Title:
EFFECTS OF THE INTERNET, OTHER MEDIA AND STUDY TIME ON WELLBEING AND ACADEMIC ATTAINMENT OF UNIVERSITY STUDENTS

Authors:
Andrew P Smith and Saman Izadyar , UK

Abstract:
There has been considerable research on the effects of the internet and other media on the academic attainment of university students. Less is known about effects on wellbeing, and studies have rarely controlled for other established predictors of attainment (e.g. conscientiousness) and wellbeing (e.g. stressors; negative coping; positive personality and social support). Three hundred and thirteen university students completed an online survey involving the Student Wellbeing Process Questionnaire and questions about internet use, interference from the internet, and studying time. Grade Point Average (GPA) scores for the students were added to the database. The results showed that hours of internet/media use were significantly correlated with negative wellbeing, lower GPA scores, and negative coping. Hours studying were significantly correlated with GPA scores and conscientiousness. Internet interference with studying was the strongest predictor. It was negatively correlated with GPA and positive outcomes and positively correlated with negative wellbeing. It was also positively correlated with established predictors of negative wellbeing (stressors and negative coping) and negatively correlated with predictors of positive wellbeing (positive personality; conscientiousness). When the established predictors were statistically controlled, hours spent on the internet and other media were associated with lower academic attainment scores. None of the associations between internet use, internet interference, studying time and wellbeing remained significant when established predictors were controlled for. These results show that many negative outcomes attributed to internet use reflect other correlated attributes. Reduced academic attainment remained significantly associated with internet use, and further research with longitudinal designs (preferably with interventions) is required to investigate underlying causal mechanisms