The role of academic boredom as a mediating variable Between Internet addiction and time pressures Among university female students

The research aims to examine the mediating role of academic boredom in the relationship between internet addiction and coping with time pressure among (254) female students at Umm Al-Qura University. After applying the research tools to the sample, the results revealed that the relationship between boredom from lectures and internet addiction components differs statistically from the relationship between boredom from lectures and coping with time pressure components among university students. In addition, there are differences between the relationship between boredom from studying and internet addiction components and the relationship between boredom from studying and coping with time pressure components among university students. This indicates the presence of direct and indirect effects of independent variables on the dependent variable through academic boredom as a mediator. It was found that wasting time has a direct positive effect on both planning and meeting deadlines, as well as accepting support from others. Additionally, there is a positive indirect effect of wasting time on determining the appropriate time for task performance and accepting support from others to cope with time pressure. It also became evident that weak family relationships have a direct positive effect on boredom from lectures and self-confidence in speed and accuracy of performance, as well as a direct negative effect on planning and meeting deadlines. There is also an indirect positive effect of weak family relationships on boredom from studying. On the other hand, the results revealed a direct positive effect of internet engagement on both boredom from lectures and boredom from studying, as well as an indirect positive effect of internet engagement on boredom from studying. It also became evident that boredom from lectures has a direct negative effect on self-confidence in speed and accuracy of performance. There is also a positive indirect effect of boredom from lectures on accepting support from others to cope with time pressure. In addition, there is a direct positive effect of boredom from studying on self-confidence in speed and accuracy of performance, determining the appropriate time for task performance, and accepting support from others to cope with time pressure. It also became evident that there is a positive indirect effect of boredom from studying on accepting support from others to cope with time pressure. The significance of these effects was interpreted in light of the results of previous studies.