Abstract
This study examines the link between cyberdependency and school performance among students in the 3rd grade of the Mamie Houphouët Fêtai High School in Bingerville. It covers a sample of one hundred and ninety (190) female students between the ages of 14 and 17. Students’ addiction to the Internet and social networks is measured using a questionnaire based on Vavassori et al. (2002) and Young’s Internet Addiction Test in its French version validated by Khazaal (2008). As for academic performance, they are verified using the end-of-term scoring matrices. The results, obtained using student T and Anova, show that students in the third grade using the Internet as teaching tools have higher academic performance than their peers who use it as entertaining instruments. All these different results are explained by the models of Zuckerman (1969) and Viau (1994). Ultimately, this study will inform and raise awareness among students, educational system actors and parents about the risks of excessive use of the Internet and social networks on school learning.
Highlights
Cyberaddiction or Internet addiction is perceived as a psychological disorder resulting in an excessive and obsessive need to use the Internet and interfering with daily life
Our research will explore the relationship between cyberdependency and academic achievement among third-level students, and will enrich the understanding of behavioural addictions, dependence on the Internet and social networks
These authors discover that play activities such as social networks, video downloading, and film would have a negative impact on school performance because their ordinary use by these school-going adolescents captivates their attention to the point of neglecting their lessons and homework to some extent
Summary
Cyberaddiction or Internet addiction is perceived as a psychological disorder resulting in an excessive and obsessive need to use the Internet and interfering with daily life. We notice that the management or consumption by young people of this diverse and varied information distilled through social networks, mobile phones and other modern tools for sharing and transmitting knowledge seem to direct them towards the fun and entertaining aspect rather than cognitive, educational and cultural. Faced with this problematic situation, we ask ourselves the question: Does the use of the Internet and social networks affect students’ academic results? Faced with this problematic situation, we ask ourselves the question: Does the use of the Internet and social networks affect students’ academic results? From this central research question follow the following subsidiary questions: -Are ICTs, through the Internet, used by students as teaching tools or as entertaining instruments? -Is internet addiction likely to negatively influence learners’ academic performance as a general assumption, there is a relationship between the reason for internet use, cyberaddiction and the academic performance of third-level students
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