Examining the Influence of Internet Addiction and Mental Health on Academic Achievement among B.Ed. Trainees

Abstract

The growing integration of digital technologies in higher education has changed learning practices, especially for teacher trainees. Although the Internet can be an educational tool, when used excessively and with the wrong intent, pupils can become addicted to it, which can negatively affect their learning process. The present study explored, from an educational psychology perspective, the impact of Internet addiction and mental health state on B.Ed. students’ academic performance. 400 B.Ed. Data were collected using a quantitative cross-sectional design and standardized data collection tools, including the Internet Addiction Scale, Mental Health (Stress, Anxiety, and Emotional Stability), and Academic Achievement. Descriptive statistics, correlation, and multiple regression techniques were used to analyze the data. Results showed that Pearson correlation analysis revealed that Internet addiction was negatively associated with mental health (r = −0.48, p < .01) and academic achievement (r = −0.42, p < .01), whereas mental health showed a positive relationship with academic achievement (r = 0.51, p < .01). Multiple regression analysis indicated that mental health (β = 0.47, p < .001) emerged as a stronger predictor of academic achievement than did Internet addiction (β = −0.29, p < .001). This study emphasizes and reiterates the importance of promoting responsible Internet use and improving teacher training courses for psychological well-being. It also contributes to educational psychology, as it offers a comprehensive perspective on the link between the behavioral and psychological aspects that affect the academic performance of prospective teachers.