An analysis of the relationship between adolescents with internet addiction and parental attitudes in terms of some variables

The main purpose of this research was to examine the relationship between internet addiction of adolescent students and their parents' attitudes. The universe of the research consisted of the students who were studying in the 9th, 10th, 11th and 12th grades of the secondary education in İzmir between the academic years of 2016-2017. The sample of the research was chosen by random sampling method of the students belonging to Cihat Kora Anatolian High School, Havva Özişbakan Vocational and Technical Anatolian High School and Karsiyaka High School. Data collection tools of the study involved "Parent Attitude Scale" developed by Kuzgun (1972), "Internet Addiction Scale" developed by Young (1996) and adapted to Turkish by Bayraktar (2001) and the "Personal Information Form" prepared by the researcher for the demographic characteristics. In data analysis, frequency and percentage, KMO and Barlett's tests, Pearson's correlation, Kolmogorov-Smirnov and Shapiro Wilk tests, one-way ANOVA, Univariate ANOVA and Multivariate ANOVA analysis were performed. According to the findings of the study,it is found that there was statistically significant relationship between parental attitudes and internet addiction. Also, it is found that is statistically significant relationships between gender, education status of the father, employment status of the parents, mothers' income level, smartphone use, number of personal computers, internet use during and before school, romantic relationship and parental attitudes and internet addiction were determined. The relationship between parental attitudes and internet addiction differed with respect to authoritarian and willing attitudes. In terms of authoritarian attitudes, it was determined that students who used internet less than 1 hour during school differed significantly from those who used 1-2 hours of internet (p<0.05). According to the attitude of willingness, there are statistically significant relationships between students who use the internet less than 1 hour and 3-5 hours, and between students who use 3-5 hours and both less than 1 hour and 1-2 hours before school (p<0.05).