A Factor Analytic Study of the Internet Usage Scale

Autor/inn/en	Monetti, David M.; Whatley, Mark A.; Hinkle, Kerry T.; Cunningham, Kerry T.; Breneiser, Jennifer E.; Kisling, Rhea
Titel	A Factor Analytic Study of the Internet Usage Scale
Quelle	In: Journal of Research in Education, 21 (2011) 2, S.14-23 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1083-6470
Schlagwörter	Factor Analysis; Internet; Mass Media Use; Rating Scales; Adolescent Attitudes; Behavior Rating Scales; Mass Media Effects; Middle School Students; Psychometrics; Test Construction; Item Analysis; Maximum Likelihood Statistics + Suchen Sie Ihr Suchwort? Faktorenanalyse; Mediennutzung; Rating-Skala; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Psychometry; Psychometrie; Testaufbau; Itemanalyse
Abstract	This study developed an Internet Usage Scale (IUS) for use with adolescent populations. The IUS is a 26-item scale that measures participants' beliefs about how their Internet usage impacts their behavior. The sample for this study consisted of 947 middle school students. An exploratory factor analysis with varimax rotation was conducted on the data that yielded an initial three-factor solution. However, after eliminating items that provided redundant variance, the three-factor solution was unacceptable. A two-factor solution was investigated and found to be acceptable. The first factor was termed "SELF-DETACHMENT" and accounted for 19.16% of the variance. The second factor was termed "USAGE" and accounted for 9.10% of the variance. These psychometric properties show promise for further exploration of Internet usage among adolescents. (As Provided).
Anmerkungen	Eastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail: eerajournal@gmail.com; Web site: http://www.eeraorganization.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01