Decoding Adolescents' Internet Addiction, Academic Achievement, and Empathy Levels: Untangling Complex Associations

Abstract

This study explores the relationships between internet addiction, academic achievement, and empathy levels among 179 eighth-grade students. Using regression analyses, the research investigates how internet addiction impacts academic performance and empathy, and whether gender plays a role in internet addiction. Results indicate no statistically significant correlation between internet addiction and either academic achievement or empathy levels. However, a moderate positive correlation is found between empathy and academic performance. These findings suggest that internet addiction may not be a strong predictor of academic or empathic outcomes in adolescents. The study underscores the importance of promoting empathy to enhance academic success and highlights the need for balanced internet use. Future research should consider longitudinal designs and diverse samples to further explore these complex relationships. Implications for educational practices include integrating social-emotional learning programs to foster empathy and support students' overall well-being.