Running head: GLOBAL ISSUES REPORT 1

Global Issues Report:

Internet Addiction and Persistence in Higher Education

David Vasquez

RWS 1301

Dr. Vierra

The University of Texas at El Paso

GLOBAL ISSUES REPORT 2

Abstract

This report examines the mental health disorder known as Internet Addiction Disorder

(IAD) and its hold over persistence in students pursing higher education all over the world. It

also aims to illustrate the fundamental differences in the amount of research and interest in IAD

between western and eastern cultures. The studies used in this report range from how internet

addiction relates to depression, age, gender, and year of study to why and how much time the

average student spends on their computer or in a computer lab. An Indian study by Ali looks

further into these correlations and concludes more research must be done. Furthermore, Lin goes

into depths about how internet addiction can change the plastic structure of the brain in a similar

way to substance addiction. Young adds that in a study she conducted many educators found the

internet problematic in regards to curriculum and keeping students focused and on task. Lastly,

Kumar explains that most internet users are students in pursuit of higher education and are

therefore more prone to fall prey to the seduction of the internet and succumb to Internet

Addiction. He concludes by saying that internet addiction is definitely a factor in academic

success. The findings from these sources allowed to draw the conclusion that universities must

invest more time and resources to help combat internet addiction disorder on their campuses. It

might also be wise for more western universities to begin more extensive research into what

exactly IAD is and how it can be prevented.

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Global Issues Report:

Internet addiction and persistence

Universities, especially in U.S., must do more research on Internet Addiction Disorder to

help fight this disorder and help students remain persistent in higher education. As Internet

Addiction Disorder is becoming a rising global issue, eastern countries have become more

invested in finding a way to fight this epidemic, providing new data and studies aiding efforts to

help end IAD. While the U.S. has produced some studies and has started to spend more time

understanding IAD, it is not enough to take on the addictive force that has put the academic

youth at risk. All around the world, students fall prey to IAD and ultimately fall short in their

pursuit of higher education. It is up to the universities to take a deeper look into this disorder to

help students maintain stable mental health and boost their retention rates.

Discussion

Internet Addiction Disorder needs further research in the U.S. to help fully understand its

hold on the persistence of students in higher education. Though Internet Addiction Disorder

(IAD) is becoming a greater threat to students pursing higher education, there has not been a

substantial amount of research or study in the U.S. to classify it as big a threat as substance

addiction. According to Lin (2015), IAD is believed by some to be a form of behavioral

addiction, which is expected to share at least in part similar neural mechanisms with substance

addiction (p. 22). Lin (2015) then goes on to say that IAD is not officially recognized as a

psychiatric disorder in most parts of the word (p. 22).

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There is no question, whether internet addiction is problem affecting persistence in

academic youth. According to Erzen (1998), procrastination is behavior that involves

postponement of any task or decision that needs to be made by the individual. The internet is

used so frequently by academic youth and this makes it very easy to fall victim to

procrastination. There is a positive correlation between internet addiction and academic

procrastination (Kandenir, 2017). Though the internet can be a useful tool, too much at once can

be detrimental to persistence in higher education.

Internet Addiction Disorder can be compared to substance addiction. What might be a

harmless online game to one, might be a crippling internet addiction to another. According

to Zajac (2017), a systematic review linked IGD (internet gaming disorder) to a wide array of

negative outcomes (p. 980). Poor school behavior, oppositional behavior, suicidality, and sleep

abnormalities have been observed in those diagnosed with IGD (Kuss & Griffith, 2012). This

shows just how bad an internet addiction can cripple one's wellbeing.

IAD needs to be controlled. According to Aboujaoude (2011), problematic internet use is

rising in youth and adults (p. 145). Though he does not play on many other emotions, it can be

argued that Aboujaoude uses fear to engage his audience and convey that the increase in

problematic internet use is a detriment to traditional society. In his book, Aboujaoude (2011)

says “The Second Coming may be here. As virtual technology liberates our alter egos and makes

quasi-psychotic denial of reality possible, more of us are playing God, which is the height of

narcissism.” (p. 87). The internet breeds ground for delusions of grandeur, many fall victim to

the seduction and deception the virtual persona provides. Figure 2 shows how more people

migrate toward the internet and the life of the E- persona because the find pleasure in control as

opposed to fluidity in online life.

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Students are the most at risk of IAD. In India, use of the internet is high, especially

among school and college students. According to Ali (2019), it is necessary to study the pattern

of internet usage among school students in the Indian setting and its relationship with their

mental health (p. 15). Figure 3 shows the correlation between depression and internet addiction.

Despite the increasing significance of the internet as well as the rising number of problems

resulting from internet usage, there have been limited studies on the nature of internet use and its

consequences in north-east India. There is a scarcity of information regarding the prevalence of

internet addiction and its relationships with depression, anxiety, and stress among school

students.

IAD is linked to plastic structural change in the brain. This is one of the reasons that this

“disorder” is on the rise in our establishments of higher education; like how depression and poor

mental health cases have erupted in the United States in the same academic areas. Lin (2015)

goes on to say that further study is needed to determine the exact relationship between

uncontrolled use of the internet and plastic structural changes in the brain (p. 38). Therefore, it is

apparent that more research must be done to ensure we are able to fight off a growing epidemic.

The internet, though useful, is not necessary to higher education. Though the internet can

be a valuable tool for academic work, there is an increase in concern that it may actually

detrimental to student success. According to Young (2004), a survey showed that 86% of

educators that responded believe that Internet usage by students does not improve performance

(p. 408). It is argued that the information on the internet is too disorganized and unrelated to

school curriculum to help students and can even serve as a distraction. Young (2004) goes on to

discuss how college counselors have argued that students are the most at-risk to develop an

internet addiction due to encouraged use on campuses as well as access made possible anytime
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through computer labs, wired dorms, and mobile internet devices (p. 409). Therefore, it is

apparent that giving the internal scrutiny between college educators and counselors that more

detailed research and study is needed to even begin to address the IAD problem in higher

education.

UTEP must invest more in the mental health and well-being of students suffering from

IAD. In recent years, internet addiction has become the most significant international mental

health problem and needs special attention. According to Kumar (2018), university students are

the major internet users, needing to use the internet for educational purposes, accessing virtual

libraries, conducting research studies, and recreational activities. Thus, they are more prone to

internet addiction because of ease of access to the internet and absence of self-control (p. 301).

The lack of self-control in this aspect leads to the lack of persistence in higher education due to

the amount of time lost due to internet binging and an increase in depression. Kumar (2018) goes

on to say that academic performance was significantly associated with internet addiction (p.

305). Therefore, it has become apparent that universities should provide psychological

counseling to prevent internet addiction in order to improve the mental status and academic

performance of the students.

Conclusion

Though the internet has helped connect our world, and has made research and the quest

for knowledge more attainable, it has also plagued much of the academic youth with Internet

Addiction Disorder. Students enrolled in higher education are by far, the most prevalent internet

users due to the requirements of most classes, likewise they are the group most affected by IAD.

This being said, it should be the responsibility of the institutions to provide the proper mental
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health evaluations and help to those students most at risk. There is a direct correlation between

IAD and academic persistent. If universities and institutions of higher education wish to see

higher success rates, they must address and help fight the issue of IAD.
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References

Ali, A., Horo, A., Swain, M. R., Gujar, N. M., & Deuri, S. P. (2019). The Prevalence of Internet

Addiction and its relationship with Depression, Anxiety and Stress among Higher

Secondary School Students: North-East Perspective. Journal of Indian Association for

Child & Adolescent Mental Health, 15(1), 13–26.

Bazrafshan, M., Jokar, M., Rahmati, M., Ahmadi, S., Kavi, E., Sookhak, F., & Aliabadi, S. H.

(2019). The Relationship between Depression and Internet Addiction among Paramedical

Students in Larestan, Iran. Journal of Clinical and Diagnostic Research.

doi:10.7860/jcdr/2019/36363.12742

Kandenir, E., & Lodge, J. (2018). 2018 special issue: Student engagement and retention in higher

education. Student Success, 9, Iss 4 (2018), (4) doi:10.5204/ssj.v9i4.1141

KUMAR, S., KUMAR, A., BADIYANI, B., SINGH, S. K., GUPTA, A., & ISMAIL, M. B.

(2018). Relationship of Internet Addiction with Depression and Academic Performance

in Indian Dental Students. Clujul Medical, 91(3), 300–306.

https://doi.org/10.15386/cjmed-796

Lin, F., & Lei, H. (2015). Structural Brain Imaging and Internet Addiction. Internet Addiction

Studies in Neuroscience, Psychology and Behavioral Economics, 21-42.

doi:10.1007/978-3-319-07242-5_2
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Young, K. S. (2004). Internet Addiction: A New Clinical Phenomenon and Its Consequences.

American Behavioral Scientist, 48(4), 402–415.

https://doi.org/10.1177/0002764204270278

Zajac, K., Ginley, M. K., Chang, R., & Petry, N. M. (2017). Treatments for Internet gaming

disorder and Internet addiction: A systematic review. Psychology of Addictive

Behaviors, 31(8), 979–994. https://doi.org/10.1037/adb0000315

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Figures

Figure 1: Association of Internet addiction with different factors. (Kumar 2018)

https://doi.org/10.15386/cjmed-796

Figure 2: Factor Analysis for Perceived Seductive Properties of the Internet. (Leung

2004) https://doi.org/10.1089/1094931041291303
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Figure 3: Correlation between Internet Addiction and Depression. (Bazrafshan 2019)

https://doi.org/10.7860/JCDR/2019/36363.12742
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