Modeling the effect of new media literacy levels and social media usage status on problematic internet usage behaviours among high school students

  • Hatice Yildiz DurakEmail author
  • Mustafa Saritepeci


There has been a considerable increase in problematic internet usage among high school students due to the fact that our daily lives are considerably being occupied by internet. It is therefore important to investigate into the variables considered as effective in problematic internet use of this group. This paper seeks to address whether there are relations between problematic internet use and social media usage status as well as purpose of social media usage and new media literacy. A total of 155 ninth grade students studying in high school affiliated to Turkey Ministry of National Education were recruited in this study. The relational screening research design from descriptive research methods was adopted in this paper. Personal information form and three data collection instruments were employed in this study. The data obtained in the research were analyzed through Partial Least Squares Structural Equation Model based on the research design. According to the results of partial least squares structural equation model, the relative importance order of the variables examined in the study can be posed as: “social media usage status, social media usage purposes and new media literacy”.


Problematic internet usage New media Social media usage New media literacy, high school students 



Author Hatice Yildiz Durak managed the literature searches and classification of the articles following the eligibility criteria. Author Mustafa Saritepeci managed the data collection process. Authors Hatice Yıldız Durak and Mustafa Saritepeci participated in the study design and in writing the protocol to be performed and undertook the statistical analysis. Author Hatice Yildiz Durak managed in the interpretation of the results and analyses, and in writing of the manuscript. All authors contributed to and have approved the final manuscript. In this article, we declare that all authors contribute equally.


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Authors and Affiliations

  1. 1.Faculty of Education, Department of Computer Education and Instructional TechnologyBartin UniversityBartinTurkey
  2. 2.Faculty of Education, Department of Computer Education and Instructional TechnologyNecmettin Erbakan UniversityKonyaTurkey

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