The Role of Mood-Based Learning Styles in Explaining Students Internet Addiction

Fereshteh Shamsaei

Abstract


Seeking to see that the Internet's unconventional users and in fact Internet addicts are rising and this situation is among teenagers more than other classes, this study examines the role of mood-based learning styles in explaining students Internet addiction. The statistical population of the study included second-grade adolescents in Iran's educational system, which had unusual use of the Internet. To select the sample, 378 people were randomly selected from among the available samples and they were evaluated by Young's Internet addiction questionnaire. Among the 100 people who had high scores, they were considered as the research sample. To conduct research, after evaluating the use of the Internet, students of the research sample were evaluated by mood-based learning styles. The results in this research showed that mood-based styles have a role in explaining the Internet addiction in students, so that the coefficient of determination was equal to 0.778. Accordingly, mood-based learning styles explain how teenagers behave in their logical or pathological use of the Internet.

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