بعض المحددات النفسية لإدمان تطبيقات التواصل الاجتماعي لدى طلبة المرحلة الثانوية بدولة الكويت في ضوء بعض المتغيرات الديموجرافية


Ar

The current study aims at investigating the level of Social Network tools addiction, in addition to assessing the contribution of social anxiety, self-efficacy, and social competency as predictors of Social Network tools addiction in the light of gender and academic achievement of secondary students in the State of Kuwait. The study adopts the descriptive, correlational and comparative research design. The sample of the study consists of (420) secondary school students with age range (14-19 years), with mean age (16.11) years and standard deviation (0.96) years. Tools of the study include: Internet Addiction Scale (IAS) developed by Gamal Al-Menayas (2015), Interactive Anxiety Scale (IAS) developed by Badr Al-Ansary (1993), General Self-Efficacy Scale (GSES) translated by Samer Radwan, and Social Competency Scale (SCS) translated by Magdy Habeeb (2003). The results of the study revealed an average level of social network addiction (%57.14) among Kuwaiti secondary school students. It is also revealed that social anxiety contributes in predicting social network addiction whereas self-efficacy and social competency do not. It was also revealed that there were no statistically significant difference relating to gender between social network addiction, social anxiety, self-efficacy, and social competency. Also, it was also revealed that there were no statistically significant difference relating to academic achievement between social network addiction, self-efficacy, and social competency. The study results also showed that high level of social anxiety of acceptable academic achievement students compared with their colleagues with very good scores of academic achievements. No statistically significant differences were detected between social network addiction, and social competency. In addition, there are high levels of social anxiety of students whose age levels between (17-18) years compared with younger students. Also, there are high levels of self-efficacy of students whose age level above (19) years old compared with younger students. (Published abstract)