Assessing the Impact of Internet Addiction on Adolescents’ Academic Performance and Cognitive Difficulties: A Cross-Sectional Study

Abstract

Internet addiction (IA) among adolescents has emerged as a significant concern, impacting academic performance and cognitive functioning. This study investigates the relationship between IA and academic difficulties in Moroccan high school students, using a sample of 329 adolescents. IA was measured using the Compulsive Internet Use Scale (CIUS), while academic performance was assessed through self-reported questionnaires capturing cognitive struggles and classroom activities engagement. Findings revealed a strong negative correlation between IA and academic performance, with compulsive internet users five times more likely to report academic decline and four times more likely to use the internet for non-academic activities during classes. Structural Equation Modeling (SEM) indicated that cognitive difficulties partially mediate the relationship between IA and academic struggles, suggesting that excessive internet use impairs attention and executive functioning. Additionally, multiple regression analysis confirmed that IA accounts for 31% of the variance in academic performance, even after controlling age and gender. These findings emphasize the need for intervention programs focusing on behavioral regulation and cognitive training. Schools and parents should collaborate on responsible internet use strategies to mitigate its negative effects on academic outcomes. Intervention strategies should not only target behavioral regulation but also address cognitive difficulties resulting from excessive Internet use.