Psychometric properties of the Internet Addiction Test in a sample of Malaysian undergraduate students

IF 1.7 3区心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Psicologia Educativa Pub Date : 2015-06-01 DOI:10.1016/j.pse.2015.03.001

Xi Lu, Kee Jiar Yeo

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引用次数: 21

Abstract

This study examined the psychometric properties of a bilingual version of the Internet Addicion Test (IA) (Malay and English) in a sample of undergraduate students. A total of 104 students from Universiti Teknologi Malaysia (UTM) participated in this study. Result of Rasch Model analysis on the items of IAT showed that the 6-point rating scale was the optimal and the unidimensional structure of IAT was confirmed. The evidences provided by Rasch Model analysis supported that IAT was a good and reliable instrument to examine psychopathological internet use (PIU). The undelying construct of IAT was examined by EFA, which found a six-factor model as the best fit model (tolerance, time management problems & neglect of duty, neglect of social life, problematic use & reality substitute, withdraw & emotional conflict, intentionally concealing behavior, and lack of control). Time spent online was found to be significantly correlated to each factor subscales of IAT, but weakly. Factors of lack of control and problematic use & reality substitute were two salient underlying structures of IAT in this study. A bigger sample size was suggested to confirm the underlying construct by using CFA in the future study.

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网瘾测试在马来西亚大学生样本中的心理测量特性

本研究以大学生为样本，考察了双语版网络成瘾测试(IA)(马来语和英语)的心理测量特性。来自马来西亚科技大学(UTM)的104名学生参与了本研究。基于Rasch模型分析的结果表明，6分制量表是最优的，并证实了IAT的单维结构。Rasch模型分析提供的证据支持IAT是检验精神病理性网络使用(PIU)的良好和可靠的工具。通过EFA检验了IAT的基本结构，发现了一个六因素模型(容忍度、时间管理问题和时间管理问题)是最合适的模型;玩忽职守，忽视社会生活，使用不当;现实替代，退出情感冲突，故意隐瞒行为，缺乏控制)。上网时间与IAT各因子分量表呈显著相关，但相关性较弱。缺乏控制和使用问题的因素& &;现实替代是本研究中两个显著的IAT基础结构。建议在未来的研究中采用更大的样本量来证实潜在的结构。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Psicologia Educativa Multiple-

CiteScore

3.50

自引率

0.00%

发文量

审稿时长

29 weeks

期刊介绍： La Revista Psicología Educativa es una revista científico-profesional española, de carácter multidisciplinar, que promueve tanto la aportación teórica como la investigación experimental y profesional del psicólogo y profesiones afines en el ámbito educativo. Su objetivo es compartir temas de común interés en procesos cognitivos, afectivos y culturales en la adquisición de conocimiento, como en áreas de intervención e innovación educativa. Por ello invita a investigadores relacionados con el ámbito educativo (psicólogos, antropólogos, sociólogos, tecnólogos educativos, TCs) a educadores y orientadores en diversos ámbitos, a psicólogos educativos, a evaluadores, a técnicos de computación y tecnologías de la información aplicadas a la educación a enviar sus trabajos a esta revista. Psicología Educativa acepta manuscritos inéditos y originales de interés para los psicólogos y que sean una contribución al conocimiento correspondiente al ámbito de la Psicología de la Educación. Psicología Educativa publica principalmente en castellano, pero admite contribuciones originales en inglés. Revista Psicología Educativa publica principalmente en castellano, pero admite igualmente contribuciones originales en inglés. La revista admite originales libres y también puede solicitar trabajos específicos a autores relevantes. Los manuscritos originales recibidos en castellano o inglés serán sometidos al proceso de revisión externa por expertos, anónima por pares doble ciego (Peer Review). En función de las valoraciones de los expertos, el equipo directivo de la revista tomará la decisión sobre los artículos que podrán ser aceptados, rechazados o solicitadas modificaciones para la mejora de los mismos y la aceptación o rechazo definitivos. Los autores que envían su trabajo a la revista, nunca lo deben postular simultáneamente a otras publicaciones.