Internet addiction now has become a significant pedagogical problem. It isudthe decline in academic performance of students and senior students due to abuseudof Internet resources in their time attracted attention and led to the very notion ofudInternet addiction. Since then, the situation is moving towards increasing theudnumber of Internet-dependent learners. In this case, the emergence of this deviantudtype of behavior in adolescents and young people is more likely than in olderudpersons. The main advantages of the technology of diagnostics and preventionuddeveloped by us are: 1) the ability to differentially approach the prevention ofudInternet addiction, taking into account the sexual, constitutional and psychologicaludcharacteristics of students; 2) its independence from a specific implementation inudthe learning process in the context of any school.
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