Attitudes Towards Internet Addiction and Its Impact on Mental Health Among University Students in the United Kingdom

Abstract

Background: Problematic internet use has become an increasing concern within higher education because of its potential implications for students' psychological wellbeing, academic engagement and behavioural functioning. Although considerable attention has been devoted to the prevalence and predictors of internet addiction, comparatively fewer studies have examined students' attitudes towards internet addiction and its associated mental health consequences within the United Kingdom. Aim: This study investigated university students' attitudes towards internet addiction and its mental health consequences at the University of Sunderland, with particular emphasis on attitudes relating to behavioural dependence, emotional responses to internet use and the perceived role of the internet in academic and everyday life. Methods: A quantitative cross-sectional survey was conducted among 250 undergraduate and postgraduate students at the University of Sunderland using a structured self-administered questionnaire. The attitude component comprised 21 Likert-scale items examining behavioural control, emotional responses, internet engagement and educational use. Data were analysed using descriptive statistics, with findings presented as frequencies, percentages and mean scores. Results: The findings demonstrated that students generally held balanced attitudes towards internet use despite reporting frequent online engagement. While many participants acknowledged being regularly preoccupied with the internet, substantially fewer reported attitudes indicative of behavioural dependence, impaired self-control or emotional withdrawal when attempting to reduce internet use. Internet use was predominantly viewed as a constructive resource for learning, research and other productive activities rather than solely as a source of recreation. The overall mean attitude score (3.34/5) suggested generally favourable attitudes towards responsible internet use while recognising the potential risks associated with excessive online engagement. Conclusion: The findings suggest that extensive internet use among university students should not automatically be interpreted as evidence of problematic internet use. Rather, attitudes reflected purposeful engagement with digital technologies alongside awareness of the potential behavioural and psychological consequences of excessive use. Universities should therefore prioritise digital wellbeing initiatives that strengthen self-regulation, promote responsible online behaviour and integrate digital wellbeing within broader student mental health strategies. Future research should employ longitudinal and multi-institutional designs to examine how students' attitudes evolve in response to rapidly changing digital learning environments.