Emotional Reactivity and Perceived Social Support as Psychological Correlates of Internet Addiction Among Nigerian University Students
Iniobong George* and Nnateiye Udofia
Background: Internet addiction has emerged as a growing psychological and public health concern among university students, given its potential adverse effects on emotional functioning, academic performance, and social relationships. Despite the increasing prevalence of problematic internet use, empirical evidence on its psychological correlates within the Nigerian university context remains limited. Objective: This study examined emotional reactivity and perceived social support as psychological correlates of internet addiction among undergraduate students at the University of Uyo, Nigeria.
Methodology: A cross-sectional survey design was employed. A total of 225 undergraduate students participated in the study and completed standardized instruments, including the Internet Addiction Test (IAT), the Emotion Reactivity Scale (ERS), and the Multidimensional Scale of Perceived Social Support (MSPSS). Data were analyzed using Pearson Product–Moment Correlation and hierarchical multiple regression analyses.
Findings: The results revealed a significant positive association between emotional reactivity and internet addiction (r = .56, p < .001), indicating that students with higher emotional sensitivity and intensity were more likely to exhibit problematic internet use. In contrast, perceived social support was significantly and negatively associated with internet addiction (r = −.63, p < .001). Hierarchical multiple regression analysis showed that emotional reactivity and perceived social support jointly accounted for a substantial proportion of the variance in internet addiction among the students.
Conclusion: The findings underscore the important role of emotional processes and interpersonal resources in understanding internet addiction among Nigerian university students. Interventions aimed at reducing problematic internet use may benefit from incorporating emotional regulation strategies and strengthening social support systems within university environments. These results have implications for campus-based mental health services and preventive programs targeting internet-related behavioral problems.
