Academic outcomes and cognitive performance in problematic Internet users.

Area of Science:

• Neuroscience
• Psychology
• Education

Background:

• Limited research exists on the connection between problematic Internet use (PIU) and adolescent cognitive/academic outcomes.
• Adolescent PIU is a growing concern with potential implications for cognitive function and academic success.

Purpose of the Study:

• To investigate differences in academic and cognitive performance between adolescents with and without PIU.
• To analyze specific cognitive domains including perception, attention, memory, verbal fluency, and abstract reasoning in relation to PIU.

Main Methods:

• A cross-sectional study involving 575 high school students in Alicante.
• Participants were categorized into PIU and non-PIU (NPIU) groups based on questionnaires.
• Academic performance was assessed via questionnaires, and cognitive abilities were evaluated using a neuropsychological test battery.

Main Results:

• Adolescents with PIU demonstrated lower academic marks and a higher rate of failed subjects compared to NPIU.
• The PIU group showed enhanced performance in a perception test (higher hit ratio).
• Conversely, PIU adolescents exhibited increased errors in abstract reasoning, suggesting potential impulsivity and response inhibition difficulties.

Conclusions:

• PIU in adolescents is associated with diminished academic achievement and altered cognitive processing, particularly in abstract reasoning.
• Findings suggest potential difficulties with impulse control and response inhibition in adolescents with PIU.
• Further investigation is warranted to elucidate the complex relationship between PIU, cognitive functions, and behavioral regulation in adolescents.