First Year Challenge: The Role of Self-Regulated Learning to Prevent Internet Addiction among First-Year University Students

摘要

University students are categorized as digital natives group who use internet frequently in their daily life. Several studies mentioned that internet affects the way university students learn and socialize with peers. Referring to the university context, first year of university is a crucial periode where students learn to adjust with academic and social aspects after transforming from highschool period. Thus, first-year students are assumed to be more vulnerable to internet addiction due to academic and social adjustment issues. First-year students will look for support and escape from uncomfortable adjustment situation by accessing the internet. Regarding this situation, self-regulated learning (SRL) is a potential factor than can prevent students from internet addiction. This present study aims to explore the relationship between self-regulated learning (SRL) and internet addiction among first year university students. Participants are first-year students (N = 76), consisting of 14 males and 62 females. Data were collected by using Young's internet addiction test (IAT), self-regulated learning scale (SRLS) adapted from SRSS scale by Kadioglu, Uzuntiryaki & Aydin (2011) and questionaire. Results showed that significant correlation is found between self-regulated learning and internet addiction (p < .05). Moreover, there is no significant correlation between GPA and internet addiction as well as SRL also does not correlate with GPA of the participants. SRL indicators of effort regulation and attention-focusing correlate with internet addiction. Further research should consider the improvement of measurement tools to identify internet access behavior and internet addiction among first-year students.