The aim of the study is to determine the relationship between problematic internet use and learning responsibilities of students studying at different types of high schools in the province of Aydin and also to examine whether problematic internet usage and learning responsibilities of high school students differ significantly according to gender and school type variables. In this quantitative study using the relational survey model, Adolescent Form of Problematic Internet Usage Scale and Learning Responsibility Scale were used as data collection tool. For the analysis of the data collected within the scope of the research, independent samples t-test, one-way analysis of variance, pearson moments correlation test and multiple linear regression analysis were used. According to the results obtained in the study, it was observed that there was a significant difference between gender and school type variables and problematic internet usage. It was observed that the learning responsibility scores of high school students differed significantly according to gender. There was no significant difference between school type and learning responsibilities. A moderate negative relationship was found between problematic internet use and learning responsibilities. As a result of the multiple regression analysis, it was found that negative results of the internet and excessive use scores significantly predicted learning responsibilities. It was determined that the social benefit/social comfort did not have a significant effect on learning responsibilities.