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Assessment of Deviant Behavior in ICT Use Among School Students3

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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Questions: 306 minutes

08:30

October 2, 2025

October 2, 2025
Material has been updated

October 2, 2025
Material has been published

17,201 view

1,761 completion

1,539 likes

Verified by Daniel Hall

Psychologist with 25 years of experience

Scale Explorer

How the Scales are Structured

example score

3/4

Tendency to Transfer Virtual-World Norms to Real Life (TtTVWNtRL)

Measures the extent to which a student переносит нормы и правила виртуального пространства в поведение и решения в реальной жизни.

Low

Moderate

High

0 – 1: Low | 2 – 3: Moderate | 4: High

A score of 3 falls in the Moderate range, suggesting a noticeable tendency to переносить виртуальные нормы в реальную жизнь while generally retaining awareness of offline expectations.

example score

2/2

Computer Anthropomorphism (CA)

Measures the tendency to attribute human-like qualities or sentience to a computer.

Low

Moderate

High

0: Low | 1: Moderate | 2: High

A score of 2 indicates a pronounced tendency to perceive the computer as a sentient or human-like agent.

example score

3/6

Communication (C)

Assesses the extent to which a student prefers virtual communication over offline communication and how significant online interaction is for them.

Low virtual preference

Moderate virtual preference

High virtual preference

0 – 2: Low virtual preference | 3 – 4: Moderate virtual preference | 5 – 6: High virtual preference

A score of 3 suggests a moderate preference for virtual communication, where online interaction is noticeable but not dominant.

example score

2/6

Perceiving the Computer as Preferable to Real Life (Withdrawal) (PtCaPtRL)

Measures how strongly a student prefers computer-based virtual reality over real-life activities as a form of escape.

Low escape preference

Moderate escape preference

High escape preference

0 – 2: Low escape preference | 3 – 4: Moderate escape preference | 5 – 6: High escape preference

A score of 2 indicates a low tendency to see the computer as preferable to real life, with virtual activities generally not replacing offline engagement.

example score

5/7

Altered State of Consciousness From Computer Use (ASoCFCU)

Measures the degree to which computer use is associated with altered states of consciousness (absorption, detachment from offline reality).

Low

Moderate

High

0 – 2: Low | 3 – 4: Moderate | 5 – 7: High

A score of 5 falls in the High range, suggesting a pronounced tendency to experience altered consciousness during computer use and a higher risk of problematic involvement.

example score

1/3

Internet Use Motivation (IUM)

Measures whether internet use is driven mainly by information needs or by stronger motivational/attraction factors linked to higher addiction risk.

Primarily informational

Mixed motivation

Elevated addictive motivation

0 – 1: Primarily informational | 2: Mixed motivation | 3: Elevated addictive motivation

A score of 1 falls in the “Primarily informational” range, suggesting internet use is mostly for practical or informational purposes with relatively low addictive motivational pull.

example score

5/6

Behavioral Goal-Directedness (BGD)

Measures how well a student stays focused on a specific task while using the internet versus getting pulled into distractions and link-following.

Goal-directed

Mixed focus

Easily distracted

1 – 3: Goal-directed | 4: Mixed focus | 5 – 6: Easily distracted

A score of 5 suggests the student is often easily distracted online and tends to drift away from the original goal by following links or switching activities.

example score

2/4

Degree of Affiliation With Online Subculture (DoAWOS)

Measures how strongly a student is involved in the online network subculture and related norms of internet-centered communication.

Minimal involvement

Partial involvement

Full membership

0 – 1: Minimal involvement | 2 – 3: Partial involvement | 4: Full membership

A score of 2 suggests partial involvement in the network subculture, with noticeable but not fully dominant identification with online norms and communities.

example score

27/38

Total Score (TS)

This scale summarizes the overall tendency toward deviant patterns of internet and gadget use and their behavioral consequences.

Low (within norm)

Moderate risk

High risk

0 – 19: Low (within norm) | 20 – 25: Moderate risk | 26 – 38: High risk

A score of 27 falls in the High risk range, indicating a pronounced tendency toward problematic ICT-related behavior and suggesting a need for closer attention in further assessment.

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DATA-BASED USER COHORTS

Who Usually Takes This Test?

School psychologists and counselors

41%OF USERS

Use the test to quickly spot signs of internet or gadget addiction in students and plan targeted support.

Class teachers and educators

34%OF USERS

Take it to understand how students’ online habits may affect behavior, learning, and social interactions at school.

Parents of teens

25%OF USERS

Use it when worried that a child is spending too much time online and everyday life, mood, or communication is changing.

BASED ON AGGREGATED, ANONYMIZED DATA FROM TENS OF THOUSANDS OF FREUDLY USERS.

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.

Scale 8. The tendency to transfer virtual world norms to the real world (S8Ttttvwnttrw)

Average

1.8

Normal range

1.1 — 2.5

min.

max.

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.

Scale 7. Animacy of the Computer (S7AotC)

Average

0.7

Normal range

0.3 — 1

min.

max.

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.

Scale 6. Communication (S6C)

Average

2.8

Normal range

1.9 — 3.6

min.

max.

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.

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.

max.

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.

Scale 4. Altered State of Consciousness Resulting from Computer Use (S4ASoCRfCU)

Average

3.8

Normal range

2.6 — 5

min.

max.

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.

Scale 3. Motivation for Internet Use (S3MfIU)

Average

1.7

Normal range

1.1 — 2.2

min.

max.

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.

Scale 2. Goal-Directed Behavior (S2GB)

Average

4.7

Normal range

3.9 — 5.5

min.

max.

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.

Scale 1. Degree of Belonging to the Network Subculture (S1DoBttNS)

Average

1.6

Normal range

1.1 — 2.2

min.

max.

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.

Total Score (TS)

Average

24.6

Normal range

19.6 — 29.6

min.

max.

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.

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SAMPLE QUESTIONS

Example Questions From the Test

Please answer the questions by selecting one of the response options provided. Choose the option that best reflects your views and your opinion of yourself. Do not spend much time thinking about your answers. Select the response that comes to mind first.

- Yes
- No
- Yes
- No
- Sometimes
- often
- Never

These are 3 of the 30 real questions — the rest appear in the test. No sign-up needed to start.

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WHAT THE TEST MEASURES

About This Assessment

Assessment of Deviant Behavior in ICT Use Among School Students Test - Symptoms and Signs

deviant behavior

cyberpsychology

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.