The correlation between problematic Internet use and mathematical performance becomes weaker as students grow older

The Internet, while offering convenience, can also have negative impacts on learning and quality of life. Previous studies have demonstrated a negative correlation between pathological Internet use and academic performance, but the nature of this relationship in relation to development remains unclear. Utilizing a large sample, the current study aimed to compare the incidence of problematic Internet use across different age groups and explore how the correlation between problematic Internet use and math performance varies with the age of students. Cluster random sampling was used to distribute questionnaires to students in a city in eastern China. A total of 17,208 fourth-grade students (age: M = 9.79, SD = 0.44) and 11,127 eighth-grade students (age: M = 13.65, SD = 0.54) participated in this study. They were asked to complete the Pathological Internet Usage Scale and several math-achievement tests. The results revealed that: (1) A smaller proportion of upper-grade students exhibited problematic Internet use compared to lower-grade students; (2) There was a significant negative correlation between problematic Internet use and math performance; and (3) This correlation was less pronounced among older student.These results suggest that the negative correlation between problematic Internet use and math achievement decreases with age, and this reduced correlation may be linked to increased academic stress. As Chinese students advance in grades, their academic responsibilities become more burdensome, leading to reduced Internet usage. The findings of this study aim to provide insights into enhancing the academic performance of students with problematic Internet use through environmental education interventions.