DEVELOPING A SEMI-STRUCTURED QUESTIONNAIRE FOR ADOLESCENT INTERNET USERS AND IDENTIFYING CRITERIA TO ASSESS PSYCHOSOCIAL AND OCCUPATIONAL PERFORMANCE

Abstract

Background and Aim: To develop a semi-structured questionnaire and identify items relevant to adolescent internet users' psychosocial and occupational performance. Objectives: To create a semi-structured questionnaire to evaluate adolescent’s internet usage patterns. To choose the questions to be used in evaluating the psychological and academic performance of adolescents to examine adolescent’s internet usage trends. Methods: The development of the assessment tool The review looks at the literature on model of human occupation, occupational therapy practice framework, item response theory, and item development steps that are connected to psychosocial and occupational characteristics of adolescent internet users. Develop a semi-structured questionnaire and distribute it to experts for feedback, followed by preliminary testing and data analysis. Based on that, the developed questionnaire will be given to an expert focus group discussion, followed by item development and the finalization of the response adolescent internet user’s assessment tool. Results: The findings display the demographic distribution. The results of the semi-structured questionnaire revealed the following factors: The ranking of internet activities, other than Internet use, common activities first time using the internet, types, importance, time, positive, negative, and internet device item generation. Conclusions: Excessive internet use is detrimental for one's physical and mental health. The majority of adolescent internet users live in cities (46.7%); internet time consumption has increased with laziness (56%); internet access is a smartphone (93.3%); they lie down in their room with a phone or laptop before using the internet (56.7%); they play online games (50%); and they frequently watch YouTube (40%), uploading/downloading movies or songs (30%). The internet interferes with academic work, such as during class and examination hours (73.3%), and reveals any physical obstacles (63.3%)such as back pain, neck discomfort, hand pain, and eye abnormalities, as well as interrupts work/concentration (43.3%). The findings indicate a strong desire to create novel items as well as a psychosocial and occupational performance assessment tool.