Psychosocial and cognitive predictors of academic achievement among higher education students in Southern Ethiopia

This study examines the mediating role of academic self-discipline in the effect of university students’ social media addictions on academic achievement. The study sample consisted of 520 university students with a daily social media usage time of four hours or more, selected using the convenience sampling method. Data were collected from 36 cities in Turkey. Bergen Social Media Addiction Scale, Academic Self-discipline Scale, Personal Information Form, and Semi-structured Interview Form were used as data collection tools. The relationships between variables were analyzed using Pearson correlation analysis and regression analysis using Process Macro (model 4). In the regression analysis, mediation was tested with the Bootstrap technique. According to the analysis results, social media addiction predicts academic achievement. In addition, academic self-discipline has a partial mediating role in the relationship between social media addiction and academic achievement. As a result of the content analysis of the interviews, three themes were reached: “The Reasons for Social Media Addiction, The Effect of Social Media Addiction on Academic Achievement, and The Role of Academic Self-discipline in the Effect of Social Media Addiction on Academic Achievement.” The qualitative results obtained supported the quantitative results. Based on all these, suggestions were made based on increasing academic self-discipline to prevent social media addiction from affecting academic achievement.

Objective: This study aimed to investigate the relationships between social media addiction, psychological well-being, quality of life, and academic success among medical students. Method: A total of 84 volunteer students aged 18–25 from Çukurova University Faculty of Medicine participated in the study. Participants completed the Bergen Social Media Addiction Scale, Flourishing Scale, WHOQOL-BREF, and Pittsburgh Sleep Quality Index. Academic performance was measured using students' latest clinical rotation scores. Results: A significant and negative relationship was found between social media addiction and overall quality of life, particularly in the psychological and physical domains of the WHOQOL-BREF. While the regression between social media addiction and psychological well-being was not significant, a negative correlation was observed. Academic achievement was significantly and negatively predicted only by the environmental quality of life domain. No other significant gender differences were found except for clinical performance scores, which were higher among female students. Conclusion: Social media addiction appears to negatively impact the psychological and physical aspects of quality of life among medical students. Although its effect on academic performance and psychological well-being is less direct, the findings suggest that the nature and quality of social media engagement may be critical to students' overall functioning.

This study investigates the intersection of Gaming Disorder (GD) and Attention-Deficit/Hyperactivity Disorder (ADHD), and Grade Point Average (GPA), among university students, a critical demographic often overlooked in research on these disorders. A sample of 348 university students was analyzed using the IGD-20 Test for risk of GD, the Adult ADHD Self-Report Scale (ASRS-v1.1) for ADHD symptoms, and GPA as a metric of academic performance. The findings indicate that 4.3% of the surveyed sample scored within the range for GD. The prevalence was higher in males, with 5.3% of the male cohort affected, compared to 1.2% of the female cohort. Significantly, the prevalence of ADHD was substantially higher in the GD group (35.7%) than in the non-GD group (24.2%). Further, ADHD symptoms were found to be a stronger predictor of GD in females than in males. Incorporating the mediating role of Gaming Disorder, this study also probes into how GD may serve as an intermediary in the impact of ADHD on academic performance. By examining the intricate relationship between these disorders, our findings suggest that GD exacerbates the negative effects of ADHD on academic performance, thereby underscoring the potential for Gaming Disorder to act as a bridge in this dynamic. This mediation analysis clarifies how ADHD may indirectly impact academic performance through GD. The study reveals a positive correlation between ADHD symptoms and GD severity, which in turn correlates negatively with academic achievement. In addition, the findings underscore the need for gender-sensitive interventions and highlight the importance of considering the comorbidity of ADHD and GD in academic settings, advocating for systematic screening for GD among students with ADHD, and vice versa. The dual challenges posed by ADHD and GD should be addressed to prevent their escalation into pervasive academic and psychosocial adversities.

BackgroundHappiness, a subjective judgment about one’s quality of life, is influenced by environmental factors and should be considered as an important goal of medical education, which should support each learner’s development as a person as well as a professional. However, although several studies have reported on the correlation between Dundee Ready Educational Environment Measure (DREEM) scores and students’ academic achievement, few have investigated the relationship between DREEM scores and students’ subjective happiness. This study examined different perceptions of the educational environment between phases of the curriculum and determined which DREEM subscales affect the overall level of happiness.MethodsWe used the Korean version of the DREEM questionnaire and a single item measure of happiness on a scale of 0 to 10. First we analyzed student perceptions of the educational environment according to their demographic characteristics using independent sample t-tests and one-way analysis of variance. A multiple regression analysis was performed to reveal which subscales affect the overall level of happiness while controlling for grade point average (GPA) and other demographic characteristics.ResultsThe subjects were 239 medical school students across all stages of the curriculum. The students’ overall perception was more positive for the educational environment during Phase 3 (clerkship) than Phase 1 (pre-medical). Among the DREEM subscales, this difference was especially prominent in Students’ Perception of Learning and Students’ Academic Self-Perceptions. In contrast, no difference in the subjective perception of happiness was found between phases. The effect of GPA on happiness became insignificant under the control of other variables, but the influence of the Students’ Social Self-Perceptions (SSSP) subscale remained significant.ConclusionsThe students’ overall perception of the educational environment was more positive during the clerkship period than in the pre-medical period. Based on our finding that the SSSP correlates significantly with subjective happiness, we suggest that institutions promote not only students’ academic development but also their happiness by fostering an appropriate educational environment.

Kepercayaan diri merupakan salah satu faktor penting dalam keberhasilan seseorang. Tingginya motivasi belajar seseorang akan berbanding lurus dengan peningkatan hasil belajar. Selain itu ada asumsi yang menyatakan bahwa gender mempengaruhi motivasi belajar sesorang sehingga berpengaruh juga pada hasil belajarnya. Untuk itu perlu dilakukan penelitian mengenai gender dan kepercayaan diri mempengaruhi hasil belajar mahasiswa. Penelitian kuantitatif yang dilakukan pada salah satu Universitas Negeri di Sumatera Utara bertujuan untuk mengevaluasi dampak self-efficacy dan motivasi belajar terhadap Indeks Prestasi Kumulatif (IPK) dengan mempertimbangkan perbedaan jenis kelamin. Sampel acak sederhana sebanyak 166 mahasiswa dipilih untuk desain korelasional. Data yang dikumpulkan melalui kuesioner dianalisis menggunakan regresi berganda. Hasil penelitian menunjukkan bahwa self-efficacy dan motivasi belajar tidak berpengaruh signifikan terhadap IPK berdasarkan jenis kelamin. Hal ini ditunjukkan dengan nilai F hitung yang tidak signifikan. Koefisien korelasi sebesar 0,086 dan koefisien determinasi sebesar 0,007 menunjukkan kecilnya pengaruh variabel-variabel tersebut terhadap varians IPK. Penelitian berikutnya harus mengeksplorasi faktor-faktor lain yang berkontribusi terhadap hasil IPK untuk pemahaman yang lebih komprehensif tentang pengaruhnya terhadap prestasi akademik. Self-efficacy is one of the important factors in one's success. The high motivation of a person to learn will be directly proportional to the increase in learning outcomes. In addition, there is an assumption that gender affects a person's learning motivation so that it also affects their learning outcomes. For this reason, it is necessary to conduct research on gender and self-efficacy affecting student learning outcomes. This quantitative study, conducted at one of the State Universities in North Sumatra aim to evaluate the impact of self-efficacy and learning motivation on Grade Point Average (GPA), considering gender differences. A simple random sample of 166 students was selected for a correlational design. Data collected through questionnaires were analyzed using multiple regression. Results indicated that neither self-efficacy nor learning motivation significantly influenced GPA based on gender, as indicated by an insignificant F-calculated value. The correlation coefficient was 0.086, and the coefficient of determination was 0.007, indicating a minimal influence of these variables on the variance of GPA. Future research should explore other factors contributing to GPA outcomes for a more comprehensive understanding of the influences on academic achievement.

While in the United States, more and more women are now entering the previously male-dominated science, technology, engineering and mathematics (STEM) professions, not much vocational research on women in STEM careers has been conducted in India, where the traditionally patrifocal culture typically affords limited career choices and educational opportunities to women. This study used structural equation modeling (SEM) to assess potential gender differences in subject-specific self-efficacy, interests and academic performance of 316 high school students from a large city in India. The influence of other contextual factors such as tracking and parental education was also examined. Results indicated definite gender differences in academic performance, self-efficacy and interests in various academic subjects. The female students in this sample show higher confidence and better performance (in all examined academic subjects) than their male counterparts. Significant differences between academic tracks in self-efficacy, interests and academic performance were also observed. The results of this study also emphasize the effects of tracking of the students into specific educational paths on their academic achievement. Implications for counseling with Asian Indian high school students and future research directions are discussed.

This study aimed to investigate the underlying mechanisms through which social media (SNS) addiction influences college students’ academic performance. We developed an integrated model of the relationship between SNS addiction and academic performance based on the dual-systems theory. A total of 251 college students participated in this study. Partial least squares structural equation modeling (PLS-SEM) was used to analyze the empirical data. The results indicated that self-control mediated the impact of social media addiction on college students’ grade point average (GPA). Moreover, social media addiction had a positive impact on their anxiety and stress, which in turn negatively moderated the positive relationship between self-control and GPA. Educators can use these findings to improve the academic performance of college students with SNS addiction.

Nursing students' personality traits, sleep quality, social media addiction, and academic performance: A multi-site structural equation model analysis

With the onset of the COVID-19 pandemic, social media became one of the most utilized sources of information relating to the disease. With the increased reliance on social media, the risk of excessive use and the development of social media addiction emerges. The aim of the present study was to explore the psychometric properties of the Slovenian version of the Bergen Social Media Addiction Scale, and to explore how psychological resilience affects social media addiction symptoms directly and indirectly through symptoms of depression, anxiety and mental distress. A large online cross-sectional study was conducted in March 2021 among Slovenian tertiary students (N = 4868). The results showed the high reliability, unidimensionality and criterion validity of the Slovenian Bergen Social Media Addiction Scale. The proposed structural model fit the data well and showed a significant direct positive effect of depression and stress on social media addiction. Moreover, the majority of the negative effects of psychological resilience on social media addiction (87.2%) were indirect, through depression and stress symptoms, whereas resilience had a significantly smaller impact on social media addiction by reducing anxiety symptoms. The overall prevalence of social media addiction symptoms was 4.6%, with females exhibiting higher proportions than men. Additionally, female social media users reported a complete absence of social media addiction symptoms less often compared to males. Future research should further explore the mechanisms behind social media addiction, in order to gain a better understanding of the apparently different risk levels for both genders.

Problematic social media use (PSMU) has become a significant focus of research, particularly among young adults, due to its association with behavioral addiction and its potential effects on well-being. The Bergen Social Media Addiction Scale (BSMAS) is a widely recognized tool for assessing PSMU. This study sought to adapt the BSMAS to Spanish and evaluate its psychometric properties in a sample of Spanish young adults.Results demonstrated that the Spanish BSMAS shows adequate reliability (Cronbach's alpha = 0.85) and suggests a one-dimensional structure of problematic social media use (χ2 (9) = 78.2, CFI = 0.91, TLI = 0.85, RMSEA = 0.07, NFI = 0.90). Measurement invariance testing suggests the scale may be applicable across genders, establishing configural, metric, and scalar invariance, with minimal residual differences noted. Concurrent validity was further explored through correlations with external measures: BSMAS scores showed a moderate positive correlation with the Fear of Missing Out (FOMO) scale (r = .50 to .70) and a significant negative correlation with the Life Satisfaction Scale (SWLS) (r = -.40 to -.60). Multiple regression analysis explained 61.7% of the variance in PSMU (adjusted R2 = 0.606). Age (p = 0.01), FOMO State (p < 0.001), FOMO Trait (p < 0.001), and Satisfaction with Life (p = 0.01) emerged as significant predictors. Gender (p = 0.52) and relationship status, being in a relationship (p = 0.47) or single (p = 0.13), were not significant. Educational variables showed that being currently enrolled in studies (p = 0.001) and studying for a Doctorate (p = 0.04) significantly predicted PSMU, while being in Middle School (p = 0.77) or at University (p = 0.08) did not.These findings indicate that the Spanish BSMAS may be a reliable instrument for measuring PSMU in Spanish young adults, providing a tool for future research and practical applications in this population.

INTRODUCTION:Duta Wacana Christian University is located in Yogyakarta, Indonesia. This is one of the Christian Higher Education Institutions in Indonesia. Currently, Duta Wacana Christian University inspects problems with student's learning motivation, especially in Information System Departments. Information Systems students have average GPA during 2012 to 2015 is 3.1 (out of 4) and the study period 5.37 years (while the normal study period is 4 years according to the curriculum). It means that motivation among Information System Students is average. Not only GPA, study period is also a problem faced by Information System Department Head. Average study period is 5.37. This number is higher than the targeted study period which is 4 years according to the curriculum of Information System Department.Bahji, Lefdaoui, & Alami (2013) inferred that there is a decrease found in students' motivation to participate learning activity in the classroom. There are some factors that influence these findings which are as follows· The development of Information Technology· The usage of Information Technology· The usage of internet as a learning media toolFrom the table 1, it is observed that around 20% students are failed during their study. For sure, it is a big problem for Information System Department, School of Information Technology. Based on those problems, this research is conducted to study the correlation between academic achievement (as measured by GPA like Najafabadi, Najafabadi, and Farid-Rohani (2013) research did) to predict the percentage of successful students during their study.Table 1 also supports what Siang and Santoso (2016) study in its paper. Information System Department Students feel demotivated towards their study. Demotivated students can be seen with the high study period and many students are out during their study. Siang and Santoso (2016) found that students have willingness to increase their GPA up to 9.2 out of 10. This willingness is not supported with the eagerness to do the assignments and prepare for the exams. It means that students show less efforts to achieve their ambition to increase its GPA.Academic Achievement was a research topic for Najafabadi, Najafabadi, and Farid -Rohani (2013) whose study was about academic achievement, measured by GPA, for Shahid Bahesti University in Iran, found that there are some factors influence the academic achievement, such as Teaching - Evaluation, Learner, Environment, Family, Curriculum, and Teaching Knowledge.Clearly, academic performance is a critical factor to be taken into account. Underachievement is associated with a high dropout rate (Martinez, Karanik, Giovannini, and Pinto, 2015). Educational Data Mining is one of the solution that can predict and anticipate the higher number of student's underachievement and drop out. Martinez, et. al. (2015) found out an alternative solution to characterize the students into some certain groups. Thus, the profiling becomes a strategy of significant value when an action is taken to improve the performance of students.Following the introduction, literature review in Educational Data Mining is conducted. The next part is research methodology, followed by analysis and discussion. The final part from this study will be conclusion and further research suggestions.LITERATURE REVIEW:ACADEMIC ACHIEVEMENTS:Academic achievement is a measurement for students' academic performance. The measurement of students' academic performance is Grade Point Average (GPA). GPA can describe the students' performance during their study (Martinez et al., 2015). Bahji, et. al. (2013) showed that there are some factors that influence the learning process. Motivation and engagement are two factors that influence the process and its result. Learning can bring some changes in human knowledge and behavior, including social, psychology, and other kind of changes. …

Objective: Social media addiction has become a considerable problem with the widespread use of social media. The aim of this research is to examine the psychometric properties of the Turkish version of the Bergen Social Media Addiction Scale, which was developed based on the 6-dimensional addiction model. Another aim of the study is to investigate the relationship between social media addiction and anxiety and depression symptoms. Methods: Bergen Social Media Addiction Scale is translated into Turkish by the translation-back translation method. Ex-ploratory factor analysis and confirmatory factor analysis were used to examine the construct validity of the Turkish version of the scale. The reliability was examined by internal consistency and test re-test method. Relationships between social media addiction and anxiety and depression symptoms were analyzed by correlation and regression analysis. Results: As a result of exploratory factor analysis for construct validity, it was found that the scale was in a one-dimensional structure as in the original form. The results of the confirmatory factor analysis indicated that the one-dimensional model wasan acceptable fit. In the criterion-related validity study, it was found that the scale had a positive correlation with the Internet Addiction Scale. The internal consistency reliability and test re-test reliability coefficient of the scale was found to be acceptable. It was found that social media addiction predicted the anxiety and depression symptoms positively. Conclusions: According to the findings of this research can be said of Bergen Social Media Addiction Scale it can be used in studies to be conducted in Turkey. Preventive studies are recom-mended because of the increase in social media addiction may increase anxiety and depression symptoms.

IntroductionSocial media use has grown dramatically since its inception in the early 2000s and has further increased during the COVID-19 pandemic. Problematic use of social media (PUSM) is a type of behavioural addiction which has generated increasing interest among mental health clinicians and scholars in the last decade. PUSM is associated with multiple psychiatric conditions and is known to interfere with patients’ daily functioning. There is no single accepted definition of PUSM, nor means of measuring it, in the literature. The Bergen Social Media Addiction Scale (BSMAS) is a helpful tool for identifying PUSM. This paper aims to validate BSMAS and to translate it from English into French, with the goal of making this clinical screening tool for PUSM available in French-language contexts.MethodThis study explored the psychometric validity of the French version of the BSMAS in a sample of 247 adolescents, who were either psychiatric inpatients (the hospitalized group, n = 123) or recruited in local high schools (the community group, n = 124).ResultsThe adolescents in the sample reported an increase in their social media use during the COVID-19 pandemic. This increase was more pronounced in the hospitalized group. Confirmatory factorial analysis showed an excellent fit, very good internal consistency and established convergent validity for the French version of the BSMAS. A total of 15.4% of the hospitalization group and 6.5% of the community group met the recommended clinical cutoff of 24 on the BSMAS, suggesting problematic use of social media.ConclusionsThe French version of BSMAS is a psychometrically validated and clinically useful tool to screen for PUSM in adolescents.

Demographic characteristics, family environment and psychosocial factors affecting internet addiction in Chinese adolescents

Social media addiction and internet gaming disorder may cause mental health problems among a minority of university students. The Bergen Social Media Addiction Scale (BSMAS) and the 9-item Internet Gaming Disorder Scale-Short Form (IGDS9-SF) are commonly used worldwide. However, they have not been translated or validated into Indonesian. The present study aimed to translate and validate the BSMAS and IGDS9-SF in an Indonesian context among young adults. A multi-center, web-based cross-sectional study was conducted among 458 university students (74% female; mean age 22.5 years) in Indonesia from June to December 2021. The BSMAS and IGDS9-SF were translated into Indonesian. Internal consistency (using Cronbach's α and McDonald's ω) and factor structure (using confirmatory factor analysis) of the two instruments were examined. Concurrent validity of BSMAS and IGDS9-SF was examined using their correlations with two external concepts: nomophobia and psychological distress. Internal consistency of the Indonesian BSMAS and IGDS9-SF were both acceptable (Cronbach's α=0.80 and 0.90; McDonald's ω=0.86 and 0.92). Both instruments were unidimensional with good factor loadings (0.54-0.78 for BSMAS; 0.63-0.79 for IGDS9-SF). Moreover, BSMAS and IGDS9-SF had stronger associations with nomophobia (r=0.58 and 0.12; p<0.001) than with psychological distress (r=0.43 and 0.15; p<0.001). The Indonesian versions of the BSMAS and IGDS9-SF had good psychometric properties in terms of linguistic validity, unidimensionality, and reliability. The findings indicate the tools are appropriate for assessing the risk of social media addiction and internet gaming disorder among university students in Indonesia.