Associations of digital well being and electronic addiction with academic achievement among middle school students in Shandong China

Abstract

This study investigates the association between digital well-being, electronic addiction and junior high school students’ academic performance in Shandong Province, China. A quantitative survey was administered to junior high school students to assess their digital habits and examine the correlation between digital behaviors and academic outcomes. The results revealed that over 70% of students reported using electronic devices for at least one hour daily. Two dimensions of digital well-being-self-awareness and balanced lifestyle were positively associated with academic performance. In contrast, four characteristics of electronic addiction, excessive use, loss of control, negative life impact, and related problems, were negatively associated with academic achievement. The findings suggest that while smart devices can support learning and provide enjoyment, overuse may be associated with lower academic performance. Digital well-being appears to be positively associated with academic performance whereas electronic addiction is negatively associated with academic performance. Educators and parents should actively guide students in developing self-control and maintaining balanced digital habits. Such efforts can foster both digital well-being and academic success among junior high school students.