Internet Addiction: Impact on Academic Performance of Premedical Post-Baccalaureate Students

Sengupta, Anamika; Broyles, India; Brako, Lawrence; Raskin, Gannady

doi:10.1007/s40670-017-0510-5

Cited by 9 publications

(3 citation statements)

References 17 publications

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“…The results of this study showed that the prevalence of internet addiction was 58.3% among middle and high school students, which is higher than that in previous studies ( 37 , 38 ). This study suggests that internet addiction is negatively associated with students’ academic performance, which is consistent with previous studies ( 39 ) and has tested the research hypothesis. Additionally, this study identified that students with internet addiction had a significantly higher risk of depression and anxiety symptoms, which is also consistent with previous studies ( 40 ).…”

Section: Discussionsupporting

confidence: 92%

Academic performance and mental health among Chinese middle and high school students after the lifting of COVID-19 restrictions

Song,

Mu,

Wang

et al. 2023

Front. Psychiatry

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BackgroundAlthough the COVID-19 pandemic has greatly changed the way students studied, it is still unknown about the impact of the COVID-19 pandemic on students’ academic performance and mental health.ObjectiveTo explore the academic performance and mental health status of middle and high school students after the lifting of COVID-19 restrictions in China.MethodsAn online survey was conducted in Sichuan province, China from Dec 14, 2022 to Feb 28, 2023. All participants were students in middle and high schools, recruited via their teachers. The general information, COVID-19-related information, and academic performance were collected. The Patient Health Questionnaire-9 (PHQ-9), Generalized Anxiety Disorder-7 (GAD-7), and Internet Addiction Test (IAT) were used to assess the mental health problems.ResultsOf 60,268 participants, 36,247 (60.2%) middle and high school students reported that their studies were affected by the COVID-19 pandemic, and 24,864 (41.2%) reported that their academic performance had worsened. The prevalence of depression and anxiety symptoms was 38.4 and 32.7%, respectively. There was a significant association between academic performance change and mental health problems. The logistic regression analysis showed that improved academic performance was a protective factor for depression, and declined academic performance was a risk factor for depression and anxiety. Being COVID-19 infected, family members being infected, with quarantine experience, and with COVID-19-related stigma were risk factors for depression and anxiety.ConclusionAcademic studies and mental health status of middle and high school students in Sichuan, China have been negatively impacted by the COVID-19 pandemic, even after the lifting of COVID-19 restrictions. Students’ academic performance, academic concerns, and mental health status should be considered for educational policymakers and institutions to improve students’ academic studies and mental well-being.

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Section: Discussionsupporting

confidence: 92%

Academic performance and mental health among Chinese middle and high school students after the lifting of COVID-19 restrictions

Song,

Mu,

Wang

et al. 2023

Front. Psychiatry

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“…In other words, students with higher IA levels were found to have lower school grades and vice-versa. This result is similar to those observed in Greece (Stavropoulos et al, 2013), Taiwan (Yang & Tung, 2007), USA (Sengupta et al, 2017), Turkey (Iyitoğlu & Çeliköz, 2017), Malaysia (Ambad, Kalimin, & Yusof, 2017), China (Leung & Lee, 2012), and others. It could be hypothesized that students with high IA levels spend more time online at the expense of their homework given the pleasure derived from indulging in their favourite activities.…”

Section: Scholastic Performancesupporting

confidence: 87%

“…IA has also been linked to social skills deficits (Chou, 2016), impaired interpersonal relationships (Milani, Osualdella, & Blasio, 2009), social anxiety (DeRushia, 2010), problematic family relationships, unexcused school absences, and increased drop-out rates (Adiele & Olatokun, 2014). As far as scholastic performance is concerned, IA has been found to be negatively associated with scholastic performance (Islam et al, 2017;Leung & Lee, 2012;Sengupta, Broyles, Brako, & Raskin, 2017;Stavropoulos, Alexandraki, & Motti-Stefanidi, 2013;Yang & Tung, 2007), although some studies found no relationship between IA and scholastic performance (Kakaraki, Tselios, & Katsanos, 2017;Kirschner & Karpinski, 2010;McCamey, Wilson, & Shaw, 2015;Najmi et al, 2014Najmi et al, , 2014Pasek, More, & Hargittai, 2009;Thompson et al, 2008). As for prevalence, a systematic study found that prevalence rates range from 3% to 38% of the general population.…”

Section: Introductionmentioning

confidence: 99%

A cross-sectional study on Internet addiction among Moroccan high school students, its prevalence and association with poor scholastic performance

Garmah

Bernouss

2019

International Journal of Adolescence and Youth

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There is a growing interest in research on the potential effects of Internet addiction [IA] on students' scholastic lives. Given that there is no research on this subject in Morocco, this cross-sectional study fills the gap by examining the prevalence of Internet Addiction among Moroccan high school students and its possible association with scholastic performance and other socio-demographic factors. Self-administered questionnaires were distributed to 305 students, consisting of sociodemographic questions and Young's Internet Addiction Scale. Chi-square, Independent sample t-tests, and One-Way ANOVA tests were conducted. This quantitative study reveals that IA prevalence among Moroccan high school students is 15.80%. Poor academic performance, being female, having a computer and Internet access, spending excessive time online and having parents with low educational level have been found to be associated with severe Internet addiction. These findings suggest that more research should focus on risk factors associated with Internet addiction to formulate proper preventive measures.

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Internet use and academic performance: An interval approach

et al. 2022

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As children spend more and more time on electronic devices and social networks, there is a growing concern about the influence that these activities may have on their development and social well-being. In this context, the present research is aimed at analysing the influence that Internet use may have on 6th grade primary school students’ academic performance in Spain. In order to do so, we have employed a methodological approach that combines econometric and interval multiobjective programming techniques, which has let us identify the traits and Internet use patterns that allow students to maximise their academic performance in terms of scores in four competences. Our results show that, while daily use of the Internet to listen to music or search for information about other topics of interest can favor the maximization of educational outcomes, the use of social networks should be limited as much as possible to avoid hindering the educational process.

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Internet Addiction: Impact on Academic Performance of Premedical Post-Baccalaureate Students

Cited by 9 publications

References 17 publications

Academic performance and mental health among Chinese middle and high school students after the lifting of COVID-19 restrictions

Academic performance and mental health among Chinese middle and high school students after the lifting of COVID-19 restrictions

A cross-sectional study on Internet addiction among Moroccan high school students, its prevalence and association with poor scholastic performance

Internet use and academic performance: An interval approach

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