students who participate in regular sports activities were shown to have lower social anxiety than students who do not participate in sports activities\u003csup\u003e\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e56\u003c/span\u003e\u003c/sup\u003e. The general social anxiety level of adolescents who participate in out-of-school activities was found lower than adolescents who do not participate\u003csup\u003e\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e55\u003c/span\u003e\u003c/sup\u003e. Bayköse et al. (2017)'s study revealed that there was a negative relationship between individuals' sports activities and their social anxiety levels\u003csup\u003e\u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e62\u003c/span\u003e\u003c/sup\u003e. Since the suspension of school activities due to the pandemic caused students who normally participate in these activities to be unable to participate, this can be why no significant difference was found in our study.\u003c/p\u003e\u003cp\u003eIn this study, there was no significant difference between the age of the students and the SASA total score averages, FNE, GSDKHD and F-FUGSSsubscale scores (p \u0026gt; 0.05) (Table IV). Similar to the results of the study in the literature; Eriş and İkiz (2013) and Mersin and Öksüz (2014) stated that social anxiety did not differ according to the age\u003csup\u003e\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e55\u003c/span\u003e,\u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e63\u003c/span\u003e\u003c/sup\u003e. Peleg(2012) divided adolescent individuals according to age group and concluded that the social anxiety of the 11–12 age group was higher than other age groups\u003csup\u003e\u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e64\u003c/span\u003e\u003c/sup\u003e. The reason why social anxiety scores by age were not significant in this study can be due to the fact that only 8th grade students were included in the sample.\u003c/p\u003e"},{"header":"Conclusion and Suggestions","content":"\u003cp\u003eAdolescents participating in the study were normal internet users with YIAS-SF-SF and had a low social anxiety level with SASA. When the association between the sub-dimensions of the social anxiety scale and internet addiction is examined, the internet addiction was found to be increased with the fear of negative evaluation, fear and uneasiness in general and new social situations, which are the sub-dimensions of the SASA. In other words, as adolescents' YIAS-SF-SF score increases, their SASA and subscale scores also increase.\u003c/p\u003e\u003cp\u003eThe results of this research show that adolescents are in the risk group for internet addiction. It should not be overlooked that adolescents are a risk group in terms of addiction, and seminars should be organized in schools to help them use the internet correctly and effectively. It can be beneficial to organize group activities for adolescents and prevent them from spending too much time on the internet by orienting them to areas they are interested in, such as sports and arts.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cp\u003eIAS: Internet Addiction Scale\u003c/p\u003e\n\u003cp\u003eSASA: Social Anxiety Scale for Adolescents\u003c/p\u003e\n\u003cp\u003eWHO:World \u0026nbsp;Healt Organization\u003c/p\u003e\n\u003cp\u003eYIAS-SF: Young Internet Addiction Scale Short Form\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe study, for which ethics committee (Date/number: 13.01.2021/19) and institutional permission (09.04.2021/E-27001677-44-23902191) were obtained, was conducted in accordance with the Declaration of Helsinki. Before starting the study, the purpose of the study was explained to the students, and each student and their legal guardian voluntarily read and signed the informed consent form.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eConsent for publication from the child and chilld’s mother/father was obtained..\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and material\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that they have no conflict of interest.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study was not funded by any person or institution.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors' contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eGamze SARIGÜZEL KÖLE: Study concept \u0026amp; design, methodology, data curation, primary draft of the manuscript (introduction, methods, results),writing.\u003c/p\u003e\n\u003cp\u003eEmine ALTUN YILMAZ: Study concept \u0026amp; design, primary draft of the manuscript\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWe thank all participants who participated in the study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors' information (optional)\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003e\u003cstrong\u003eSezer-Efe Y, Erdem E, Caner N, Şener-Taplak A, Başdaş \u0026Ouml;, Bayat M (2022)\u003c/strong\u003e Cyberbullying, internet addiction and perceived stress in adolescents. \u003cem\u003eAdnan Menderes Univ Fac Health Sci J\u003c/em\u003e 6(2):245\u0026ndash;256.\u003c/li\u003e\n\u003cli\u003e\u003cstrong\u003eMcDaniel B (2014)\u003c/strong\u003e Links between peer relationships in middle childhood, negative affect and social connectedness in early adolescence, and BMI in early adulthood. 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Soc Psychol Educ J 15:207\u0026ndash;218.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Adolescent, Internet Addiction, Social Anxiety, Anxiety, Addiction","lastPublishedDoi":"10.21203/rs.3.rs-5678586/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5678586/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eObjective: \u003c/strong\u003eThis descriptive research was conducted to determine the relationship between internet addiction and social anxiety among 8th grade students.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults\u003c/strong\u003e: A total of 416 students aged 12-15, attending the 8th grade in 2020-2021, 56.2% of whom are girls and 63.9% of whom are boys were included in the study. \"Internet Addiction Scale\" (IAS), \"Social Anxiety Scale for Adolescents\" (SASA) and \"Personal Information Form\" were used as data collection tools in the research. In statistical evaluation of the data, t test, analysis of variance, Tukey post test, linear regression analysis, Pearson correlation coefficient analysis were used. The participants were found to be normal internet users with a total mean score of 27.59±9.05 points from Young Internet Addiction Scale Short Form. The students received a total score of 40.59±16.01 from the SIAS and their social anxiety level was low\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusion:\u003c/strong\u003e A significant positive relationship was found between students' internet addiction and social anxiety level. The results of this research show that adolescents are in the risk group for internet addiction. It should not be overlooked that adolescents are a risk group in terms of addiction, and seminars should be organized in schools to help them use the internet correctly and effectively.\u003c/p\u003e","manuscriptTitle":"Internet Addiction and Social Anxiety Among Eighth Grade Students","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-12-26 07:02:50","doi":"10.21203/rs.3.rs-5678586/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"3079de16-52f6-4610-8660-4cb2f7ffef73","owner":[],"postedDate":"December 26th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2024-12-26T10:53:48+00:00","versionOfRecord":[],"versionCreatedAt":"2024-12-26 07:02:50","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-5678586","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5678586","identity":"rs-5678586","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}