Informational literacy, self-regulation learning and Internet addiction among undergraduate female students

Overuse of the Internet, especially in the form of addiction, can disrupt students' academic progress. Many students are seriously exposed to this damage for a variety of reasons, including the possibility of using unlimited internet in the campus environment. Many of them do not have the skills necessary for proper learning, for example they are unable to monitor, guide and regulate their learning process.Internet addiction has high prevalence among students and most of them do not have the appropriate skills for academic learning. Information literacy can be effective in these structures. This study aimed to determine the role of information literacy in self-regulated learning and Internet addiction.

The research method was descriptive-correlation. The statistical population graduate students in Tehran that 183 of them participated in the study by convenience sampling method and responded to Self-regulated learning scale, Internet addiction scale and Information literacy scale.

Data analysis using Pearson correlation and regression analysis showed that Information literacy has a meaningful and positive relationship with self-regulated learning, but has a significant negative relationship with internet addiction. Information literacy can also predict Internet addiction and Self-regulated learning.

This finding implied on the importance of information literacy in increasing self-regulated learning and reducing of internet addiction.