Research Article
Marina R. Zheltukhina, Olga V. Sergeeva, Vagiz G. Gimaliev, Dmitry V. Astakhov, Ekaterina G. Sokolova, Natalya V. Chernikova
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep675
ABSTRACT
This study aims to examine the relationship between university students’ digital literacy skills, their levels of social media addiction, and their attitudes toward social media use. A quantitative research method was employed, utilizing a correlational survey design. The sample included a total of 412 students from three different universities who responded to online forms. Data were collected using three standardized measurement tools in addition to a participant information form: the Bergen social media addiction scale, the social media attitude scale, and the digital literacy scale. The data were analyzed using SPSS and the adapted PROCESS macro version 4.2. Independent samples t-test, analysis of variance, Pearson correlation analysis, and moderation analysis were conducted. The findings reveal that students’ positive attitudes toward social media may increase their levels of social media addiction, whereas higher levels of digital literacy appear to reduce addiction. Furthermore, it was determined that social media attitude positively affects digital literacy, and digital literacy has a suppressive effect on social media addiction. Analyses based on gender, academic year, and field of study indicate that male students exhibit higher levels of digital literacy and more positive attitudes toward social media; engineering students demonstrate greater competence in digital skills; and digital literacy improves significantly as academic level increases. In this regard, it is recommended that university administrations implement educational programs aimed at enhancing digital literacy and develop supportive interventions, particularly for first-year and social sciences students. Promoting content that encourages students to use social media in a more conscious, productive, and critical manner may be beneficial for both reducing addiction and increasing digital competence. Additionally, future research should support quantitative findings with qualitative data, replicate studies across different cultural contexts, and incorporate current variables related to the use of technological tools into the model.
Keywords: digital literacy, social media addiction, student attitudes, technology use, digital behavior
Research Article
Poh Chua Siah, Jie Yeng Hue, Bernie Zi Ru Wong, Sin Jie Goh
CONT ED TECHNOLOGY, Volume 13, Issue 4, Article No: ep320
ABSTRACT
The excessive use of social media is prevalent among undergraduates. Dark triad personality is one of the significant predictors of social media addiction, but inconsistent findings were reported. This study adopted the personality-coping-outcome theory as a framework to examine whether coping strategies mediate the effects of dark triad personality on social media addiction. The purposive sampling method was used to recruit 219 undergraduates for a survey. The results showed that only narcissism is associated with social media addiction, and only avoidance coping strategy mediated the effects of pathology on social media addiction. It is suggested a complete theory is required to explain the relationships between dark triad personality and social media addiction, and a coping scale to be developed to cover the coping strategies that fit dark triad personality.
Keywords: social media addiction, Dark Triad, coping strategies, Machiavellianism, narcissism, pathology
Research Article
Ali Simsek, Kemal Elciyar, Taner Kizilhan
CONT ED TECHNOLOGY, Volume 10, Issue 2, pp. 106-119
ABSTRACT
Considering that social media addiction is probably the most recent type of technology addiction, the present study was designed based on the six components suggested by Griffiths (2013). Toward the main purpose of the study, the "Bergen Facebook Addiction Scale" was adapted to social media addiction and translated into Turkish. After the validation process, it was administered to a total of 700 students; of them 397 were high school students and 303 were university students. The data collection instrument included 18 five-point Likert-type items in six categories, along with 5 structured items regarding demographics of the respondents. In addition to the original findings of the present study, similar research on social media addiction in some other countries were examined for comparisons. The results showed that both university students and high school students have a moderate level of addiction to social media. Being a university or high school student does not make any difference on the level of social media addiction. However, significant differences were found regarding gender, duration of use, department at the university, and type of high school. Finally, the results of the study show certain similarities and a few differences with the results of the studies conducted in other countries.
Keywords: Internet addiction, Social media, Internet addiction, Social media addiction, University students, High school students