Adjustment, Academic Procrastination, and Internet Addiction among School Student: A Correlation Study

Abstract

Internet addiction is a growing concern among students, affecting social adjustment and academic procrastination. Traditional face-to-face social connections have dramatically decreased as a result of today’s youth’s growing participation with social media. Younger people’s direct social contact has decreased in frequency and quality as a result of the widespread use of social media platforms, which has also led to a change in communication patterns. As a result of the decreased face-to-face engagement, children, are struggling with transition difficulties and may have difficulty adapting to social environments and building meaningful interpersonal relationships. This lack of social adjustment is linked to academic procrastination, as students struggle to form connections and stay motivated. Addressing internet addiction is crucial for students’ social adjustment and academic progress in the digital age. This comparative study investigates the intricate relationships between internet addiction, social adjustment, and academic procrastination among school students. The sample population for this study is 12 to 19 years of School students. The sample size of this study is 204consisting of 111 females and 93 males’ population. Data was collected exclusively offline, within the school environment. It is a quantitative research design with a statistical analysis. Our findings reveal that internet addiction has positive correlation to academic procrastination and negative correlation to Adjustment. The study highlights those students with unsatisfactory social adjustment linked to increased Academic procrastination.