Problematic internet use and its association with psychological stress among adolescents

Abstract

Background: Problematic use of the Internet and psychological stress are interrelated in many ways. The psychological stress originating from Internet usage can create an unfavorable impact on adolescents. These impacts vary from academic progress to competence, career goals, and nonacademic intellectual involvement, hindering skill development. Thus, there is a need to evaluate problematic Internet usage among adolescents. Aim and Objectives: This study was set up to examine Internet usage behaviors, problematic Internet use (PIU), and its association with psychological stress among adolescents from India. Materials and Methods: Six hundred and eighty-two adolescents aged between 15 and 18 years, studying at high school and senior secondary level from institutes primarily situated in South India, participated in the study. The patterns of Internet usage and sociodemographic data were collected through online and sociodemographic forms. Along with this, the Internet Addiction Test (IAT) was employed to assess PIU, and symptoms of psychological distress were evaluated with the Kessler Psychological Distress Scale (K10). Results: Among the total sample of 682 (N), 36.6% (N = 248) of adolescents met criterion on IAT for mild Internet addiction/PIU, 31.96% (N = 218) for moderate Internet addiction/PIU, and 2.93% (N = 20) for severe Internet addiction/PIU. PIU was higher among adolescents who accessed the Internet several times a day and had experienced psychological stress. In addition, stepwise regression analysis indicated that adolescents experiencing psychological stress were at higher risk for engaging in PIU, and stress also predicted engagement in PIU. Conclusions: PIU was present among a substantial proportion of adolescents, which might hinder their academic performance and progress over some time and can impact their psychological health adversely. These adolescents are likely to benefit from the early identification of PIU, which can facilitate the timely implementation of psychotherapeutic intervention strategies for PIU in school settings.