Influence of Internet Addiction and Academic Procrastination on Academic Achievement of Secondary & Senior Secondary School Students

Abstract

This correlational study investigated the influence of internet addiction and academic procrastination on the academic achievement of secondary & senior secondary school students in the Delhi-NCR region. Data from 140 students were collected through purposive sampling. The mean age of students was 16.04 (SD = 1.35) years. Academic achievement was assessed using students’ marks from previous exams, while academic procrastination was measured using the Academic Procrastination Scale (Kalia & Yadav, 2015). Internet addiction levels were evaluated using the Internet Addiction Test (IAT; Young, 1998). Results indicated that a significant proportion of students spend considerable time on mobile devices, with a majority dedicating 2 to 3 hours and a notable segment spending over 5 hours. Academic achievement averaged 82.14%, with females outperforming males, indicating a gender difference in performance. Analysis of academic procrastination revealed its prevalence among students, with higher levels associated with lower academic achievement and increased mobile device usage. Internet addiction levels varied among students, with moderate levels being the most prevalent. However, no significant gender differences were observed. Higher internet addiction correlated with increased academic procrastination, suggesting an interplay between these behaviors. Correlation analysis showed that higher academic achievement correlates with reduced academic procrastination and internet addiction, as well as less time spent on mobile devices. Conversely, increased mobile usage was associated with higher levels of academic procrastination and internet addiction. Additionally, a moderate positive correlation existed between academic procrastination and internet addiction. These findings illuminate the intricate dynamics between mobile usage, academic performance, procrastination, and internet addiction among students, underscoring the need for educational interventions. The study’s implications extend beyond academic research, offering actionable insights that can inform educational practices and policies aimed at promoting healthy technology use and fostering academic success among students.