Rita B. Salmorbekova
Doctor of Sociological Sciences, Professor
Department of Natural Sciences
Kyrgyz Aviation Institute named after I. Abdraimov
Bishkek, Kyrgyz Republic|
ORCID: 0000-0002-7580-9694
Aksana T. Omorbaeva
Postgraduate Student
Institute of Philosophy named after Academician A. Altmyshbaev
National Academy of Sciences of the Kyrgyz Republic
Bishkek, Kyrgyz Republic
ORCID: 0009-0000-9882-1867
Venera S. Cholponbaeva
Postgraduate Student
Institute of Philosophy named after Academician A. Altmyshbaev
National Academy of Sciences of the Kyrgyz Republic
Bishkek, Kyrgyz Republic
ORCID: 0009-0000-4518-7276
Tattybubu Myrzalieva
Lecturer
Department of Social Work
Osh State University
Osh, Kyrgyz Republic
ORCID: 0009-0002-7565-460X
Keywords: problematic Internet use; adolescents; self-regulation; psychological well-being; educational practice; digital behavior; school prevention
Abstract. This study examines psychological and educational aspects of problematic Internet use among adolescents aged 12–16 in the Kyrgyz Republic. The aim of the research is to identify patterns of problematic Internet use and to examine their implications for adolescents’ self-regulation, emotional well-being, social interaction, and educational functioning. The empirical study involved 1,250 adolescents enrolled in secondary educational institutions. Problematic Internet use was assessed using the Kimberly Young Internet Addiction Test (IAT) and the Chen Internet Addiction Scale (CIAS). The findings indicate that 54.41% of respondents demonstrated relatively adaptive Internet use, while 41.59% showed persistent problems associated with excessive Internet use and 4.0% demonstrated a high level of addiction risk. The results also revealed difficulties related to time management, emotional dependence, sleep patterns, offline social interaction, and academic engagement. The combined use of IAT and CIAS provides a multidimensional assessment of behavioral and psychological manifestations of problematic Internet use. From an educational perspective, the findings emphasize the importance of early identification of at-risk adolescents and the integration of preventive psychological and pedagogical measures into the school environment. School psychologists, teachers, and parents can play an important role in developing adolescents’ digital self-regulation and healthier patterns of Internet use.
Introduction
The rapid expansion of digital technologies has substantially changed the everyday lives of adolescents. Internet access has become an integral part of learning, communication, entertainment, and social interaction. At the same time, intensive and poorly regulated Internet use may create difficulties in adolescents’ daily functioning, particularly when online activities begin to interfere with study, sleep, interpersonal communication, and emotional well-being. Previous research has associated excessive Internet use with difficulties in behavioral control and a range of psychological and social consequences [Kuss et al., 2014; Lopez-Fernandez, 2021]. Adolescence is a particularly important period for examining these patterns because habits of self-regulation, communication, and learning are still developing. Problematic Internet use may therefore be relevant not only to psychological well-being but also to educational functioning. Difficulties in controlling time spent online can compete with school responsibilities, while late-night Internet use may affect sleep and daytime activity. Emotional attachment to online activities and preference for virtual communication may also influence adolescents’ interaction with peers, family members, and the school environment [Le et al., 2024]. One of the most widely used approaches to the assessment of problematic Internet behavior is the Internet Addiction Test developed by Kimberly Young [Young, 1998]. The instrument focuses on behavioral manifestations of excessive Internet use and its interference with everyday activities. Another established instrument is the Chen Internet Addiction Scale (CIAS), which assesses several dimensions of problematic Internet use, including compulsive behavior, withdrawal, tolerance, interpersonal and health-related problems, and difficulties in time management [Chen et al., 2003].
The use of these instruments together provides an opportunity to examine both behavioral patterns and their psychological and functional manifestations. For educational institutions, the problem is especially relevant because many consequences of excessive Internet use become visible in everyday learning and school life. Difficulties with concentration, sleep, time management, emotional regulation, and offline communication may affect adolescents’ engagement with educational activities. Schools can therefore serve not only as settings in which such difficulties are observed but also as environments for early prevention. This increases the importance of cooperation among teachers, school psychologists, adolescents, and parents in promoting balanced patterns of digital behavior.
Research on Internet-related behavioral problems has expanded considerably internationally; however, empirical evidence concerning adolescents in the Kyrgyz Republic remains comparatively limited. Previous research in Kyrgyzstan has nevertheless indicated the presence of problematic Internet use among adolescents and young people [Salmorbekova et al., 2023]. Further analysis is needed to understand how different manifestations of problematic Internet use are distributed among school-age adolescents and what these findings may imply for psychological and educational practice. The aim of this study is to identify the psychological and behavioral patterns of problematic Internet use among adolescents aged 12–16 in the Kyrgyz Republic and to examine their implications for educational practice and school-based prevention.
Main part. Psychological and Educational Dimensions of Problematic Internet Use
Problematic Internet use in adolescence is a complex behavioral phenomenon that cannot be explained solely by the amount of time spent online. Of greater importance is the extent to which Internet use becomes difficult to control and begins to interfere with everyday activities, interpersonal relationships, emotional functioning, and learning. Early studies conceptualized Internet addiction primarily through behavioral symptoms such as loss of control, excessive involvement, withdrawal, and neglect of daily responsibilities [Young, 1998]. Subsequent research has broadened this approach by considering problematic Internet use as a multidimensional phenomenon involving behavioral, emotional, and functional components [Kuss et al., 2014].
For adolescents, self-regulation is particularly relevant to understanding problematic patterns of Internet use. The digital environment provides continuous access to communication, entertainment, information, and immediate forms of emotional stimulation. Difficulties in regulating these activities may be expressed through spending more time online than originally intended, repeated unsuccessful attempts to reduce Internet use, and postponement of school or everyday responsibilities. In this respect, problematic Internet behavior is closely related to adolescents’ ability to organize their time and maintain a balance between online activities and other areas of everyday life.
The Internet Addiction Test (IAT) developed by Young provides a behavioral assessment of these difficulties [Young, 1998]. Its items address such manifestations as excessive time online, neglect of responsibilities, difficulties in limiting Internet use, preference for online activities, and changes in emotional state when Internet access is restricted. The instrument is therefore useful for identifying patterns that may also be relevant to educational functioning, particularly when Internet use begins to compete with study and other daily responsibilities.
The Chen Internet Addiction Scale (CIAS) provides a more differentiated assessment. It includes dimensions related to compulsive Internet use, withdrawal, tolerance, interpersonal and health-related problems, and difficulties with time management [Chen et al., 2003]. These dimensions make it possible to distinguish between the symptoms of problematic Internet involvement and the functional difficulties accompanying them. Later research with adolescents also supported the usefulness of the revised CIAS for examining compulsive use and withdrawal, tolerance, interpersonal and health-related problems, and time-management difficulties [Mak et al., 2014].
The educational significance of these manifestations should not be reduced to academic performance alone. Difficulties with time management may affect the organization of homework and daily routines; late-night Internet use may interfere with sleep and daytime activity; and preference for online interaction may influence communication with family members and peers. Previous studies have also reported associations between problematic Internet use and school performance as well as emotional and behavioral difficulties among adolescents [Ko et al., 2005].
At the same time, the results of screening instruments should be interpreted cautiously. IAT and CIAS scores indicate the severity of problematic Internet-use patterns and help identify adolescents who may require closer attention, but questionnaire results alone should not be treated as a clinical diagnosis. This distinction is particularly important in educational settings, where screening is intended primarily to support early identification and prevention rather than to assign clinical labels.
From a psychological and educational perspective, the combined application of IAT and CIAS is useful because the two instruments approach problematic Internet use from related but somewhat different perspectives. The IAT provides a general picture of behavioral difficulties associated with Internet use, whereas the CIAS allows a more detailed examination of compulsive symptoms, withdrawal, tolerance, interpersonal and health-related consequences, and time-management problems [Young, 1998; Chen et al., 2003]. Their combined use therefore provides a broader basis for examining adolescents’ digital behavior in relation to psychological well-being and educational functioning.
Method
The empirical study was designed to assess patterns of problematic Internet use among adolescents and to identify behavioral and psychological characteristics that may be relevant to educational practice. The study included 1,250 adolescents aged 12–16 years enrolled in secondary educational institutions in the Kyrgyz Republic in 2025.
Participation was voluntary. Adolescents participated with the informed consent of their parents or legal guardians. No personally identifiable information was included in the analytical dataset, and the results were analyzed in aggregated form. Participants were informed that participation was voluntary and that they could discontinue their participation. These procedures were intended to protect confidentiality and minimize potential psychological discomfort during data collection.
Two instruments were used. The first was the Internet Addiction Test (IAT) developed by Kimberly Young [Young, 1998]. The IAT contains 20 items assessing behavioral manifestations of problematic Internet use and its interference with everyday activities. Higher total scores indicate greater severity of Internet-related difficulties. In accordance with the scoring approach used in the present study, scores of 20–49 were interpreted as relatively adaptive Internet use, 50–79 as indicating noticeable problems associated with excessive Internet use, and 80–100 as indicating a pronounced level of problematic Internet use [Young, 1998]. The 20-item structure and these conventional score ranges are also reported in applications of the IAT.
The second instrument was the Chen Internet Addiction Scale (CIAS) [Chen et al., 2003]. The scale consists of 26 items and assesses several dimensions of problematic Internet behavior, including compulsive use, withdrawal, tolerance, interpersonal and health-related problems, and difficulties with time management. The items are rated on a four-point scale, with higher scores reflecting a greater degree of Internet-related difficulties.
The use of the two instruments made it possible to examine problematic Internet use from complementary perspectives. The IAT was used to assess the overall severity of Internet-related behavioral difficulties, whereas the CIAS provided a more differentiated assessment of specific psychological and functional manifestations.
The collected responses were converted into numerical scores and entered into a database for statistical analysis. Descriptive statistics and frequency analysis were used to examine the distribution of problematic Internet-use indicators across the sample. The results of the two instruments were subsequently compared to identify convergent patterns in adolescents’ behavioral and psychological responses.
Results
The findings obtained using the IAT and CIAS indicate that problematic Internet use was present at different levels among the surveyed adolescents. The two instruments revealed a broadly consistent pattern: for most participants, Internet use remained within an adaptive or moderately problematic range, whereas a smaller group demonstrated more pronounced difficulties with behavioral control and everyday functioning.
According to the Internet Addiction Test (IAT), 54.41% of the respondents scored within the 23–49-point range. A further 41.59% obtained scores between 50 and 79 points, indicating noticeable problems associated with Internet use, while 4.00% scored 80 points or higher. Thus, almost half of the surveyed adolescents demonstrated some degree of difficulty in regulating their Internet use, although only a relatively small proportion reached the highest score range. These distributions are reported in the original dataset as 54.41%, 41.59%, and 4.0%, respectively.
Table 1. Distribution of Adolescents According to IAT Score Ranges (n = 1,250)
| IAT score range | Interpretation used in the study | Participants (%) |
| 23–49 | Relatively adaptive Internet use | 54.41 |
| 50–79 | Noticeable problems associated with Internet use | 41.59 |
| ≥80 | Pronounced problematic Internet use | 4.00 |
| Total | 100.00 |
The distribution presented in Table 1 shows that problematic Internet use should not be considered a uniform condition among adolescents. The largest group remained within the relatively adaptive range, while a substantial proportion reported difficulties that may require preventive attention. From an educational perspective, the group scoring between 50 and 79 points is particularly relevant because emerging problems with Internet-use regulation may become visible before they develop into more persistent behavioral patterns.
Analysis of individual IAT responses provided additional information about these difficulties. 36.3% of adolescents reported that they often or always stayed online longer than intended, while 41.1% frequently found themselves extending Internet use for “a few more minutes.” Problems related to everyday responsibilities were also evident: 48.5% reported neglecting household duties at least sometimes or often, and 41.1% indicated reduced productivity in study or other activities. Emotional manifestations were also observed: 20.7% often or always experienced a sense of emptiness when offline, while 38.9% reported irritation associated with Internet-use situations. These indicators are contained in the original results and therefore can be retained without introducing additional assumptions.
The CIAS results provided a more differentiated picture of the psychological and functional manifestations of problematic Internet use. Difficulties with time regulation were among the most frequently reported characteristics. 65% of participants partially or fully agreed that they remained online longer than originally intended, while 34% reported unsuccessful attempts to reduce Internet use. Emotional dependence was also apparent: 40% reported distress or discomfort when Internet use had to be interrupted.
Interpersonal and everyday functioning were also affected. 42% of participants reported choosing online activities instead of spending time with friends, and 36% indicated that Internet use reduced communication with family members. Sleep-related difficulties were particularly relevant from a psychological and educational perspective: 32% reported sleeping for fewer than four hours because of Internet use, while 42% reported daytime fatigue.
Table 2. Selected Behavioral and Psychological Manifestations Identified by IAT and CIAS
| Dimension | Indicator | Participants (%) |
| Time regulation | Staying online longer than intended (CIAS) | 65.0 |
| Self-control | Unsuccessful attempts to reduce Internet use (CIAS) | 34.0 |
| Emotional response | Distress when Internet use is interrupted (CIAS) | 40.0 |
| Social interaction | Online activities instead of spending time with friends (CIAS) | 42.0 |
| Family interaction | Reduced communication with family (CIAS) | 36.0 |
| Sleep | Fewer than four hours of sleep because of Internet use (CIAS) | 32.0 |
| Daytime functioning | Daytime fatigue (CIAS) | 42.0 |
| Time regulation | Often/always staying online longer than intended (IAT) | 36.3 |
| Time regulation | Extending use for “a few more minutes” (IAT) | 41.1 |
| Daily responsibilities | Neglect of household duties, sometimes/often (IAT) | 48.5 |
| Educational functioning | Reduced study/work productivity (IAT) | 41.1 |
| Emotional response | Feeling empty when offline, often/always (IAT) | 20.7 |
| Emotional response | Irritation related to Internet use (IAT) | 38.9 |
Importantly, percentages obtained from the two instruments should not be interpreted as directly equivalent measures. The IAT and CIAS contain differently formulated items and response categories. Their results are therefore used here to identify converging behavioral patterns rather than to establish direct item-by-item equivalence.
The CIAS subscale scores further demonstrated that problematic Internet use involved several interconnected dimensions. The mean scores were 10.98 for compulsive use (Com), 11.39 for withdrawal (Wit), 9.55 for tolerance (Tol), 15.22 for interpersonal and health-related problems (IH), and 13.86 for time-management problems (TM). The mean score for Internet addiction symptoms (IA-Sym) was 31.84, while the mean score for related problems (IA-RP) was 29.07. The overall mean CIAS score was 60.91.
Table 3. Mean CIAS Scores Among the Surveyed Adolescents
| CIAS dimension | Abbreviation | Mean score |
| Compulsive use | Com | 10.98 |
| Withdrawal | Wit | 11.39 |
| Tolerance | Tol | 9.55 |
| Interpersonal and health-related problems | IH | 15.22 |
| Time-management problems | TM | 13.86 |
| Internet addiction symptoms | IA-Sym | 31.84 |
| Internet-related problems | IA-RP | 29.07 |
| Total CIAS score | CIAS total | 60.91 |
The pattern of CIAS scores suggests that the difficulties reported by adolescents extended beyond the frequency of Internet use itself. Problems involving interpersonal and health-related functioning and time management were prominent components of the overall pattern. When considered together with the IAT findings, the results point to difficulties in self-regulation, emotional responses, sleep, everyday responsibilities, and social interaction.
From an educational perspective, these findings are relevant because several of the identified manifestations are directly connected with adolescents’ everyday functioning. Reduced sleep, daytime fatigue, difficulties in controlling online time, and reduced productivity may interfere with participation in educational activities. At the same time, the results do not establish that Internet use itself caused poorer educational outcomes, because the present cross-sectional study did not test causal relationships. Rather, the findings identify behavioral and psychological patterns that warrant attention in school-based prevention and psychological support.
Discussion
The findings of the present study show that problematic Internet use among adolescents in the Kyrgyz Republic is not limited to a small group with highly pronounced symptoms. Although 4.0% of participants reached the highest IAT score range, a considerably larger group demonstrated difficulties associated with excessive Internet use. This distinction is important because preventive work in educational settings should not focus exclusively on adolescents with the most severe manifestations. Students experiencing emerging difficulties with time management, emotional regulation, sleep, or everyday responsibilities may also benefit from early psychological and pedagogical support.
The results are consistent with the multidimensional understanding of problematic Internet use proposed in previous research. Young emphasized loss of control, excessive involvement, and interference with everyday activities as important behavioral manifestations [Young, 1998]. The CIAS model further differentiates compulsive use, withdrawal, tolerance, interpersonal and health-related problems, and time-management difficulties [Chen et al., 2003]. In the present study, manifestations belonging to several of these dimensions occurred simultaneously, supporting the view that problematic Internet behavior should not be assessed only through the number of hours adolescents spend online.
Time regulation appears to be particularly relevant. Many respondents reported remaining online longer than intended, while some experienced difficulties when attempting to reduce their Internet use. These findings may reflect limitations in behavioral self-regulation rather than Internet exposure alone. During adolescence, the development of self-control and the organization of daily routines remain important psychological and educational tasks. For this reason, preventive interventions may be more useful when they teach adolescents how to plan online activity and regulate digital habits rather than simply imposing restrictions on Internet access.
The emotional component also deserves attention. Distress when Internet use was interrupted, irritation, and feelings of emptiness when offline were reported by a proportion of respondents. Similar emotional and behavioral manifestations have been considered relevant characteristics of problematic Internet use in previous studies [Kuss et al., 2014; Lopez-Fernandez, 2021]. Nevertheless, these responses should not automatically be interpreted as evidence of a mental disorder. Within a school setting, they are more appropriately viewed as indicators that may help psychologists and educators identify adolescents who could benefit from further assessment or support.
Sleep-related findings are also important. Some adolescents reported substantial reductions in sleep associated with Internet use and subsequent daytime fatigue. In educational practice, insufficient sleep and fatigue are relevant because they may affect adolescents’ daily routines and capacity to participate effectively in learning activities. However, the cross-sectional design of the present study does not allow a causal conclusion that Internet use itself produced these educational difficulties. The observed relationships should therefore be interpreted as potential areas for psychological and educational attention rather than as demonstrated causal effects.
Another finding concerns interpersonal interaction. Some participants reported choosing online activities over communication with friends or reducing communication with family members. This does not imply that online communication is inherently negative. Digital environments are an important part of contemporary adolescent socialization. The issue becomes relevant when online activity persistently displaces offline relationships or interferes with everyday responsibilities. Such a distinction is important for educational prevention because interventions based solely on restricting technology may fail to address the psychological functions that online activity performs for adolescents.
The combined application of the IAT and CIAS provided complementary information. The IAT identified the overall severity of Internet-related behavioral difficulties, whereas the CIAS allowed these difficulties to be considered in relation to compulsive use, withdrawal, tolerance, interpersonal and health-related problems, and time management [Young, 1998; Chen et al., 2003]. The usefulness of multidimensional assessment is also supported by studies applying the CIAS framework to adolescent populations [Mak et al., 2014]. Thus, the use of both instruments can be particularly informative for research and screening purposes.
Implications for Educational Practice
The findings have several implications for educational institutions. First, prevention should be directed not only at reducing screen time but also at developing digital self-regulation. Adolescents need practical skills for organizing study and leisure time, managing notifications and interruptions, maintaining appropriate sleep routines, and recognizing situations in which online activity begins to interfere with everyday responsibilities.
Second, school psychologists may play an important role in early identification. Screening instruments such as the IAT and CIAS can help identify patterns requiring closer attention, but questionnaire scores should not be used independently to assign a clinical diagnosis. Screening should be followed, where necessary, by individual psychological assessment and consultation.
Third, preventive activities should involve teachers and parents. Teachers may observe changes in classroom engagement, fatigue, difficulties with concentration, or completion of educational tasks, while parents are better positioned to observe adolescents’ Internet routines outside school. Cooperation between the family and educational institution may therefore provide a more complete understanding of adolescents’ digital behavior.
Finally, preventive programs should avoid presenting digital technology exclusively as a source of risk. Internet resources are an established component of education, communication, and adolescents’ social lives. The educational objective should instead be to promote a balanced pattern of use in which digital activity supports learning and communication without consistently displacing sleep, offline interaction, physical activity, and everyday responsibilities.
Conclusion
The present study examined the psychological and behavioral characteristics of problematic Internet use among 1,250 adolescents aged 12–16 years in the Kyrgyz Republic using the Internet Addiction Test (IAT) and the Chen Internet Addiction Scale (CIAS). The findings demonstrate that problematic Internet use among adolescents is heterogeneous and includes different levels of behavioral and psychological difficulty.
According to the IAT results, 54.41% of participants demonstrated relatively adaptive Internet use, 41.59% showed noticeable problems associated with excessive Internet use, and 4.0% reached the highest score range. The CIAS findings complemented these results by identifying difficulties related to compulsive use, withdrawal, tolerance, interpersonal and health-related functioning, and time management. The overall mean CIAS score was 60.91, with notable scores for interpersonal and health-related problems and difficulties in time management.
The results suggest that the educational significance of problematic Internet use extends beyond the amount of time adolescents spend online. Difficulties with self-regulation, emotional responses, sleep, everyday responsibilities, and offline interaction may influence adolescents’ functioning within both family and educational environments. For this reason, prevention should focus not simply on restricting Internet access but on helping adolescents develop more balanced and self-regulated patterns of digital behavior.
Educational institutions can contribute to early prevention by integrating digital self-regulation, responsible Internet use, sleep awareness, and time-management skills into psychological and educational support activities. School psychologists may use standardized screening instruments to identify adolescents who require closer attention, while cooperation with teachers and parents can support earlier recognition of behavioral changes. Screening results, however, should be interpreted as indicators of potential risk rather than as independent clinical diagnoses.
The study also has several limitations. Its cross-sectional design does not allow causal relationships to be established between problematic Internet use and psychological or educational functioning. The findings are based primarily on adolescents’ self-reported responses and may therefore be influenced by individual perceptions and response patterns. In addition, the present analysis does not examine differences according to gender, age group, school characteristics, or specific types of online activity. These factors should be considered in future research.
Further studies may employ longitudinal designs and examine how patterns of Internet use change during adolescence and how they relate to psychological well-being, sleep, educational engagement, and interpersonal relationships over time. Such research would provide a stronger empirical basis for the development of age-appropriate school-based prevention programs.
Overall, the findings support the need for a balanced psychological and educational approach to adolescents’ Internet use. Digital technologies are an integral part of contemporary education and social interaction; therefore, the primary objective should not be their restriction, but the development of adolescents’ capacity to use them consciously, safely, and in ways compatible with learning, healthy daily routines, and offline social relationships.
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