To International Journal of Modern Social Sciences, 2015, 4(1): 29-41

International Journal of Modern Social Sciences ISSN: 2169-9917

Journal homepage: www.ModernScientificPress.com/Journals/IJMSS.aspx Florida, USA
Article

Evaluation of Internet Addiction and Psychological Distress

among University Students

Muzafar Hussain Kawa1,*, Humera Shafi2

1
Research Scholar, Department of Psychology, University of Kashmir, J&K, India
2
Sr. Assistant Professor, Department of Psychology, University of Kashmir, J&K, India

* Author to whom correspondence should be addressed; Email: [email protected]

Article history: Received 21 January 2015, Revised 15 March 2015, Accepted 23 March 2015,
Published 27 March 2015.

Abstract: The present study is an attempt to assess internet addiction and psychological
distress among university students. The sample in the study consisted of one hundred
university students out of which 61 were males and 39 were females who were selected
on the purposive basis from the main campus of Kashmir University. Young’s Internet
Addiction Scale (IAT), Kessler Psychological Distress Scale (K10) and Demographic
Data sheet were used to collect research data from informants. The obtained data were
analysed by frequency method, Pearson correlation method and t-test. The results showed
that the male university students experienced more internet addiction and psychological
distress as compared to the female university students and a significant positive
correlation was found between internet addiction and psychological distress among
university students. Moreover, the results also indicated that rural university students
experienced more internet addiction and psychological distress as compared to urban
university students.

Keywords: Internet Addiction; Psychological Distress; University Students

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Int. J. Modern Soc. Sci. 2015, 4(1): 29-41 30

1. Introduction

The Internet is a widely recognized channel for information exchange, academic research,
entertainment, communication and commerce (Moore, 1995; Widyanto and Griffiths, 2006; Byun et
al., 2009). Although the positive aspects of the Internet have been readily praised, there is a growing
amount of literature on the negative side of its excessive and pathological use (Chou and Hsiao, 2000;
Caplan, 2003; Beard, 2005; Frangos and Frangos, 2009). Byun et al. (2009) estimate that 9 million
Americans could be labeled as pathological Internet users with unpleasant consequences for their
social life, their professional status and their psychological condition (Shapira et al., 2000; Shapira et
al., 2003; Young, 2004; Walker, 2006). In the scientific literature, several terms have been proposed to
describe pathological Internet use: Internet addiction, cyberspace addiction, Internet addiction disorder,
online addiction, Net addiction, pathological Internet use, high Internet dependency, problematic
Internet use and others (Widyanto and Griffiths, 2006; Byun et al., 2009).Internet addiction is defined
as an individual’s inability to control his or her use of the internet, which eventually causes
psychological, social, school and/or work difficulties in a person’s life (Davis 2001; Young & Rogers,
1998). Like other addictions, internet addiction has been linked to a variety of problems. Besides little
sleep, failure to eat for long periods and limited physical activity, it also disrupts the studies and other
aspects of the daily life of an individual (Cao & Su, 2006). University students are considered as a
high risk group for IA (Kandell, 1998; Young and Rogers, 1998; Nalwa and Anand, 2003; Niemz et
al., 2005). Possible reasons for this are: (a) students have huge blocks of unstructured time, (b) schools
and universities provide free and unlimited access to the Internet, (c) students from the ages of 18–22
years are for the first time away from parental control without anyone monitoring or censoring what
they say or do online, (d) young students experience new problems of adapting to university life and
finding new friends, and often end up seeking a companionship by using different applications of the
Internet, (e) students receive full encouragement from faculty and administrators in using the different
Internet applications, (f) adolescents are more trained to use the different applications of technological
inventions and especially the Internet, (g) students desire to escape university sources of stress
resulting from their obligations to pass exams, compose essays and complete their degrees in the
prescribed time with reasonable marks, and finally (h) students feel that university life is alienated
from social activities, and when they finish their studies, the job market with all its uncertainties is a
field where they must participate and succeed in finding employment (Young, 2004).
Research findings have shown that excessive use of Internet or Internet addiction adversely
affects one's physical health, family life, and academic performance. Academic problems caused by
Internet addiction include decline in study habits, significant drop in grades, missing classes, increased
risk of being placed on academic probation, and poor integration in extracurricular activities. Besides,

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Int. J. Modern Soc. Sci. 2015, 4(1): 29-41 31

adolescent Internet addicts often suffer from severe psychological distress, such as depression; anxiety;
compulsivity; feeling of self-effacement; fear that life without Internet would be boring, empty, and
joyless; as well as feeling of loneliness and social isolation. Internet users are not a homogenous group.
Mafe and Blass (2006) proposed that a profile of internet-dependent users is young. Young internet
users (that is between 19 to 24 years old) were more at risk of becoming internet addicts than older
users (Soule et al., 2003; Thatcher and Goolam, 2005).
Several studies have reported gender differences in internet usage. Weiser (2000) reported
significant gender difference in internet usage. He reported that males tend to be more familiar with the
computers and internet as compared to females. Same gender differences were stated in the literature
concerning internet addiction. Scherer (1997) suggested that dependent internet users included a large
proportion of men as compared to women. Similar results were reported by Morahan-Martin and
Schumacher (2000) that males were more likely to be pathological internet users than females.
Psychological distress is a major problem of present era, especially for student population. Any
situation that evokes negative thoughts and feelings in a person such as unpleasant, frustrating,
irritable, worrisome, and anxious is considered psychological distress. According to Chalfant et al,
(1990) psychological distress is “a continuous experience of unhappiness, nervousness, irritability and
problematic interpersonal relationships”. Internet addiction also may contribute to anxiety and stress
(Egger & Rauterberg, 1996; Yu, 2001). Those who suffer from anxiety and stress often have a great
deal of trouble communicating and interacting with others in a healthy, positive, and meaningful way.
These human characteristics are viewed as important determinants of internet addiction. Moreover, an
association between increased Internet use and psychological distress and loneliness has also been
found (Kraut, et al. 1998).As the inconsistent findings in foreign context, the similar research should
be encouraged and necessary to carry out in Kashmir context, which could not only add more
academic evidence in this field, but also enrich the academic researches of Kashmir. This study took a
group of post-graduate students in Kashmir University to examine their Internet use status and
psychological distress, as well as the relationship of internet addiction and psychological distress.
Following are the objectives of the study:
1) To study internet addiction and psychological distress among university students.
2) To study the relationship between internet addiction and psychological distress among university
students.
3) To study the difference in internet addiction among university students with respect to their gender
and residence.
4) To study the difference in psychological distress among university students with respect to their
gender and residence.

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Int. J. Modern Soc. Sci. 2015, 4(1): 29-41 32

2. Hypotheses of the Study

On the basis of above mentioned objectives, following hypotheses were formulated.

Ho1. There is not a significant correlation between internet addiction and psychological distress among
university students.
Ho2. There is no significant difference in internet addiction among university students with respect to
their gender.
Ho3.There is no significant difference in psychological distress among university students with respect
to their gender.
Ho4.There is no significant difference in internet addiction among university students with respect to
their residence.
Ho5. There is no significant difference in psychological distress among university students with
respect to their residence.

3. Methodology

3.1. Participants

The study is based on the sample of 100 university students enrolled in various post-graduate
programs at the Kashmir University, Kashmir. Out of 100 university students 61were males and 39
were females.
Tools used: To collect the desired data for the present study, two standardised psychological tests were
used.
(1) Young Internet Addiction Scale (IAT)
(2) Kessler Psychological Distress Scale (K10)

3.2. Young Internet Addiction Scale (IAT)

Young’s questionnaire which contains 20 questions is one the most popular questionnaire in the
majority of researches (Ghasemzadeh et al., 2007).The 1998 version of the abovementioned
questionnaire was implemented in this study. Yoo & colleagues (2004) found Chronbach Alfa
coefficient to be greater than 0.9 as did Whang and colleagues. Dargahi (2006) found the coefficient of
stability of this questionnaire to be 0.88 (Ghasemzadeh et al, 2007) .The 20 questions of this
questionnaire are scored on a 5-point scale, (ranging from 1 to 5). The marking range for this test is
from 0 to 100, where the higher the mark the greater dependence on the internet.

3.3. Kessler Psychological Distress Scale (K10) 1996

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Int. J. Modern Soc. Sci. 2015, 4(1): 29-41 33

The Kessler psychological distress scale (K10) (Kessler, 1996) is a widely used, simple self-
report measure of psychological distress which can be used to identify those in need of further
assessment for anxiety and depression. The K10 comprises 10 questions where respondents are
required to choose between ‘All of the time’, ‘Most of the time’, ‘Some of the time’, ’A little of the
time’, and ‘ None of the time’ and are scored from five through to one. The total score ranges from 10
to 50 and the maximum score of 50 indicates severe distress while the minimum score of 10 indicates
no distress. Kessler and colleagues (2002), found that the Cronbach's alpha for the K10 (a measure of
internal consistency reliability) to be high (.93). The brief questionnaire has been shown to have good
construct and criterion validity (Kessler et al., 2002), being significantly associated with measures of
mental health symptoms and disability as well as the frequency on consultations for a mental health
problem in the previous 12 month period.

3.4. Procedure

These two measures were in printed form and were administered on each selected subject by
assuring them that information provided by them will be kept strictly confidential. Having obtained the
data from the subjects, the data were tabulated for giving statistical treatment for obtaining the results.

3.5. Statistical Analysis

Keeping in view the nature of research problem and to meet the objectives of the study the data
collected was analyzed by using Statistical Product and Service Solutions (SPSS 16.0).Statistical
techniques used for analyzing data were: frequencies, percentages, correlation and t-test.

4. Results and Discussion

Table 1 reveals that out of 100 university students 67% were found mild on internet addiction,
where as 29% were found moderate and 4% were found severe on internet addiction.

Table 1: Frequency and Percentage of Sample Group with Respect to Internet Addiction

Level Range f %

Mild 0-49 67 67
Moderate 50-79 29 29
Severe 80-100 4 4

Total 100 100

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Int. J. Modern Soc. Sci. 2015, 4(1): 29-41 34

Table 2 indicates that out of 100 university students 48% were found low on psychological distress,
where as 21% were found moderate and 31% were found high on psychological distress.

Table 2: Frequency and Percentage of Sample Group With Respect to Psychological Distress

Level Range f %

Low 10-19 48 48
Moderate 20-29 21 21
High 30-50 31 31

Total 100 100

Table 3 implies that there is a significant positive correlation (r=.854*, p = <0.001) between
internet addiction and psychological distress among university students, indicating “more the internet
addiction, more is the psychological distress and less the internet addiction, less is the psychological
distress.” Thus our null hypothesis Ho1 which states that, “There is not a significant correlation
between internet addiction and psychological distress among university students.” Stands rejected.

Table 3: Pearson’s Correlation Coefficient(r) between Internet Addiction and Psychological Distress
of the Sample Group

Variable r
Internet Addiction
.854*(p = <0.001)
Psychological Distress

*.P<0.05 Level of significance

The table 4 shows that there is a significant difference in internet addiction and psychological
distress between male and female university students (t = 5.25& t = 4.41). The results show that males
have more internet addiction and psychological distress as compared to their counterparts. Thus, our
null hypotheses Ho2which states that,“There is no significant difference in internet addiction among
university students with respect to their gender” and Ho3 which states that, “There is no significant
difference in psychological distress among university students with respect to their gender”, stand
rejected.

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Int. J. Modern Soc. Sci. 2015, 4(1): 29-41 35

Table 4: Showing the Comparison of Mean Scores of Internet Addiction and Psychological Distress
among University Students with respect to their Gender

Variable Gender n M SD df t-value

Male 61 45.16 21.08

Internet Addiction 98 5.25*
Female 39 23.12 16.70

Male 61 25.40 11.16

Psychological Distress 98 4.41*
Female 39 16.46 7.42

Total N=100

*p<0.05 level of significance

The table 5 reveals that there is a significant difference in internet addiction and psychological
distress between urban and rural university students (t = 5.25& t = 4.41). The results show that rural
students have more internet addiction and psychological distress as compared to the urban students.
Thus, our null hypotheses Ho4which states that,“There is no significant difference in internet addiction
among university students with respect to their residence”; and Ho5 which states that, “There is no
significant difference in psychological distress among university students with respect to their
residence”, stand rejected.

Table 5: Showing the Comparison of Mean Scores of Internet Addiction and Psychological Distress
among University Students with respect to their Residential Area

Variable Residence n M SD df t-value

Urban 35 27.08 17.68

Internet Addiction 98 3.29*
Rural 65 41.67 22.76

Urban 35 17.65 7.95

Psychological Distress 98 3.02*
Rural 65 24.21 11.42

Total N=100

*p<0.05 level of significance

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Int. J. Modern Soc. Sci. 2015, 4(1): 29-41 36

The aim of the present study was to study internet addiction and psychological distress among
university students and the relation of internet addiction with psychological distress. The comparison
among university students on internet addiction and psychological distress with respect to their gender
and residence has also been examined.
The results of the present study revealed that there is a significant positive correlation between
internet addiction and psychological distress among university students. There are several studies
which are in line with these results. Research studies has shown that internet addiction has positive
correlation with psychological distress and other psychiatric symptoms (Kelleci, Güler, Sezer,
&Gölbaşı, 2009). Moreover, several researchers have found statistically meaningful correlation
between internet usage and psychological symptoms as a somatization, obsessive-compulsive,
interpersonal sensitivity, depression, anxiety, hostility, phobic anxiety, paranoid ideation, psychoticism
(Koç, 2011). Similarly Kraut et al., (1998) found that greater internet use is associated with reduced
psychological Wellbeing, reduced social support, increased loneliness and depression.
Comparing the university students on internet addiction and psychological distress with respect
to their gender, significant difference was found among them on both internet addiction and
psychological distress. The mean score of male university students was found high on internet
addiction as compared to female university students. There are several studies which are in consistence
with our findings. For example, Akman and Mishra (2010) in their study found that male students are
more likely to become addicted to internet than are females and pathological internet users are likely to
be males. That might be due to the traditional stereotypes of gender roles holding that women are not
as technologically oriented as men and computer has been considered stereotypically masculine
(Papastergiou and Solomonidou, 2005); and females may cultivate a fairly negative attitude towards it
and their mild disinterest (Durndell& Haag, 2002). Moreover, Rees and Noyes (2007) found that there
are significant gender differences that were reported for computer and internet use, internet attitudes,
and computer anxiety. Although males and females were generally used this technologies, but females
are less frequent user of technology as compared to males and that females have less positive attitude
and greater anxiety toward technology.
As compared to female university students, male university students were found high on
psychological distress. The earlier research on psychological distress among university students have
mixed results. Several studies are inconsistent with our findings. For example Blazer, Kessler,
McGonagle, Swartz, (1994); Regier, Farmer, Rae, Myers, Kramer, Robins (1993); and Regier, Boyd,
Burke, Rae, Myers, Kramer, (1998) found that prevalence of psychological distress, depression, the
life time risk of depression and anxiety are higher in woman than in their male counterparts. The
preponderance of female psychopathology is also demonstrated in the student population. Similarly,

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Int. J. Modern Soc. Sci. 2015, 4(1): 29-41 37

Toews (1997) found that female students experience higher stress level than male counterparts. On the
other hand some researchers for example, Supe (1998) and Guthrie Black, Shaw, Hamilton, Creed,
&Tomenson (1995) found that there was no significant difference in psychological distress between
male and female university students.
The results of the study further reveal that there is a significant difference among University
students on internet addiction and psychological distress with respect to their residence. The mean
score of rural students was found high on both internet addiction and psychological distress as
compared to the urban students. Research studies has shown that habit of changing manipulating
information on the internet, habit of downloading vulgar pictures/pornographic items, plagiarism and
tendency of sending unwanted messages and internet abuse are comparatively high among the
adolescents in rural areas (Koovakkai, Dineshan, and Muhammed, 2010). Similarly Niemz, Griffiths &
Banyard, (2005) found that the rate of internet addiction is higher for rural students (8%) than for city
students (5%). Rural students were found high on psychological distress as compared to urban
students.Several studies support these findings. Kuruppuarachchi, Wijerathne and Williams (2002) found
that psychological distress among rural students was significantly greater than suburban and urban students.
Similarly studies done by Kathriarachchi, Ariyaratne, &Jiffry, (2001) and Kuruppuarachchi Somerathne,
Madurapperuma, &Talagala, (2012) recognized that adjustment problems and economic difficulties of rural
university students are one of the major key factors, which govern psychological distress among them.

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