Internet Addiction, Academic Procrastination and Perceived Stress in College Students

Abstract

This study investigates the intricate relationship between Internet addiction, academic procrastination, and psychological stress. 156 Students participated from a range of academic disciplines, responded to questionnaires on their tendency to put off academic work, their perception of stress, and their internet addiction. The results of the study demonstrated a significant positive correlation between academic procrastination and Internet addiction, suggesting that a higher inclination for academic procrastination was associated with higher levels of internet addiction. Furthermore, a correlation was seen between academic procrastination and felt stress, suggesting a link between elevated levels of procrastination and elevated levels of perceived stress. These results contribute to the growing body of knowledge about the connections among academic performance, psychological well-being, and technology use among college students. The implications of these findings highlight how important it is to address academic procrastination and internet addiction as potential sources of heightened stress levels in college settings. By focusing on these interconnected traits, future interventions and support networks may be able to improve children’s general wellbeing and academic achievement.