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DOI: 10.2174/18744346-v16-e2207050, 2022, 16, e187443462207050
The Open Nursing Journal
Content list available at: https://opennursingjournal.com
RESEARCH ARTICLE
Problematic Social Media Use and Academic Performance among University
Students: An Evaluation from The Middle East
Ahmed Alhusban1,2,*, Thabet Mismar3, Abdalla Al Husban4 and Karem H. Alzoubi1,2
1College of Pharmacy, University of Sharjah, Sharjah, UAE
2Faculty of Pharmacy, Jordan University of Science and Technology, Irbid, Jordan
3Department of Networks and Communication Engineering, Al Ain University, Abu Dhabi, UAE
4Deaprtment of Sunnah and its Sciences, Colleges of Sharia and Islamic Studies, Qassim University, Qassim, KSA
Abstract:
Background:
The widespread use of social media applications generated a problematic behavior of excessive and inappropriate use that has been associated with
mental health problems. Available data assessed this behavior using different surrogate markers in certain university majors. This study aims to
assess the effect of this behavior on academic performance, using a validated tool, across different majors.
Methods:
A cross-sectional study that randomly recruited university students from three Middle Eastern countries. using an online survey. The study
included 277 participants with an average age of 21.53±2.1 years. The problematic social media use (PSMU) was evaluated using the Bergen
Social Media Addiction Scale (BSMAS) and academic performance was evaluated using the GPA. Data regarding the demographics and the
characteristic of social media use were collected.
Results:
PMSU was identified as an independent predictor of academic performance. The low academic performance group was more likely to use social
media applications during the night, which negatively affected the ability to wake up the next day and be ready for exams.
Conclusion:
There is a need for a more large-scale systematic evaluation of the extent of PSMU and its effect on academic performance among university
students at both the regional and international levels. These analyses will help in building effective interventions to reduce the impact of PSMU on
university students.
Keywords: Social media, Academic performance, University students, Applications, Mental health problems, Humans.
Article History Received: January 7, 2022 Revised: March 9, 2022 Accepted: March 25, 2022
1. INTRODUCTION
Social media applications offer a real-time interactive
platform that revolutionizes communication and interaction
between humans in a readily available and easy manner [1].
Since their introduction, they have gained wide and increasing
use throughout the world [1 - 5]. According to the statistics
released by Instagram, one of the leading social media
applications, more than 1 billion individuals actively use their
application monthly [6]. Additionally, more than 500 million
* Address correspondence to this author at the College of Pharmacy, University of
Sharjah, P.O. Box: 27272, Sharjah, UAE; Tel: +971523634829;
E-mail: ayalhusban@just.edu.jo
individuals are actively using the application daily [6]. The
widespread use and availability created an alternative and
virtual environment through which individuals can express,
share, and interact [2 - 4, 7]. These appealing settings
generated a problematic behavior characterized by
inappropriate and excessive use of social media applications [2
- 4, 7]. Furthermore, the inappropriate use of the internet,
which includes social media applications, is being recognized
as a possible psychiatric disorder. The problematic use of the
internet reached alarming levels in certain parts of the world
such as the United States and Korea [8 - 10]. It has been
reported that 1 out of 8 Americans exhibited a problematic
2 The Open Nursing Journal, 2022, Volume 16 Alhusban et al.
internet use pattern [9].
Data regarding the age distribution of social media
application users clearly demonstrated that adolescents and
young adults constitute the majority of users. Furthermore, it
has been noted that the problematic use of social media
applications is associated with a variety of health and well-
being problems such as depression [11, 12], poor sleep quality
[4, 11, 13 - 15] and decision making ability [2]. Additionally,
abstinence from social media use has been found to reduce the
levels of stress among heavy users [5]. A significant issue in
this age group is the possible interference of social media
applications with academic performance. Walsh et al. assessed
the effect of social media use on academic performance among
female college students [16]. Their findings showed an adverse
effect of social media use on academic performance [16].
Similarly, it has been shown that the academic performance of
female medical students is more likely to be negatively
affected by social media use [17]. The effect on male students
was less pronounced [17]. Interestingly, another study
suggested a lack of association between WhatsApp use and
academic performance among medical students [18]. A
noteworthy point regarding these studies is the lack of a
validated tool to measure excessive and problematic use. These
studies instead considered the time spent using social media as
a marker of excessive use [13, 16 - 20]. Although important,
the time spent using social media does not offer a systematic
method to assess the extent and severity of the problem.
Furthermore, the available studies had a preferential focus on
medical students. Accordingly, this study aims at quantifying
the problematic use of social media applications in a systematic
manner and assessing the effect of this behavior on academic
performance among university students.
2. METHODS
2.1. Design
A cross-sectional study was designed to assess the
association between social media addiction and academic
performance among university students.
2.2. Participants
Participants were recruited through an open online
invitation from April-June 2020 that was circulated through
university email distribution lists as well as posted by students’
social media groups in universities from Jordan, UAE, and
KSA. The study was approved by the institutional review board
at the Jordan University of Science and Technology, Irbid-
Jordan (199/132/2020). Informed consent has been obtained
from the study participants and Helsinki Declaration has been
followed for the study. All participants were offered a
description of the study in the invitation and prior to
completing the survey to get their informed consent.
2.3. Variables and Instruments
Problematic social media use (PSMU) was evaluated
through the Bergen social media addiction scale (BSMAS) in
both Arabic and English languages. The scale is a validated
tool that was developed by Andreassen et al. at the University
of Bergen to assess social media addiction and problematic use
of social media applications [21, 22]. The tool was originally
developed to assess Facebook addiction [22] and later modified
to assess addiction to different social media applications by
replacing the word Facebook with social media applications
[21]. This modification did not alter the properties of the tool
and it has a good internal consistency as reported by the
authors [23]. The the tool was translated into different
languages and its validity and reliability were tested [2]. The
validated Arabic version of the Bergen Facebook Addiction
Scale (BFAS) was used in this study and a similar approach
was used to adapt it to different social media applications. The
word Facebook was replaced with social media applications.
The tool is composed of six items measuring different aspects
of addiction behavior. Each item is measured on a 5-point
Likert scale ranging from rarely to very often. The items are
scored from 1-5, respectively and the scale is calculated by
summing the scores of all items. The score of the scale ranges
from 6-30, with higher scores indicating higher levels of
PSMU. Permission to use the tool in both languages has been
obtained.
Academic performance was evaluated using the GPA as a
primary outcome to measure academic performance. The GPA
of the participants was categorized into three categories. The
categories are low academic performance level (GPA≤2.5),
intermediate academic performance (GPA between 2.5 and
3.5), and high academic performance (GPA higher than 3.5).
The survey included other questions that assessed the
characteristics of social media use and the extent of its effect
on different aspects of the learning process, such as the ability
to attend early classes and to maintain attention during the
classes. Data regarding the demographics of the participants,
the number of social media used, and time spent using daily
social media over the last month were collected.
2.4. Statistical Analysis
Descriptive data were calculated for the sociodemographic
variables. The distribution of academic performance levels -
stratified based on these variables- was calculated using χ2 for
categorical data. For variables measured with continuous data,
the student t-test or one-way analysis of variance (ANOVA)
followed by Tukey as a post hoc analysis were applied as
appropriate. Odds ratio and the corresponding 95% confidence
intervals were calculated for the academic performance level
using a stepwise regression analysis model. All statistical
analyses were performed using the Statistical Package for
Social Sciences (SPSS) version 24 (IBM SPSS Statistics for
Windows, Version 24.0. Armonk, NY: IBM Corp.). A p-value
of less than 0.05 was considered statistically significant.
3. RESULTS
3.1. Participants’ Demographics
In this study, 277 participants were recruited with an
average age of 21.53±2.1 years. More than half of the
participants were females (153 participants) and about a quarter
(76 participants) of the participants were health sciences
students, with a comparable percentage of engineering and IT
students (72 participants).
Social Media Use and Academic Performance The Open Nursing Journal, 2022, Volume 16 3
Table 1. Baseline Characteristics of the participants.
Total Low Academic
Performance
Intermediate Academic
Performance
High Academic
Performance
Test
statistic 2
p-value 1
Age (y), mean± SD 21.53±2.1 21.4±1.7 21.5±1.9 21.5±2.6 0.1(276,2) 0.9
Gender, n(%) 2.9 0.2
Male 124 (44.8) 30 (24.2) 66 (53.2) 28 (22.6)
Female 153 (55.2) 26 (17) 82 (53.6) 45 (29.4)
University Major, n(%) 8.9 0.35
Medical sciences 76 (27.4) 15 (19.7) 38 (50) 23 (30.3)
Engineering and IT 72 (26) 19 (26.4) 34 (47.2) 19 (26.4)
Business 13 (4.7) 4 (30.8) 4 (30.8) 5 (38.5)
Law 7 (2.5) 1 (14.3) 4 (57.1) 2 (28.6)
Other 109 (39.4) 17 (15.6) 68 (62.4) 24 (22)
Social Media Apps, n(%)
YouTube 141 (50.9) 23 (16.3) 70 (49.6) 48 (34.1) 9.4 0.009
Instagram 161 (58.1) 31 (19.3) 80 (49.7) 50 (31) 4.4 0.1
Twitter 60 (21.7) 14 (23.3) 28 (46.7) 18 (30) 1.4 0.49
Facebook 161 (58.1) 27 (16.8) 93 (57.8) 41 (25.4) 3.7 0.16
Messaging 187 (67.1) 39(20.9) 95 (50.8) 53 (28.3) 1.7 0.42
Snapchat 97 (35.0) 17 (17.5) 60 (61.9) 20 (20.6) 4.4 0.11
TikTok 23 (8.3) 4 (17.4) 15 (65.2) 4 (17.4) 1.5 0.47
BSMAS Score, mean± SD216.89±5.95 18.00a17.2a15.4b3.5(276,2) 0.03
1: The test statistic and p values refer to the differences between the three categories of academic performance as measured by GPA in terms of the corresponding
parameter.
2: Pairs denoted with different letters are statistically significant.
Among the participants, fifty-six (20.2%) showed low
academic performance level, whereas 148 participants (53.4%)
showed an intermediate academic performance level. The
academic performance levels were comparable across both
genders and university major. Table 1 provides a detailed
description of the participants’ demographics.
3.2. PMSU and Academic Performance
The average PMSU score for the study sample was
16.89±5.95 (Table 1). Interestingly, the score of PMSU
significantly varied across the different academic performance
levels (F (276,2) =3.5; p=0.03). Participants who demonstrated
high academic performance had significantly lower PMSU
scores compared to participants who showed low academic
performance (15.4 Vs. 18; p<0.05).
The most used social media applications among the study
sample were messaging applications (67.1%), followed by
Facebook (58.1%) and Instagram (58.1%). TikTok was the
least used application with only 23 (8.3%) of the participants
reporting its use. The frequency of different social media
application use did not differ across the different levels of
academic performance except for YouTube where its use was
variable across the three academic performance level (χ2 =9.4;
p=0.009). Table 1 provides complete details on the use of
different social media applications in the study sample.
3.3. Predictors of Academic Performance Levels
To account for the effect of different baseline
characteristics on academic performance, a multivariate
regression model was developed. Following the adjustment of
the different demographic characteristics, the PMSU score was
identified as the only independent predictor of high academic
performance level. Participants with a high PMSU score were
less likely to demonstrate a high level of academic
performance (OR=0.92; 95% CI: 0.86-0.98). Table 2 provides
the details of the multivariate logistic regression model.
Table 2. Logistic regression.
- Intermediate Academic Performance High Academic Performance
- OR 95% CI p-value OR 95% CI p-value
Age 1.05 0.89-1.24 0.531 1.10 0.92-1.33 0.31
Gender 0.89 0.43-1.84 0.75 .482 0.19-1.00 0.05
University Major
Medical sciences 0.60 0.24-1.5 0.23 1.06 0.38-2.99 0.91
Engineering and IT 0.35 0.15-0.82 0.02 0.63 0.24-1.69 0.36
Business 0.24 0.05-1.10 0.07 1.08 0.23-5.21 0.92
Law 0.92 0.09-9.65 0.94 2.17 0.16-29.69 0.56
4 The Open Nursing Journal, 2022, Volume 16 Alhusban et al.
- Intermediate Academic Performance High Academic Performance
- OR 95% CI p-value OR 95% CI p-value
Other - - - - - -
Social media Apps
YouTube 1.3 0.70-2.60 0.35 1.56 0.68-3.61 0.3
Instagram 1.0 0.48-2.07 0.99 1.35 0.57-3.1 0.51
Twitter 0.59 0.25-1.38 0.22 1.02 0.34-2.63 0.97
Facebook 1.9 0.96-3.88 0.07 1.33 0.60-2.93 0.49
Messaging 0.66 0.31-1.38 0.27 0.97 0.41-2.28 0.94
Snapchat 1.94 0.901-4.182 0.09 0.68 0.28-1.67 0.40
TikTok 1.5 0.41-5.47 0.55 0.68 0.14-3.35 0.63
Other - - - - - -
BSMAS Score 0.97 0.92-1.03 0.27 0.92 0.86-0.98 .009
3.4. Characteristics of Social Media Applications Use
Participants with high levels of academic performance
were using a higher number of social media applications when
compared to individuals with low academic performance level.
Among individuals using four social media applications during
the study period, 16 subjects (34.8%) showed high levels of
academic performance compared to 7 subjects (15.2%) from
the low academic performance level group (χ2=17.9; p=0.06).
Interestingly, participants in the low academic performance
level reported more frequent use of social media applications
during classes compared to participants in the high academic
performance level, but this difference did not reach a statistical
difference (14.3% Vs. 9.6%; χ2=8.3; p=0.35). Furthermore,
participants in the low academic performance level reported
consistently higher levels of social media to use interfering
with the ability to prepare for exams (14.3% Vs. 4.1; χ2=18.3;
p=0.02), as well as nighttime use of social media in a way that
will interfere with the ability to wake up early and attend
classes (16.1% Vs. 2.7%; χ2=16.4; p=0.04). Table 3 provides
details of the characteristics of social media use among the
study sample.
Table 3. Characteristics of social media use stratified according to academic performance level.
Number of social media
applications used daily, n(%)
Low Academic Performance Intermediate Academic
Performance
High Academic Performance χ2 p-value
None 3 (5.4) 2 (1.4) 1 (1.4) 12.2 0.14
1 9 (16.1) 16 (10.8) 11 (15.1)
2 26 (46.6) 54 (36.5) 22 (30.1)
3 11 (19.6) 53 (35.8) 21 (28.8)
4 7 (12.5) 23 (15.5) 16 (21.9)
The amount of time spent on social media applications
Less than an hour. 1 (1.8) 4 (2.7) 1 (1.4) 7.2 0.51
1-2 5 (8.9) 13 (8.8) 11 (15.1)
2-3 7 (12.5) 30 (20.3) 15 (20.5)
3-4 8 (14.3) 28 (18.9) 15 (20.5)
More than 4 35 (62.5) 73 (49.3) 31 (42.5)
The frequency of using social media applications during classes
Never 10 (17.9) 19 (12.8) 12 (16.4) 8.5 0.39
Rarely 17 (30.4) 35 (23.6) 24 (32.9)
Sometimes 13 (23.3) 57 (38.5) 25 (34.2)
Most of the time 8 (14.3) 22 (14.9) 8 (11)
Always 8 (14.3) 15 (10.1) 4 (5.5)
The interference of social media applications use with the ability to meet deadlines
Never 19 (33.9) 42 (28.4) 24 (32.9) 7.4 0.49
Rarely 11 (19.6) 38 (25.7) 22 (30.1)
Sometimes 15 (26.8) 37 (25) 18 (24.7)
Most of the time 8 (14.3) 15 (10.1) 7 (9.6)
Always 3 (5.4) 16 (10.8) 2 (2.7)
The interference of social media applications use with the ability to prepare for exams
Never 9 (16.1) 25 (16.9) 22 (30.1) 18.3 0.02
Rarely 6 (10.7) 24 (16.2) 15 (20.5)
(Table 2) contd .....
Social Media Use and Academic Performance The Open Nursing Journal, 2022, Volume 16 5
Number of social media
applications used daily, n(%)
Low Academic Performance Intermediate Academic
Performance
High Academic Performance χ2 p-value
Sometimes 16 (28.6) 57 (38.5) 24 (32.9)
Most of the time 17 (30.4) 24 (16.2) 9 (12.3)
Always 8 (14.3) 18 (12.2) 3 (4.1)
The effect of nighttime social media use on the ability to wake up and attend the first lecture next day
Never 11 (19.6) 34 (23) 22 (30.1) 16.4 0.04
Rarely 14 (25) 28 (18.9) 21 (28.8)
Sometimes 16 (28.6) 35 (23.6) 12 (16.4)
Most of the time 6 (10.7) 26 (17.6) 16 (21.9)
Always 9 (16.1) 25 (16.9) 2 (2.7)
Perceived negative effect of social media use on academic performance
Extremely rare 6 (10.7) 10 (6.8) 9 (12.3) 23.9 0.002
Rare 4 (7.1) 29 (19.6) 22 (30.1)
Sometimes 18 (32.1) 45 (30.4) 25 (34.2)
Little bit large 15 (26.8) 48 (32.4) 14 (19.2)
Very large 13 (23.2) 16 (10.8) 3 (4.1)
Table 4. Association between social media use characteristics and academic performance.
Characteristics r p-value
Number of social media applications used daily 0.137 0.023
The amount of time spent on social media applications -0.127 0.034
The frequency of using social media applications during classes -0.061 0.315
The interference of social media applications use with the ability to meet deadlines -0.054 0.374
The interference of social media applications use with the ability to prepare for exams -0.22 0.0002
The effect of nighttime social media use on the ability to wake up and attend the first-class next day -0.111 0.066
Perceived negative effect of social media use on academic performance -0.229 0.0001
3.5. The Association between the Characteristics of Social
Media Use and Academic Performance
The number of social media applications used on a daily
basis during the study period was found to have a direct
relationship with the level of academic performance (r=0.137;
p=0.023). On the other hand, the time spent using social media
applications showed an inverse relationship with academic
performance (r=-0.127; p=0.034). Similarly, the effect of using
social media applications for exam preparation and the
perceived negative effect of using social media on academic
performance had an inverse relationship with the academic
performance level. Table 4 provides details of the associations
between characteristics of social media use and academic
performance.
4. DISCUSSION
The main objective of the current study is to assess the
effect of problematic use of social media on academic
performance. Furthermore, the characteristics of social media
use were evaluated and their effect on scholastic performance
was quantified. Our findings identified PMSU measured using
BSMAS as a single independent predictor of academic
performance among university students. Participants in the low
academic performance group scored higher in the BSMAS.
Interestingly, students with lower academic performance
showed higher levels of awareness of the negative effect of
social media applications on their academic performance.
Social media addiction is being increasingly recognized as
a problem with several detrimental consequences on the mental
health and functioning of young adults [2, 3, 13, 20, 22, 24,
25]. It has been found that social media addiction is associated
with depression and anxiety [4, 5, 20, 24]. Furthermore, social
media addiction has a detrimental effect on self-esteem as well
as decision making abilities of students. Multiple lines of
evidence suggested a detrimental effect of social media
addiction on academic performance. Azizi et al. reported a
negative relationship between social media addiction and
academic performance among medical students [26]. Similarly,
Hou et al. demonstrated a similar effect of social media
application addiction on academic performance among a
sample of Chinese college students [9]. Current results
identified the extent of PSMU measured using the BSMAS as
an independent predictor of academic performance among high
academic performance students compared to low academic
performance students. Higher values of the BSMAS predicted
lower chances of being among students in the high academic
performance group. Furthermore, participants in the low
academic performance group scored higher on the BSMAS
compared to the high academic performance group.
In this study, the average BSMAS score of the participants
was 16.89±5.95. The average BSMAS score of the total study
sample is higher than that reported by Hou in a similar study
(Table 3) contd .....
6 The Open Nursing Journal, 2022, Volume 16 Alhusban et al.
sample. Similarly, the BSMAS of the sample of the current
study were considerably higher than those reported by
Andreassen et al., who showed a BSMAS score of 12 among
participants aged 16-25 in a large population-based study in
Norway [21, 22]. Furthermore, participants in the lower
academic performance group, who constituted about 20% of
the study sample, had an average BSMAS of 18. This score has
been suggested as a cutoff point to classify subjects as social
media addicts [21, 22, 24]. The percentage of people who can
be classified as high PMSU is greater than the percentage
reported by similar studies [8, 21, 24]. Hou et al. reported that
about 14.7% of the study sample were classified as social
media addicts [24]. Similarly, another study reported that about
12% of their study sample were addicts [21, 26]. These
findings suggest a higher level of social media application
addiction in the sample of the current study.
Current study’s results demonstrated a more frequent
nighttime use of social media applications among the low
academic performance group compared to the high academic
performance group. Furthermore, participants in the low
academic performance group were more likely to report
nighttime use of social media applications in a way that it
interferes with their ability to wake up the next day and attend
the first class or exam. These results are consistent with data
from Jha et al. [25] and Upadhayay et al. [27].
CONCLUSION
Current results demonstrated a high level of PSMU among
university students that was associated with lower academic
performance level.
LIMITATIONS
The current study has a number of limitations. The study
recruited a small number of participants from three countries
which might reduce the generalizability of the study.
Additionally, the use of self-reported questionnaires and data
on academic performance may introduce bias.
IMPLICATIONS FOR PSYCHIATRIC NURSING
PRACTICE
In this study, a systematic analysis of PSMU has been
performed and its association with academic performance has
been investigated. The findings of this study suggest an
association between the excessive use of social media
applications and poor academic performance. Furthermore, the
nighttime use of social media was associated with detrimental
behaviors on academic performance. Interestingly, these
findings were similar across different disciplines. They suggest
a general pattern among university students in three different
countries. Accordingly, it is imperative to conduct a more in-
depth analysis of the predictors of PSMU, which will help in
designing campus wide as well as international collaborative
efforts to help ameliorate the detrimental effects of social
media addiction on academic performance. This highly sought
effort requires the expertise of multidisciplinary teams that can
handle the different aspects of this phenomenon. Essential to
these teams is the role of nursing practitioners who are
logically placed in direct contact with university students.
LIST OF ABBREVIATIONS
PSMU = Problematic Social Media use
BSMAS = Bergen Social Media Addiction Scale
ETHICS APPROVAL AND CONSENT TO
PARTICIPATE
The study was approved by the institutional review board
at the Jordan University of Science and Technology, Irbid-
Jordan (199/132/2020).
HUMAN AND ANIMAL RIGHTS
No animals were used for studies that are the basis of this
research. All the humans used were in accordance with the
Helsinki Declaration of 1975.
CONSENT FOR PUBLICATION
Informed consent was obtained from the patients.
STANDARDS OF REPORTING
STROBE guidelines were followed.
AVAILABILITY OF DATA AND MATERIALS
The data will be available upon request via e-mail to the
corresponding author [A.A.].
FUNDING
None.
CONFLICT OF INTEREST
The authors declare no conflict of interest, financial or
otherwise.
ACKNOWLEDGEMENTS
Declared none.
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