The Relationship between Excessive Internet Use and Academic Performance among Students: The Mediating Role of the Perceived Stress

The present study aimed to explore the relationship between excessive Internet use and academic performance among students by considering the mediating role of perceived stress. This study was descriptive with correlational design. The statistical population comprised all B.A. students of the University of Kashan in the 2015-16 academic year. Stratified multi-stage sampling based on gender was used to select 288 students (218 females and 70 males). The data collection instruments included Young's Internet addiction test and Cohen’s perceived stress scale. In addition, students’ Grade Point Average (GPA) was considered as the criterion for their academic performance. Pearson Correlation Coefficient and Hierarchical Regression Analysis were used to analyze the data. The results indicated that Internet use had a statistically significant negative relationship with students’ academic performance and can inversely predict it. Moreover, hierarchical regression analysis showed the mediating role of perceived stress in the relationship between Internet use and academic performance. Finding implicitly indicated that excessive Internet use has not only direct adverse health consequences but also indirect negative effects on students’ academic performance through perceived stress. The findings yield significant insights for education practitioners, health specialists, and policy makers in making interventions regarding the excessive and problematic use of the Internet among students.