Internet addiction has been typically conceptualized as either a continuous construct or a dichotomous construct. Limited research has differentiated adolescents with problematic Internet use (PIU) from the Internet addiction group (IA) and/or nonproblematic Internet use group (NPIU) and examined the potential correlates. To fill this gap, based on data obtained from 956 Chinese adolescents (11-19 years, 47% male), this study examined if adolescents with PIU is a distinctive group from the IA and NPIU. This study also examined factors from different ecological levels that may differentiate among the three groups, including individual, parental, peer, and sociodemographic factors. Results indicated that IA, PIU, and NPIU differed significantly on scores of Young's Diagnostic Questionnaire (YDQ). Critical factors emerging from different ecological levels could differentiate between PIU and NPIU and between IA and NPIU. Such findings suggest that PIU may represent a distinct, intermediate group of Internet users. The potential theoretical and practical implications of identifying PIU were also discussed. (PsycINFO Database Record

Among the non-cognitive factors that influence academic achievement, intrinsic motivation has been found to be a potential reciprocal factor. The present study aims to determine the causal relationship between other types of motivation and academic achievement. For this purpose, a large-scale data survey, the National Education Longitudinal Study of 1988 (NELS88), was used. The results revealed that test-taking motivation and achievement were bi-directional influences in that grade 10 mathematics scores greatly predicted grade 12 test-taking motivation and that test-taking motivation predicted subsequent mathematics scores with a smaller effect. Moreover, although intrinsic motivation was found to predict subsequent mathematics scores, no bi-directional influence was captured. The results indicate that intrinsic motivation greatly promotes academic achievement and that there is a potential reciprocal relationship between the extrinsic motivations and academic performance of students.

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