Assessment of Deviant Behavior in ICT Use Among School Students Test
Understand a student's digital habits and risk for unhealthy online patterns in just 6 minutes. Get clear, actionable insights to target support and reduce social and behavior risks.
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08:30
Scale Explorer
How the Scales are Structured
DATA-BASED USER COHORTS
Who Usually Takes This Test?
BASED ON AGGREGATED, ANONYMIZED DATA FROM TENS OF THOUSANDS OF FREUDLY USERS.
RESULTS YOU CAN ACTUALLY USE
Benchmarking
See How You Compare
Once you complete the test, your results are compared with real-world data from people in your country.
Below is a preview of how scores are typically distributed across each scale.
Below is a preview of how scores are typically distributed across each scale.
Scale 8. The tendency to transfer virtual world norms to the real world (S8Ttttvwnttrw)
Average
1.8
Normal range
1.1 — 2.5
min.
0
max.
4
Majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Scale 7. Animacy of the Computer (S7AotC)
Average
0.7
Normal range
0.3 — 1
min.
0
max.
2
Majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Scale 6. Communication (S6C)
Average
2.8
Normal range
1.9 — 3.6
min.
0
max.
6
Majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Scale 5. Perception of the computer as better, preferable compared to real life ("escape") (S5Potcabpctrl()
Average
3.2
Normal range
2.3 — 4.2
min.
0
max.
6
Majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Scale 4. Altered State of Consciousness Resulting from Computer Use (S4ASoCRfCU)
Average
3.8
Normal range
2.6 — 5
min.
0
max.
7
Majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Scale 3. Motivation for Internet Use (S3MfIU)
Average
1.7
Normal range
1.1 — 2.2
min.
0
max.
3
Majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Scale 2. Goal-Directed Behavior (S2GB)
Average
4.7
Normal range
3.9 — 5.5
min.
1
max.
6
Majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Scale 1. Degree of Belonging to the Network Subculture (S1DoBttNS)
Average
1.6
Normal range
1.1 — 2.2
min.
0
max.
4
Majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Total Score (TS)
Average
24.6
Normal range
19.6 — 29.6
min.
0
max.
38
Majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Once you complete the test, your result will appear on the scale so you can see how you compare.
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CLEAR ANSWERS TO COMMON QUESTIONS
Frequently Asked Questions
What does this questionnaire assess?
It screens for patterns of excessive internet and device use, including shifts in how online space is perceived. It also flags possible consequences such as behavior changes and social risk.
Who is the questionnaire intended for?
It is designed for school-age students. It may be administered by school psychologists, educators, or other support staff.
How long does it take and how many items are included?
Completion time is about 6 minutes. The questionnaire includes 30 items.
How should responses be given?
Each item should be answered based on typical behavior and attitudes, not unusual days. Responses should reflect current functioning in everyday life.
How should results be used?
Results indicate areas that may require follow-up, monitoring, or supportive intervention. They do not provide a clinical diagnosis and should be interpreted alongside other information.
WHAT THE TEST MEASURES
About This Assessment
Assessment of Deviant Behavior in ICT Use Among School Students Test - Symptoms and Signs
This questionnaire is designed to screen patterns of problematic or maladaptive use of information and communication technologies in school-aged students. Assessment of Deviant Behavior in ICT Use Among School Students provides a brief, structured way to identify areas where digital habits may be associated with functional difficulties or behavioral risk.
The measure includes 30 items and typically requires about 6 minutes to complete. Items ask respondents to rate experiences and behaviors related to internet- and device-based activities, with the goal of characterizing potentially concerning levels of engagement and perceived impact on daily functioning.
Assessment of Deviant Behavior in ICT Use Among School Students is attributed to Kimberly S. Young and Mark D. Griffiths. Results are intended to support clinical or school-based decision-making (e.g., determining whether further assessment, monitoring, or targeted intervention may be indicated) and should be interpreted in the context of developmental level, environmental factors, and other relevant clinical information.
Author: Kimberly S. Young, Mark D. Griffiths
Literature: Hinduja, S., & Patchin, J. W. Bullying beyond the schoolyard: Preventing and responding to cyberbullying. Corwin Press. 2009.; Davis, R. A. A cognitive-behavioral model of pathological Internet use. Computers in Human Behavior. 2001.
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