Screen time and study time: Internet addiction and academic performance in medical undergraduate students: A cross-sectional study

Objectives: Internet addiction (IA) has emerged as a significant behavioral concern, particularly among students who frequently rely on digital devices. Growing evidence suggests that excessive internet use may have a negative impact on academic performance. This study aimed to determine the prevalence of IA among medical undergraduates at a tertiary institute in rural Northern India and to evaluate its association with academic outcomes. Material and Methods: A cross-sectional analytical study was conducted over 18 months at a tertiary care institute in Sitapur, India. A total of 384 medical undergraduates (1 st –4 th year) were selected via convenient cluster sampling. Data were collected using a self-administered questionnaire comprising a semi-structured pro forma for demographics, the Young’s IA test to assess IA severity, and the Academic Performance Scale to measure academic functioning. Statistical analyses included descriptive statistics and Chi-square tests to explore associations between IA levels and academic performance. Results: Nearly half of the participants (49.0%) met criteria for IA, with 11.45% categorized as severe. Students with moderate-to-severe IA were significantly more likely to have poor or failing academic performance compared to those with normal or mild addiction levels (χ 2 = 23.81, P < 0.001). A higher severity of IA was associated with an increased likelihood of poor or failing academic performance. Conclusion: This study identified a high prevalence of IA among medical undergraduates and a significant negative association between IA severity and academic performance. These findings highlight the need for awareness and preventive strategies to promote healthier digital habits among students.