Author: Hemanta Chakraborty
DOI Link: https://doi.org/10.70798/Bijmrd/03120032
Abstract:
In the digital era, the increasing dependence on the internet has significantly influenced the academic and psychological dimensions of learners, particularly teacher trainees. This study explores the correlation among internet addiction, academic achievement, and mental well-being of teacher trainees in the Purba Medinipur district of West Bengal. Adopting a quantitative research design, data were collected from a representative sample of teacher trainees using standardized tools measuring internet addiction, academic performance, and mental well-being.
The findings indicate a significant negative correlation between internet addiction and academic achievement, suggesting that excessive internet use adversely affects students’ academic performance. Furthermore, a negative relationship was observed between internet addiction and mental well-being, highlighting increased levels of stress, anxiety, and reduced emotional stability among highly addicted individuals. In contrast, a positive correlation was found between academic achievement and mental wellbeing, indicating that psychologically healthy trainees tend to perform better academically.
The study underscores the need for awareness programs, digital literacy, and self-regulation strategies among teacher trainees to ensure balanced internet usage. It also emphasizes the role of teacher education institutions in promoting mental health support systems and integrating responsible technology use into the curriculum. The findings may contribute to policy formulation and the development of intervention strategies aimed at enhancing both academic success and psychological well-being in teacher education contexts.
Keywords: Internet Addiction, Academic Achievement, Mental Well-Being, Teacher Trainees, Correlation Study, Digital Behaviour, Higher Education, Purba Medinipur, Psychological Health, Educational Research.
Page No: 275-282