Knowledge of Internet Addiction and Its Mental Health Consequences Among University Students in the United Kingdom: A Cross-Sectional Study

Abstract

Background: Internet addiction has emerged as a significant public health concern because of its potential effects on psychological wellbeing, academic performance and social functioning, particularly among university students who rely extensively on digital technologies for learning and everyday communication. Although considerable attention has been directed towards the prevalence and consequences of problematic internet use, less emphasis has been placed on students' knowledge of internet addiction and their awareness of its implications for mental health. Understanding this knowledge is important for informing preventive interventions and promoting healthier patterns of digital engagement within higher education. Aim: To assess students' knowledge of internet addiction, including their understanding of its behavioural characteristics and awareness of its potential consequences for mental health and academic functioning among students at the University of Sunderland. Methods: A cross-sectional quantitative survey was conducted among University of Sunderland students using a structured self-administered questionnaire. Participants were recruited through convenience sampling, and data were analysed using IBM SPSS Statistics. Descriptive statistics were used to summarise participants' demographic characteristics and knowledge of internet addiction. Results: Participants demonstrated a high level of knowledge regarding internet addiction and its potential impact on mental health. Most respondents correctly identified the characteristics of problematic internet use and recognised that excessive internet use may contribute to adverse psychological outcomes, including anxiety, depression and emotional distress, as well as impaired academic performance and social functioning. The findings also indicated strong awareness of behavioural features associated with internet addiction, suggesting that internet addiction is widely recognised as a behavioural health concern within the study population. Conclusion: University students demonstrated substantial knowledge of internet addiction and its potential implications for mental health. Nevertheless, awareness alone may not be sufficient to reduce engagement in excessive internet use or prevent its adverse consequences. Higher education institutions should therefore complement awareness initiatives with evidence-based digital wellbeing programmes that encourage healthy internet use, strengthen self-regulation and support early identification of students at risk of problematic internet use. The findings provide valuable evidence to inform health promotion strategies and student wellbeing initiatives within university settings.