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PSYCHOLOGICAL FEATURES OF PREVENTING STUDENTS' ADDICTION TO THE
INTERNET
Usmonov Shovkat Shuxrat ugli
Master's student of the University of Economics and Pedagogy, Karshi city, Kashkadarya,
Uzbekistan
E-mail:
Annotation:
This article provides a comprehensive analysis of the problem of Internet addiction
among university students and the psychological features of its prevention. It has been scientifically
proven that excessive use of the Internet negatively affects students' mental health, social adaptation,
and academic performance. During the study, empirical data were collected to identify the levels,
causes, and consequences of Internet addiction. Furthermore, effective psychoprophylactic and
psychocorrectional measures were developed, with recommendations for their practical application
in higher education institutions.
Keywords:
Internet addiction, psychological problems, students, psychoprophylaxis,
psychocorrection, mental health, social adaptation.
Аннотация:
В статье проведён всесторонний анализ проблемы интернет-зависимости среди
студентов и психологических особенностей её профилактики. Научно доказано, что
чрезмерное использование интернета оказывает негативное влияние на психическое здоровье
студентов, их социальную адаптацию и успеваемость. В ходе исследования были собраны
эмпирические данные, выявлены уровни, причины и последствия интернет-зависимости.
Также разработаны эффективные меры психопрофилактики и психокоррекции с
рекомендациями по их практическому применению в образовательных учреждениях.
Ключевые
слова:
интернет-зависимость,
психологические
проблемы,
студенты,
психопрофилактика, психокоррекция, психическое здоровье, социальная адаптация.
Introduction
In the current era of globalization and digital technologies, the Internet has become an integral part
of human life. The improvement of information and communication technologies and the expansion
of Internet networks lead to an increase in the level of their use, especially among young people. In
particular, students studying in higher education institutions have been effectively using Internet
opportunities in their educational process, scientific research and personal development. However,
there are also negative consequences of this process, and excessive and uncontrolled use of the
Internet is causing students to become more psychologically dependent. Internet addiction is a set
of psychological problems associated with a person's uncontrollable need to use information
technologies and the desire to be constantly on the Internet. Experts say that Internet addiction has a
significant negative impact on the mental health, mental activity, social adaptation and general
quality of life of young people. According to the latest data from the World Health Organization
(WHO) and other international research institutes, Internet addiction is recognized as a global
problem, and it is especially widespread among young people and students. For students, the
Internet, on the one hand, has created an opportunity for education and quick access to information,
but on the other hand, it can lead to a decrease in their time management skills, social isolation and
depression. The formation of Internet addiction is related to many factors, among which the
psychological state of a person, the level of stress resistance, the influence of family and social
environment are of particular importance. Therefore, the in-depth study of this problem and the
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development of mechanisms for its prevention is an urgent scientific and practical issue today. It is
a problem for many parents that teenage children today spend a lot of time in the world of social
networks and video games. The reason is that teenagers often do not follow the rules of use, that is,
they lose control of themselves after entering the virtual world. In most cases, they cannot decide
for themselves when to stop. Unfortunately, parents' knowledge and skills about modern
technologies and new programs and games are not sufficient. This article analyzes the level of
students' addiction to the Internet, its psychological causes and consequences.
Also,
recommendations for effective psychological methods and approaches to prevent Internet addiction,
including psychoprophylaxis, stress management, personal development programs, and promotion
of social activities will be developed. The results of the research are important in improving
psychological services in higher education institutions and strengthening the mental health of
students.
Main part
The concept of Internet addiction and its psychological essence. Internet Addiction Disorder (IAD)
is a complex of psychological and social problems caused by excessive and uncontrolled use of the
Internet. This term was first used by the American psychiatrist Kimberly Young in 1996. Internet
addiction has symptoms similar to addiction to drugs and other psychoactive substances, Yang said,
and persistent and uncontrolled use can have a negative impact on normal lifestyles. The main
symptoms of Internet addiction include: Spending too much time online. Withdrawal and isolation
from real-life social relationships. The failure of efforts to reduce Internet use. Increased stress,
nervousness, depression. Sleep and eating disorders. Deterioration of academic results. Studies
show that young people and students are the group that spends the most time in the Internet
environment. This situation corresponds to the stages of psychophysiological and emotional
development of young people and affects their personal and social identification processes.
Psychological factors of the development of Internet addiction in students. The formation of
Internet addiction among students is related to the following main psychological and social factors.
Stress and emotional instability. Stress during education, examination and evaluation system,
family and personal problems increase the level of stress in students. And the Internet serves as a
source of temporary escape and emotional relief for them. Low self-esteem and lack of motivation.
Students tend to use the Internet aimlessly as a result of not setting a clear goal for themselves and
uncertainty in their life directions. Lack of social support. The lack of social relations with friends
and family, the feeling of loneliness is the reason for connecting to the Internet. Limited leisure
time and interests. Inability to meaningfully organize free and free time increases excessive
attachment to virtual games on the Internet, social networks and other online activities.
Psychological and social consequences of Internet addiction. Internet addiction in students has the
following negative consequences.
Decline in academic achievement. Decreased attention, reduced interest in homework and academic
activities lead to deterioration of academic performance. Psychological problems. Internet
addiction refers to an obsessive desire to use the Internet and excessive use of it. However, many
researchers point out that addiction is not related to the Internet, but to certain ways of using it.
There are proposals to divide Internet addiction into a specific pathology, in which other forms of
painful attachment may continue offline (eg, online gambling), and a general pathology, usually
associated with excessive use of social networks. networks. Negative mental states such as
depression, anxiety, nervousness, sleep disorders and lack of attention arise. Physical health
problems. As a result of looking at the screen for a long time, sitting in the wrong physical position,
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there are eye and spine problems, and a decrease in motor activity. Social isolation. Distance from
loved ones and society, weakening of communication skills, loneliness and social problems increase.
Effective psychological mechanisms for preventing Internet addiction in students. In order to
prevent Internet addiction, complex psychological approaches have been developed, which include:
Psychoprophylaxis and psychodiagnostics. Using special diagnostic tests to determine the level of
Internet addiction in students (for example, Kimberly Yang tests, Davis's IAT scale). Application of
psychological counseling and psychotherapeutic approaches in the initial stages of addiction.
Development of stress tolerance and emotional intelligence. Organization of stress management
training and psychological training. Development of psycho-pedagogical programs to increase
emotional stability and self-awareness, to strengthen personal motivation. Development of social
adaptation and communicative competence Organization of group psychotherapy and social
activities (sports clubs, science clubs, cultural events). Forming a social support system by
developing new friendships and social connections. Digital detox and time management skills.
Training on digital hygiene and effective time management. Set and enforce clear limits on Internet
usage time. The role of pedagogical and psychological services. Psychological services and
pedagogues working in higher education institutions play an important role in identifying and
preventing students' addiction to the Internet. They attract students to a healthy lifestyle through
preventive conversations, consultations, spiritual and educational events, and provide individual and
group psychological support in relation to problematic situations.
Empirical analysis
The purpose and objectives of the research. The main goal of this study was to determine the level
of Internet addiction among students studying in higher education institutions, study their
psychological characteristics, and develop practical recommendations for preventing this problem.
Based on this goal, the following tasks were defined. Determining the prevalence of Internet
addiction among students. Analysis of the relationship between Internet addiction and the
psychological state of students. Determination of psychological and social factors affecting the level
of addiction. Recommending effective ways to prevent and combat Internet addiction. Research
methods and sample. The research was conducted in October and November 2024 among students
studying at three higher educational institutions (Kokand University, Fergana State University and
Tashkent University of Information Technologies) in Fergana region and Tashkent city. The total
number of respondents was 300 people. 58% of the respondents were women, 42% were men. The
age group of students included young people from 18 to 25 years old. The following
psychodiagnostic methods and methods were used in the study. Kimberly Young's "Internet
Addiction Test" (IAT) scale - to assess the level of Internet addiction. Spielberger's diagnosis of
"personal and reactive anxiety" - to determine the level of stress and anxiety of respondents. Beck's
depression assessment test - to determine the state of psychological health. Questionnaire and
interview method - research findings and analysis to determine the purposes and timing of students'
use of the Internet, as well as the negative effects they perceive. Levels of Internet Addiction.
According to the data obtained on the basis of the IAT methodology, the respondents were divided
into the following categories: 20% of students (60 people) - low level of Internet addiction (within
the norm); 50% of students (150 people) - moderate level of addiction (there is imbalance in the use
of the Internet, but it is under control). 30% of students (90 people) - high level of Internet
addiction (negative consequences were observed in personal, academic and social life). High level
of Internet addiction was observed more among male students (35%), while among female students
it was 26%. The relationship between Internet addiction and psychological factors. Among
students with a high level of Internet addiction, a high level of anxiety was detected in 70% of cases
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(according to the Spielberger test). Higher rates of depression (according to the Beck test) were
60% among students with a strong Internet addiction. Stress management problems and lack of
social support were noted as the main factors in the formation of Internet addiction. Internet use
purposes and time consumption. 62% of students use the Internet mainly for social networks
(Instagram, Telegram, TikTok). 18% of students said that they spend a lot of time on games and
other entertainment platforms. Only 20% of respondents stated that they use the Internet as the
main source for educational and scientific activities. Average time spent on the Internet per day:
4-6 hours - 45%
6-8 hours – 35%
More than 8 hours - 20%.
Conclusions based on the results of the analysis. Internet addiction is an urgent problem among
students, which has a negative impact not only on their psychological health, but also on their social
and academic activities. Students with high levels of Internet addiction often experience high levels
of anxiety and depression. Recommendations based on empirical analysis. Regular psychological
diagnosis and monitoring in higher education institutions. Implementation and promotion of digital
detox programs; Active involvement of students in social and sports activities, organization of team
exercises and training. Expanding psychological counseling and psychotherapy services, holding
seminars on stress resistance and emotional stability. Development of student social support groups
and friendship networks.
Conclusion
It is an undeniable fact that modern digital technologies have deeply penetrated into all areas of our
lives, especially in education and among young people. Along with the unlimited possibilities of the
Internet, there are also its negative consequences, especially among young people and students,
cases of Internet addiction are frequent. Based on the results of theoretical and empirical studies
conducted in this article, the following scientific and practical conclusions were reached. Internet
addiction is increasing its relevance as a social and psychological problem. The formation of this
condition in students is primarily related to emotional instability, stress, lack of social support and
difficulties in time management. The results of the study showed the existence of medium and high
level of addiction to the Internet among students. In particular, overuse of social networks and
online games has a negative impact on psychological health among students. Symptoms of stress
and depression were noted as the main psychological indicators of Internet addiction. The
consequences of Internet addiction seriously harm not only a person's mental health, but also social
adjustment and academic performance.
Students experience poor concentration, poor
communication skills, social isolation, and health problems.
It is important to introduce
psychoprophylaxis and psychocorrection methods to prevent and reduce Internet addiction. It is
important to develop digital hygiene, effective time management, stress-fighting skills among
students, as well as to encourage active participation in social and sports events. The effective
operation of pedagogical and psychological services and the systematic implementation of spiritual
and educational work in higher education institutions play an important role in the formation of
immunity of students against Internet addiction. It is also necessary to strengthen the cooperation of
parents and teachers, measures to psychologically support students by them. Basically, bloggers are
the main carriers of information in today's information society and influence the formation of
readers' values, so we need to systematize the information that bloggers give. can be ordered.
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In general, prevention of students' addiction to the Internet is one of the necessary factors to
strengthen their psychological health, support their personal development, and achieve high results
in the educational process. Continuing research and practical activities in this field, introduction of
modern psychological technologies remains a relevant and promising direction.
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