The purpose of this study was to determine university students' readiness for online learning. Mainly due to the study a multidimensional instrument for university students' readiness for online learning (ROLS) developed and validated. The study adopted qualitative research method based on quantitative data. The participants of the study comprised 297 university students who were selected using randomly sampling model. The data were collected via readiness for online learning scale (ROLS) and analyzed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to establish the construct validity of the ROLS model. In addition, a series of one-way ANOVA were conducted to investigate the effect of demographic variables on readiness of online learning. Through confirmatory factor analysis, ROLS was validated in two dimensions: computer literacy (CL) and computer based selfconfidence (CSC). The results revealed that students' levels of readiness were high in computer literacy and computer based self-confidence. In the study it was also found out that perception of students' self-confidence while using computer caused significant statistical differences in two dimensions; the students who had higher level (very good, good) of selfconfident perception while using computer students exhibited significantly greater readiness in the dimensions of CL and CSC than those who had lower level of self-confident perception. There was no statistical difference in the two dimensions of ROLS in terms of gender, and the participant students at Faculties of Education had similar levels in all readiness dimensions than the other participants in other faculties.

Research indicates that maladaptive patterns of Internet use constitute behavioral addiction. This article explores the research on the social effects of Internet addiction. There are four major sections. The Introduction section overviews the field and introduces definitions, terminology, and assessments. The second section reviews research findings and focuses on several key factors related to Internet addiction, including Internet use and time, identifiable problems, gender differences, psychosocial variables, and computer attitudes. The third section considers the addictive potential of the Internet in terms of the Internet, its users, and the interaction of the two. The fourth section addresses current and projected treatments of Internet addiction, suggests future research agendas, and provides implications for educational psychologists.

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