The use of the internet, and in particular web browsing, offers many potential advantages for educational institutions as students have access to a wide range of information previously not available. However, there are potential negative effects due to factors such as time-wasting and asocial behaviour. In this study, we conducted an empirical investigation of the academic performance and the web-usage pattern of 2153 undergraduate students. Data from university proxy logs allows us to examine usage patterns and we compared this data to the students' academic performance. The results show that there is a small but significant (both statistically and educationally) association between heavier web browsing and poorer academic results (lower average mark, higher failure rates). In addition, among good students, the proportion of students who are relatively light users of the internet is significantly greater than would be expected by chance.
Objective: To assess Internet use, abuse, and dependence. Participants: 411 undergraduate students. Results: Ninety percent of participants reported daily Internet use. Approximately half of the sample met criteria for Internet abuse, and one-quarter met criteria for Internet dependence. Men and women did not differ on the mean amount of time accessing the Internet each day; however, the reasons for accessing the Internet differed between the 2 groups. Depression was correlated with more frequent use of the Internet to meet people, socially experiment, and participate in chat rooms, and with less frequent face-to-face socialization. In addition, individuals meeting criteria for Internet abuse and dependence endorsed more depressive symptoms, more time online, and less face-to-face socialization than did those not meeting the criteria. Conclusions: Mental health and student affairs professionals should be alert to the problems associated with Internet overuse, especially as computers become an integral par...