Internet Addiction and Students’ Academic Motivation at Higher Education Institutions

Abstract

Excessive internet use can lead to feelings of distress, impair self-regulation, and impact the academic Motivation of students in higher education. This study aims to check the level and prevalence of internet addiction and the significant association of internet addiction with academic Motivation among university students. The study, based on the Self-regulation Theory and the Cognitive Behavioral Theory, suggested that students' Motivation may be a significant predictor of their performance. Data were collected from 500 respondents, comprising 66.4% male and 33.6% female students, through a survey method. The empirical findings reveal internet addiction exists at mild, moderate, and severe levels among university students, but the majority were reported at moderate levels. Moreover, a positive association was found between internet addiction and academic Motivation, suggesting that some internet usage may support academic tasks. These findings underscore the importance of distinguishing between productive and problematic internet use in educational contexts.