Internet Addiction and Its Relationship with Self-Management Among MiddleSchool Learners in Private Schools (Central Baalbek District) in Lebanon

Abstract

This study aims to examine the relationship between Internet addiction
and self-management among middle school students in the central district of Baalbek, Lebanon, in light of the increasing reliance of adolescents on digital technologies and their growing psychological and behavioral impacts. The study adopted a descriptive correlational methodology and utilized a closed-ended questionnaire based on a five-point Likert scale. The instrument consisted of 40 items distributed across two scales: The Internet Addiction Scale and the SelfManagement Scale, which comprises three dimensions: time management, stress and
emotional regulation, and social relationship management. A stratified random sample of 737 students was selected from private, fee-paying middle schools in the central Baalbek district.
The results revealed a statistically significant but weak inverse correlation between Internet addiction and self-management. Excessive Internet use negatively affected time management among both male and female students, and had a clear negative impact on stress and emotional regulation among females. Conversely, no significant effect was found on the management of social relationships. The findings also indicated that the negative impact of Internet addiction on self-management was more pronounced among younger age groups. Based on these findings, the study recommends the implementation of educational and awareness programs that enhance self-management skills and promote a culture of safe and responsible digital technology use among learners, in order to mitigate the effects of digital addiction and strengthen their organizational abilities in environments saturated with digital distractions.