إدمان الإنترنت وعلاقته بإدارة الذات والدافعيّة نحو التعلّم لدى طلاب المرحلة المتوسطة في بعض المدارس الخاصّة : وسط قضاء بعلبك
In the context of rapid digital transformation, the phenomenon of internet addiction among students has increased, raising educational and psychological concerns about its potential implications that threaten the digital generation. Accordingly, this dissertation aims to analyze the relationship between internet addiction and both self-management and learning motivation among middle school students, in light of adolescents’ growing reliance on digital technologies and the intensifying psychological and behavioral effects on them. The study adopts a descriptive correlational methodology and relies on diverse tools, including student questionnaires (internet addiction scale, self-management scale, and learning motivation scale), a teacher survey on awareness of internet addiction risks, focus groups with students and teachers, and individual interviews with parents. A stratified random sample was selected, consisting of 737 middle school students and 124 teachers from private schools in central Baalbek district. The findings reveal a weak but statistically significant negative correlation between internet addiction and both self-management and learning motivation, with differences based on age and gender, and a slight increase in internet addiction rates among rural students compared to their urban peers. The study also showed that internet addiction results from a dynamic interaction between the student’s internal domain (entertainment and escaping psychological pressures) and the external domain (content attractiveness and weak parental supervision), with external factors prevailing, particularly those related to application designs that stimulate the brain’s reward system. Moreover, the results indicated that teachers’ awareness of internet addiction risks is moderate, yet insufficiently reflected in their awareness practices within the educational environment. Consequently, the dissertation concludes with the necessity of adopting a comprehensive educational approach that focuses on designing programs to develop self-management skills and enhance intrinsic motivation for learning, besides activating digital literacy within the school environment, ensuring the preparation of a generation capable of balancing openness to the digital world with controlled use that supports psychological and cognitive development. (Author's abstract)