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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

Completed in about six minutes, the Assessment of Deviant Behavior in ICT Use Among School Students Test presents 30 questions about digital habits, communication, virtual-world attitudes, and focus. Your result highlights patterns across these areas and an overall risk level, supporting clearer self-reflection about technology-related behavior.

Questions: 306 minutes

Assessment of Deviant Behavior: test ticket with numbers

October 2, 2025October 2, 2025Material has been updatedOctober 2, 2025Material has been published

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2,189 completions

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Scale Explorer

How the Scales are Structured

Tendency to Transfer Virtual-World Norms to Real LifeTtTVWNtRL

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

example score3/4

3/4Moderateexample score

0 – 1Low

2 – 3Moderate

4High

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.

Computer AnthropomorphismCA

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

example score2/2

2/2Highexample score

0Low

1Moderate

2High

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

CommunicationC

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

example score3/6

3/6Moderate virtual preferenceexample score

0 – 2Low virtual preference

3 – 4Moderate virtual preference

5 – 6High virtual preference

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

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.

example score2/6

2/6Low escape preferenceexample score

0 – 2Low escape preference

3 – 4Moderate escape preference

5 – 6High 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.

Altered State of Consciousness From Computer UseASoCFCU

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

example score5/7

5/7Highexample score

0 – 2Low

3 – 4Moderate

5 – 7High

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.

Internet Use MotivationIUM

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

example score1/3

1/3Primarily informationalexample score

0 – 1Primarily informational

2Mixed motivation

3Elevated 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.

Behavioral Goal-DirectednessBGD

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

example score5/6

5/6Easily distractedexample score

1 – 3Goal-directed

4Mixed focus

5 – 6Easily 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.

Degree of Affiliation With Online SubcultureDoAWOS

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

example score2/4

2/4Partial involvementexample score

0 – 1Minimal involvement

2 – 3Partial involvement

4Full membership

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

Total ScoreTS

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

example score27/38

27/38High riskexample score

0 – 19Low (within norm)

20 – 25Moderate risk

26 – 38High 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.

Shaded area — where most people score

Dot — the average

You — your score lands on each curve after the test— your score, after the test

Scale 8. The tendency to transfer virtual world norms to the real worldS8Ttttvwnttrw

You?

Average1.8

Typical rangeTypical1.1 – 2.5

Possible0 – 4

Scale 7. Animacy of the ComputerS7AotC

You?

Average0.7

Typical rangeTypical0.3 – 1

Possible0 – 2

Scale 6. CommunicationS6C

You?

Average2.8

Typical rangeTypical1.9 – 3.6

Possible0 – 6

Scale 5. Perception of the computer as better, preferable compared to real life ("escape")

You?

Average3.2

Typical rangeTypical2.3 – 4.2

Possible0 – 6

Scale 4. Altered State of Consciousness Resulting from Computer UseS4ASoCRfCU

You?

Average3.8

Typical rangeTypical2.6 – 5

Possible0 – 7

Scale 3. Motivation for Internet UseS3MfIU

You?

Average1.7

Typical rangeTypical1.1 – 2.2

Possible0 – 3

Scale 2. Goal-Directed BehaviorS2GB

You?

Average4.7

Typical rangeTypical3.9 – 5.5

Possible1 – 6

Scale 1. Degree of Belonging to the Network SubcultureS1DoBttNS

You?

Average1.6

Typical rangeTypical1.1 – 2.2

Possible0 – 4

Total ScoreTS

You?

Average24.6

Typical rangeTypical19.6 – 29.6

Possible0 – 38

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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.

WHAT THE TEST MEASURES

Assessment of Deviant Behavior in ICT Use Among School Students Test - Description and methodology of the test

deviant behavior

cyberpsychology

People seeking a clearer picture of how digital environments shape everyday choices can use the Assessment of Deviant Behavior in ICT Use Among School Students Test as a structured self-report. It offers an ICT behavior assessment for school students covering virtual norms, communication, attention, motivation, and online affiliation. The result presents tendencies, not a complete account of a person.

What This Assessment Explores

The deviant ICT behavior test covers students, parents, educators:

Tendency to Transfer Virtual-World Norms to Real Life (0-4) indicates offline transfer: Low=0-1; Moderate=2-3; High=4-4.
Computer Anthropomorphism (0-2) and Communication (0-6) reflect animation and virtual preference: Low=0-0; Moderate=1-1; High=2-2; Low virtual preference=0-2; Moderate virtual preference=3-4; High=5-6.
Perceiving the Computer as Preferable to Real Life (Withdrawal) (0-6) and Altered State of Consciousness From Computer Use (0-7) indicate escape and awareness: Low escape preference=0-2; Moderate escape preference=3-4; High escape preference=5-6; Low=0-2; Moderate=3-4; High=5-7.
Internet Use Motivation (0-3) and Behavioral Goal-Directedness (1-6) reflect motives and focus: Primarily informational=0-1; Mixed motivation=2-2; Elevated addictive motivation=3-3; Goal-directed=1-3; Mixed focus=4-4; Easily distracted=5-6.
Degree of Affiliation With Online Subculture (0-4) and Total Score (0-38) indicate involvement and propensity: Minimal involvement=0-1; Partial involvement=2-3; Full membership=4-4; Low (within norm)=0-19; Moderate risk=20-25; High risk=26-38.

Methodology and Evidence Base

Questions use yes/no choices, frequency options such as sometimes, often, and never, plus categorical choices about motives and communication. The approach is structured self-report: responses combine into dimension scores and a total, but no answer-by-answer weighting rule is stated.

Conceptually, the questionnaire aligns with Chernova's Deviant ICT Behavior Questionnaire (2020) and Zerkina's 2006 methodological work on deviant ICT behavior among schoolchildren, while remaining distinct from both rather than a validated adaptation. Young's 1998 work on Internet addiction supplies context for escape, altered awareness, and addictive motivation.

For interpretation, the instrument functions as a school student technology behavior assessment and is best read as a pattern profile: higher bands show stronger endorsement of represented situations, while the total supplies an initial risk-screening level and may indicate a need for further assessment. This online version has no stated standardized norm set or clinical validation; mood, self-awareness, and candor can affect self-report.

Author: Kimberly S. Young, Mark D. Griffiths

Literature:

Chernova, Elena V. (2020). Diagnosis of the deviant behaviour in the field of ICTs in adolescent schoolchildren. Journal of Physics: Conference Series, 1661(1), 012026. 10.1088/1742-6596/1661/1/012026
Zerkina, Elena V. (2006). Methodology for Diagnosing and Preventing Deviant Behavior among Schoolchildren in the Sphere of Information and Communication Technologies: Teaching and Methodological Manual. Magnitogorsk: Magnitogorsk State University. 100 pp.
Young, Kimberly S. (1998). Internet Addiction: The Emergence of a New Clinical Disorder. CyberPsychology & Behavior, 1(3), 237-244. 10.1089/cpb.1998.1.237

Updated: 2025-10-02