Comparative study on family cohesion and family education style of adolescents with internet addiction disorder
10.3760/cma.j.issn.1674-6554.2010.01.024
- VernacularTitle:网络成瘾青少年家庭亲密度及家庭教育方式的对比研究
- Author:
Shanhai FANG
;
Yiwen CHEN
;
Ran TAO
;
Hui JIA
;
Feng HE
- Publication Type:Journal Article
- Keywords:
Internet addiction disorder;
Case-control study;
Adolescent;
Family cohesion;
Family education style
- From:
Chinese Journal of Behavioral Medicine and Brain Science
2010;19(1):62-65
- CountryChina
- Language:Chinese
-
Abstract:
Objective To compare internet addiction disorders' family cohesion and their family educa-tion style, and to help prevent internet addiction disorder and interference treatment in families with internet addic-tion disorder. Methods Ninety adolescents with internet addiction disorder were investigated as the experimental group and one hundred normal adolescents as the control group. Questionnaire and in-depth interview was used to collect data,and the data was analyzed with SPSS 10.0. Results Average scores of control group were significant higher than those of experimental group in family cohesion ((51.75±8.86) vs (38.89±12.17), P<0.01). Av-erage scores of control group were significant higher than these of experimental group in family education style ((50.65±7.66) vs (41.44±10.84), P < 0.01). Average scores of experimental group were significant higher than those of control group in dissatisfaction of family cohesion and family education style ((20.87±4.66) vs (12.33±7.88); (23.30±11.06) vs (14.28±7.29), P < 0.01). Conclusion The adolescents with internet addiction disorder have low family cohesion and high dissatisfaction of family education style,wherefore during in-ternet addiction family intervention and prevention, it should pay particular attention to cultivating close and harmo-nious relations among families members. In aspect of family education, parents should pay special attention to chil-dren's healthy personality development, and guide their children to actively take part in social practice and train-ing.
