{"id":2982,"date":"2025-01-15T08:00:00","date_gmt":"2025-01-15T08:00:00","guid":{"rendered":"https:\/\/atras-univ-saida.dz\/en\/?p=2982"},"modified":"2025-02-24T14:08:58","modified_gmt":"2025-02-24T14:08:58","slug":"internet-self-directed-learning-skills-students-usage","status":"publish","type":"post","link":"https:\/\/atras-univ-saida.dz\/en\/?p=2982","title":{"rendered":"Article 45-Issue 01 vol 6 January 2025"},"content":{"rendered":"\n

A Comparative Study of Self-directed Learning Skills in Light of Internet Usage Among Algiers 2 University Students<\/strong><\/strong><\/strong><\/h1><\/div><\/div>\n\n\n\n

\u062f\u0631\u0627\u0633\u0629 \u0645\u0642\u0627\u0631\u0646\u0629 \u0644\u0645\u0647\u0627\u0631\u0627\u062a \u0627\u0644\u062a\u0639\u0644\u0651\u0645 \u0627\u0644\u0645\u0648\u062c\u0651\u0647 \u0630\u0627\u062a\u064a\u064b\u0627 \u0641\u064a \u0636\u0648\u0621 \u0627\u0633\u062a\u062e\u062f\u0627\u0645 \u0634\u0628\u0643\u0629 \u0627\u0644\u0625\u0646\u062a\u0631\u0646\u062a \u0644\u062f\u0649 \u0637\u0644\u0628\u0629 \u062c\u0627\u0645\u0639\u0629 \u0627\u0644\u062c\u0632\u0627\u0626\u0631 2<\/strong><\/bdo><\/strong><\/strong><\/strong><\/h1><\/div><\/div>\n\n\n\n

Tahiri Wafa<\/strong>
University of Algiers 2- Abu al-Qasim Saad Allah, Algeria
 sarahhamri@gmail.com<\/a>
0009-0006-0151-7230<\/strong><\/strong><\/strong><\/p><\/div><\/div>\n\n\n\n

Abstract<\/strong><\/p><\/div><\/div>\n\n\n\n

This study aimed to evaluate the level of self-directed learning skills among a sample of students from the University of Algiers 2, with a focus on their internet usage patterns. The psychometric properties of the self-directed learning skills scale were meticulously assessed for validity and reliability to support the objectives of the study. The research encompassed all third-year students from the Department of Education Sciences at the University of Algiers 2, specializing in Guidance and Counseling and Special Education, with a total of 101 participants. Results were derived using statistical analysis programs, specifically the Statistical Package for Social Sciences (SPSS). Methods employed included computing means, standard deviations, and T-tests. The findings revealed that the participants demonstrated a high level of self-directed learning skills. Interpersonal skills were the most prominent, whereas self-assessment skills were the least developed, yet both were classified at a high level. Furthermore, the study identified statistically significant differences (at \u03b1 \u2264 0.01) in self-directed learning skills between students with high and medium internet usage, excluding the domains of self-awareness, self-assessment, and interpersonal skills. The findings of the study were thoroughly analyzed in the context of their alignment with the theoretical framework and relevant previous research. Based on this comprehensive examination, a series of informed recommendations were proposed.<\/p><\/div><\/div>\n\n\n\n

Keywords:<\/strong> Internet, self-directed learning, skills, students, usage<\/p><\/div><\/div>\n\n\n

\n
\"\"<\/a><\/figure>\n<\/div>\n\n\n

DOI: https:\/\/doi.org\/10.70091\/Atras\/vol06no01.45
<\/strong><\/h1><\/div><\/div>\n\n\n\n

How to Cite this Paper :<\/strong><\/strong> <\/p><\/div><\/div>\n\n\n\n

\u0648\u0641\u0627\u0621 \u0637\u0647\u064a\u0631\u064a .(2025) . \u062f\u0631\u0627\u0633\u0629 \u0645\u0642\u0627\u0631\u0646\u0629 \u0644\u0645\u0647\u0627\u0631\u0627\u062a \u0627\u0644\u062a\u0639\u0644\u0651\u0645 \u0627\u0644\u0645\u0648\u062c\u0651\u0647 \u0630\u0627\u062a\u064a\u064b\u0627 \u0641\u064a \u0636\u0648\u0621 \u0627\u0633\u062a\u062e\u062f\u0627\u0645 \u0634\u0628\u0643\u0629 \u0627\u0644\u0625\u0646\u062a\u0631\u0646\u062a \u0644\u062f\u0649 \u0637\u0644\u0628\u0629 \u062c\u0627\u0645\u0639\u0629  \u0627\u0644\u062c\u0632\u0627\u0626\u06312. \u0645\u062c\u0644\u0629 \u0623\u0637\u0631\u0627\u0633\u060c 6<\/em>(1)\u060c 670-687<\/bdo><\/p><\/div><\/div>\n\n\n\n

References<\/strong>:<\/p><\/div><\/div>\n\n\n\n

\u0627\u0628\u0646 \u0645\u0646\u0638\u0648\u0631. (2003).  \u0644\u0633\u0627\u0646 \u0627\u0644\u0639\u0631\u0628. \u062c5.  \u062f\u0627\u0631 \u0627\u0644\u0643\u062a\u0627\u0628 \u0627\u0644\u0639\u0644\u0645\u064a\u0629. \u0628\u064a\u0631\u0648\u062a.
\u0632\u0627\u064a\u062f\u060c \u0623\u0645\u0644 \u0645\u062d\u0645\u062f. (2023). “\u0627\u0644\u062a\u0639\u0644\u0645 \u0627\u0644\u0645\u0648\u062c\u0647 \u0630\u0627\u062a\u064a\u064b\u0627 \u0648\u0627\u0644\u0643\u0641\u0627\u0621\u0629 \u0627\u0644\u0631\u0642\u0645\u064a\u0629 \u0648\u0627\u0644\u0639\u0632\u0645 \u0627\u0644\u0623\u0643\u0627\u062f\u064a\u0645\u064a \u0644\u062f\u0649 \u0637\u0644\u0628\u0629 \u0643\u0644\u064a\u0629 \u0627\u0644\u062a\u0631\u0628\u064a\u0629 \u0641\u064a \u0636\u0648\u0621 \u0628\u0639\u0636 \u0627\u0644\u0645\u062a\u063a\u064a\u0631\u0627\u062a \u0627\u0644\u062f\u064a\u0645\u0648\u063a\u0631\u0627\u0641\u064a\u0629”. \u0645\u062c\u0644\u0629 \u0643\u0644\u064a\u0629 \u0627\u0644\u062a\u0631\u0628\u064a\u0629: \u0639\u062f\u062f \u0623\u0643\u062a\u0648\u0628\u0631. \u062c\u0627\u0645\u0639\u0629 \u0628\u0646\u064a \u0633\u0648\u064a\u0641.  https:\/\/www.researchgate.net\/publication\/379310093.
\u0633\u062d\u0644\u0648\u0644\u060c \u0634\u0648\u0642\u064a \u0634\u0641\u064a\u0642 \u0648\u0644\u064a\u062f. (2015). “\u0645\u0647\u0627\u0631\u0627\u062a \u0627\u0644\u062a\u0639\u0644\u0645 \u0627\u0644\u0645\u0648\u062c\u0647 \u0630\u0627\u062a\u064a\u064b\u0627 \u0644\u062f\u0649 \u0637\u0644\u0628\u0629 \u062c\u0627\u0645\u0639\u0629 \u0627\u0644\u0632\u0642\u0627\u0632\u064a\u0642 \u0648\u062f\u0631\u062c\u0629 \u0627\u0633\u062a\u0639\u062f\u0627\u062f\u0647\u0645 \u0644\u0647”. \u0645\u062c\u0644\u0629 \u0643\u0644\u064a\u0629 \u0627\u0644\u062a\u0631\u0628\u064a\u0629. 39: \u062c3. 237 \u2013 290.
\u0634\u062d\u0627\u062a\u0629 \u062d\u0633\u0646. (2003).  \u0645\u0639\u062c\u0645 \u0627\u0644\u0645\u0635\u0637\u0644\u062d\u0627\u062a \u0627\u0644\u062a\u0631\u0628\u0648\u064a\u0629 \u0648\u0627\u0644\u0646\u0641\u0633\u064a\u0629.  \u0627\u0644\u062f\u0627\u0631 \u0627\u0644\u0645\u0635\u0631\u064a\u0629 \u0627\u0644\u0644\u0628\u0646\u0627\u0646\u064a\u0629. \u0627\u0644\u0642\u0627\u0647\u0631\u0629.
\u0634\u062d\u0631\u0648\u0631\u064a\u060c \u0639\u0645\u0627\u062f \u0639\u0637\u0627. (2013). “\u062f\u0631\u062c\u0629 \u0627\u0645\u062a\u0644\u0627\u0643 \u0645\u0647\u0627\u0631\u0627\u062a \u0627\u0644\u062a\u0639\u0644\u0645 \u0627\u0644\u0645\u0648\u062c\u0647 \u0630\u0627\u062a\u064a\u064b\u0627 \u0644\u062f\u0649 \u0637\u0644\u0627\u0628 \u0627\u0644\u0645\u0631\u062d\u0644\u0629 \u0627\u0644\u062c\u0627\u0645\u0639\u064a\u0629 \u0628\u0645\u062f\u064a\u0646\u0629 \u0627\u0644\u0631\u064a\u0627\u0636”. \u062f\u0631\u0627\u0633\u0627\u062a \u0627\u0644\u0639\u0644\u0648\u0645 \u0627\u0644\u062a\u0631\u0628\u0648\u064a\u0629. 40(3): 927 \u2013 944.
\u0635\u0627\u062f\u0642\u060c \u0622\u0645\u0627\u0644.\u060c \u0623\u0628\u0648 \u0627\u0644\u062d\u0637\u0628\u060c \u0641\u0624\u0627\u062f. (1996).  \u0639\u0644\u0645 \u0627\u0644\u0646\u0641\u0633 \u0627\u0644\u062a\u0631\u0628\u0648\u064a.  \u0645\u0643\u062a\u0628\u0629 \u0627\u0644\u0623\u0646\u062c\u0644\u0648 \u0627\u0644\u0645\u0635\u0631\u064a\u0629. \u0627\u0644\u0642\u0627\u0647\u0631\u0629.
\u0627\u0644\u0639\u062a\u064a\u0628\u064a\u060c \u062e\u0627\u0644\u062f. (2015). “\u0646\u0645\u0630\u062c\u0629 \u0627\u0644\u0639\u0644\u0627\u0642\u0629 \u0627\u0644\u0633\u0628\u0628\u064a\u0629 \u0628\u064a\u0646 \u0645\u0647\u0627\u0631\u0627\u062a \u0627\u0644\u062a\u0639\u0644\u0645 \u0627\u0644\u0645\u0648\u062c\u0647 \u0630\u0627\u062a\u064a\u064b\u0627 \u0648\u0623\u0633\u0627\u0644\u064a\u0628 \u0627\u0644\u062a\u0639\u0644\u0645 \u0648\u0627\u0644\u062a\u062d\u0635\u064a\u0644 \u0627\u0644\u0623\u0643\u0627\u062f\u064a\u0645\u064a \u0644\u062f\u0649 \u0637\u0644\u0627\u0628 \u0643\u0644\u064a\u0629 \u0627\u0644\u0645\u062c\u062a\u0645\u0639 \u0628\u062c\u0627\u0645\u0639\u0629 \u0627\u0644\u0645\u0644\u0643 \u0633\u0639\u0648\u062f”. \u0627\u0644\u0645\u062c\u0644\u0629 \u0627\u0644\u0623\u0631\u062f\u0646\u064a\u0629 \u0641\u064a \u0627\u0644\u0639\u0644\u0648\u0645 \u0627\u0644\u062a\u0631\u0628\u0648\u064a\u0629. 11(3): 255\u2013 268.
\u0646\u0648\u0631 \u0627\u0644\u062f\u064a\u0646\u060c \u0639\u0628\u062f \u0627\u0644\u0633\u0645\u064a\u0639 \u0625\u0633\u0645\u0627\u0639\u064a\u0644 \u0648\u062f\u0627\u062f. (2017). “\u0645\u062f\u0649 \u0627\u0643\u062a\u0633\u0627\u0628 \u0645\u0643\u0648\u0646\u0627\u062a \u0627\u0644\u062a\u0639\u0644\u0645 \u0627\u0644\u0645\u0648\u062c\u0647 \u0630\u0627\u062a\u064a\u064b\u0627 \u0644\u062f\u0649 \u0637\u0627\u0644\u0628\u0627\u062a \u0627\u0644\u0639\u0644\u0648\u0645 \u0628\u0627\u0644\u062c\u0627\u0645\u0639\u0627\u062a \u0641\u064a \u0645\u062d\u0627\u0641\u0638\u0629 \u062c\u062f\u0629 \u0641\u064a \u0636\u0648\u0621 \u0628\u0639\u0636 \u0627\u0644\u0645\u062a\u063a\u064a\u0631\u0627\u062a (\u062f\u0631\u0627\u0633\u0629 \u0645\u0642\u0627\u0631\u0646\u0629)”. \u0627\u0644\u0639\u0644\u0648\u0645 \u0627\u0644\u062a\u0631\u0628\u0648\u064a\u0629. (4): 506 \u2013 541.<\/p><\/div><\/div>\n\n\n\n

Alano\u011flu, M., Karabatak, S., & Karabatak, M. (2021). Investigation of Self-Directed Learning Skills of Distance Education Students. 9th International Symposium on Digital Forensics and Security (ISDFS). <\/em>DOI: 10.1109\/ISDFS52919.2021.9486379<\/a>
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\"\"<\/figure>\n\n\n\n

Copyright for all articles published in ATRAS <\/strong>belongs to the author. The authors also grant permission to the publisher to publish, reproduce, distribute, and transmit the articles. ATRAS <\/strong>publishes accepted papers under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License. Authors submitting papers for publication in ATRAS <\/strong>agree to apply the CC BY-NC 4.0 license to their work. For non-commercial purposes, anyone may copy, redistribute material, remix, transform, and construct material in any media or format, provided that the terms of the license are observed and the original source is properly cited.<\/p><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"

Internet, self-directed learning, skills, students, usage<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[599],"tags":[801,802,803,189,804],"class_list":["post-2982","post","type-post","status-publish","format-standard","hentry","category-vol-06-n01-2025","tag-internet","tag-self-directed-learning","tag-skills","tag-students","tag-usage"],"gutentor_comment":0,"yoast_head":"\nArticle 45-Issue 01 vol 6 January 2025 - ATRAS journal<\/title>\n<meta name=\"description\" content=\"Internet, self-directed learning, skills, students, usage This study aimed to evaluate the level of self-directed learning skills among a sample of students from the University of Algiers 2, with a focus on their internet usage patterns. The psychometric properties of the self-directed learning skills scale were meticulously assessed for validity and reliability to support the objectives of the study. The research encompassed all third-year students from the Department of Education Sciences at the University of Algiers 2, specializing in Guidance and Counseling and Special Education, with a total of 101 participants. Results were derived using statistical analysis programs, specifically the Statistical Package for Social Sciences (SPSS). Methods employed included computing means, standard deviations, and T-tests. The findings revealed that the participants demonstrated a high level of self-directed learning skills. Interpersonal skills were the most prominent, whereas self-assessment skills were the least developed, yet both were classified at a high level. Furthermore, the study identified statistically significant differences (at \u03b1 \u2264 0.01) in self-directed learning skills between students with high and medium internet usage, excluding the domains of self-awareness, self-assessment, and interpersonal skills. The findings of the study were thoroughly analyzed in the context of their alignment with the theoretical framework and relevant previous research. 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The research encompassed all third-year students from the Department of Education Sciences at the University of Algiers 2, specializing in Guidance and Counseling and Special Education, with a total of 101 participants. Results were derived using statistical analysis programs, specifically the Statistical Package for Social Sciences (SPSS). Methods employed included computing means, standard deviations, and T-tests. The findings revealed that the participants demonstrated a high level of self-directed learning skills. Interpersonal skills were the most prominent, whereas self-assessment skills were the least developed, yet both were classified at a high level. Furthermore, the study identified statistically significant differences (at \u03b1 \u2264 0.01) in self-directed learning skills between students with high and medium internet usage, excluding the domains of self-awareness, self-assessment, and interpersonal skills. The findings of the study were thoroughly analyzed in the context of their alignment with the theoretical framework and relevant previous research. 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The psychometric properties of the self-directed learning skills scale were meticulously assessed for validity and reliability to support the objectives of the study. The research encompassed all third-year students from the Department of Education Sciences at the University of Algiers 2, specializing in Guidance and Counseling and Special Education, with a total of 101 participants. Results were derived using statistical analysis programs, specifically the Statistical Package for Social Sciences (SPSS). Methods employed included computing means, standard deviations, and T-tests. The findings revealed that the participants demonstrated a high level of self-directed learning skills. Interpersonal skills were the most prominent, whereas self-assessment skills were the least developed, yet both were classified at a high level. Furthermore, the study identified statistically significant differences (at \u03b1 \u2264 0.01) in self-directed learning skills between students with high and medium internet usage, excluding the domains of self-awareness, self-assessment, and interpersonal skills. The findings of the study were thoroughly analyzed in the context of their alignment with the theoretical framework and relevant previous research. 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