earticle

영어

The purpose of the study was to examine adolescent smart phone user types based on smart phone motivation and to examine smart phone addiction and school adjustment based on these smart phone user types. The subjects were 390(282 male, 108 female) in 2nd and 3rd grade of three middle schools at M city in Jeonnam province. They completed the Smart Phone Addiction Questionnaire, School Life Adjustment Questionnaire and Smart Phone Motivation Scale. Statistical analyses of data were frequency, mean, standard deviation, Cluster analysis, ANOVA, and Duncan's multiple range test. Cronbach's was computed for the reliability of the questionnaires. SPSSWIN 21.0 was used for data analyses. The results were as follows: First, based on 7 smart phone motivations (information seeking, communication and social relationship, service convergence, fashion and showing off, seamless information use, being immediately, habitual, and ease of use), three adolescent smart phone user types were classified. Type 1 showed the significantly highest scores in all seven smart phone motivations and it was named ‘Active’. Type 2 showed the significantly lowest scores in seven smart phone motivations and named ‘Passive’. Type 3 showed significantly higher scores than Type 2 and lower scores than Type 1 and named ‘Moderate’. Second, smart phone addiction was examined according to three types of adolescent smart phone user. As a result, Active type and Moderate type showed significantly higher scores than Passive type in all four subdimensions of smart phone addiction. There were no significant differences between Active type and Moderate type. Third, school adjustment was examined by three types of adolescent smart phone user. There were no significant differences according to adolescent smart phone user types in peer relationship and teacher relationship while significant differences were found in school rule and school achievement. On the contrary to the expectation, Active and Moderate types showed better school adjustment than Passive type, especially in school rule and school achievement. Although it was not statistically significant, Active type showed higher score than Moderate type.