Internet Addiction College Students: Social-Psychological Factors And Group Psychological Intervention

Objective:1. Investigate the incidence of the undergraduates;2. To explore the undergraduates of social psychological factors;3. To discover the results of cognitive behavioral group intervention on treating Internet Addiction Students.Object:Stratified random cluster sampling, investigation 876 students in two college, excluding invalid questionnaires,800 valid questionnaires were obtained. Using Young's "Internet Addiction measurement tools (YDQ)"as a diagnostic tool to screen out Internet Addiction,81 students, of which 36 were by way of voluntary registration and persuasion to accept the final agreement on Internet addiction cognitive behavior training, as this study experimental group, and the remaining 45 as the experimental control group. In the intervention process, the experimental group,4 off, a total of 32 completed a cognitive behavior training, of which 18 were boys and girls 14.Method:In this study, "Internet Addiction measurement tools", "Chinese Internet Addiction Scale","Self-Esteem Scale", "family cohesion and adaptability of Chinese Version", "emotional-social isolation Questionnaire", "social support Rating Scale", "Coping Style Questionnaire","internality, powerful others and the opportunity to scale", the two institutions first 876 students to Internet Addiction Disorder and other psychosocial factors were investigated. Selected IAD 81, and 36 of which were cognitive behavioral group intervention. The scale used before in group counseling, group counseling were measured one month after, the use of Logistic regression, correlation analysis, chi-square test and t test were used to analyze the results.Results:1. Internet Addiction Survey resultsUse Young's "Internet Addiction measurement tools (YDQ)" as a diagnostic tool, by the undergraduates in general distributed as follows:the undergraduates detection rate of 10.1%; gender and Internet addiction were significantly associated (x2= 27.584, P＜0.001); child associated with Internet addiction was not significant, (x2= 0.025, P> 0.05); household income associated with Internet addiction was not significant,(x2= 5.82, P> 0.05); father rearing and Internet Addiction significant association. (x2= 11.60, P<0.01), mother Styles and Internet addiction is also associated with significant,(x2= 20.07, P<0.01).2. Students from Internet addiction effects of social and psychological factors(1) t test results:the self-esteem:the significant difference between self-esteem; family environment, family cohesion and family adaptability of the two dimensions were significantly different in terms of loneliness, emotional isolation, social isolation, emotional loneliness, social isolation significantly different in four dimensions; social support, both in objective support, utilization of social support had significant differences in subjective support the difference was not significant; coping styles, the two methods in response to the six dimensions were significantly different; locus of control, the two forces in opportunities and other significant difference between the two dimensions, the internal control of the difference was not significant.(2) Correlation analysis results:the self-esteem:the self-esteem was significantly correlated with Internet addiction; family environment, family cohesion and family adaptability and Internet Addiction is extremely significant; loneliness, the emotional isolation, social isolation, emotional loneliness, social isolation related to four dimensions with significant addiction; social support, objective support, utilization of social support was significantly correlated with Internet addiction, Internet addiction subjective support and no significant correlation; response modalities, the six dimensions of coping were significantly associated with Internet addiction; locus of control, the opportunities and forces others to two dimensions was significantly associated with Internet addiction, while the internal control and the network is not significantly related to addiction.(3) Logistic regression results:gender, grade, family adaptability, social support availability, social isolation, problem solving, self-blame, fantasy is the Internet Addiction factor.3. Cognitive behavior intervention on the Internet addicts:the end of one month after the intervention, intervention group was significantly higher(x2= 17.391, P＜0.001); the experimental group in the addiction score (t= 2.98, P< 0.05), self-esteem (t=-3.65, P< 0.001), emotional loneliness (t= 2.40, P<0.05), social isolation (t= 2.29, P< 0.05), problem solving (t =-3.47, P< 0.001), ERA (t= 2.04, P< 0.05) than the control group, and several other areas to improve significantly. Conclusion:1. A variety of social and psychological addiction is the result of factors, its prevention and treatment of psychological interventions need to establish a complete system, the combination of multiple interventions.2. Internet addiction cognitive behavior training will help students self-development, to increase the level self-esteem, improve their emotional feelings of social isolation, and adjust its attribution, and problem solving in order to achieve the effect of improving the level of Internet addiction. Cognitive behavioral training to improve students becomes addicted to the shape and mitigation related issues had a significant effect.