The Use of Social Media and its Relationship with Mental Disorders among Students of Nizwa University

Authors

  • Ali Al Adwani Nizwa University, Sultanate of Oman.

DOI:

https://doi.org/10.59759/educational.v3i4.824

Keywords:

Social Media, Psychological Disorders, , University Students

Abstract

This study aimed to uncover the nature of the relationship between the use of social media and mental disorders among Nizwa University students, and to clarify the level of these disorders and their relationship to the negative use of social media. This study was applied on a random sample of the students of Nizwa University, consisting of (204) male and female students distributed in four colleges. The study used the associative descriptive method. The study tools also included two scales; first, the scale of measuring the use of social media, which consisted of (33) paragraphss, and the scale of mental disorders which consisted of (90) paragrpahs divided into (90) paragraphs distributed on (9) dimensions. The researcher calculated the statistical averages and the standard deviations of the sample members. The t-test was used to verify the significance of the differences in the degrees of the use of social media. The results of the study showed that there were no statistically significant differences at (α ≥0.05) in the use of social media due to gender variable (males – females). The results also showed that the level of depression obtained the highest degree in the dimensions of mental disorders among the sample members. The study as well found a direct relationship at the level of significance (α≥0.05) between the average degrees of the use of social media and the average degrees of mental disorders, and that the higher the index of the use of social media, the higher the level of mental disorders in the sample members.

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Published

2024-12-30

How to Cite

Al Adwani , A. (2024). The Use of Social Media and its Relationship with Mental Disorders among Students of Nizwa University. Educational and Psychological Sciences Series, 3(4), 571–602. https://doi.org/10.59759/educational.v3i4.824