The relationship between social networking sites usage and psychological distress among undergraduate students during COVID-19 lockdown

Abstract

During the outbreak of the COVID-19 pandemic, interpersonal interactions are restricted to social networks. Undergraduate students are isolated in their homes and dorms. Loneliness is closely related to psychological distress. Fear of contracting the disease will worsen psychological distress. The purpose of this study was to assess the severity of depression, anxiety, and stress symptoms among undergraduate students and their relationships with social networking sites usage during the COVID-19 lockdown. An online survey was used to recruit 456 participants for this cross-sectional descriptive study. Self-reported questionnaires were used to collect data on students' demographics, depression, anxiety, stress, and social networking usage. The results revealed that the majority of students had symptoms of depression (74.1%), anxiety (59.6%), and stress (61.2%). Female students had higher depression and anxiety symptoms than males. Senior-level students' psychological distress symptoms were significantly different from those of junior level. The largest percentage of students (91.9%) used social networking sites for entertainment. The academic usage of social networking sites was negatively (p < .05) correlated with depression and stress scores, while entertainment usage was positively correlated with anxiety. Age was not found to be significantly correlated with psychological distress. Academic and entertainment use of social networking sites were successfully associated with psychological distress symptoms after controlling for demographics. During this unprecedented time of undergraduate students' course of study, they were experiencing higher than average distress symptoms. These symptoms could be mitigated by continuing the regular academic activities and delivering the most accurate up-to-date information on the COVID-19 through social networking sites.

Beyond Conventional Classroom Learning: Linking Emotions and Self-Efficacy to Academic Achievement and Satisfaction with Online Learning during the COVID-19 Pandemic

“…Finally, studies conducted by Al-Dwaikat, Aldalaykeh, and Rababa (2020) and Al-Tammemi et al (2020) in Jordan, Hamza, Ewing, Heath, andGoldstein (2021) in Canada, andHunt et al (2021) in the U.S. all indicated that students experienced psychological distress during the pandemic period, all of which are consistent with the result of this study.…”

Psychological Outcomes and Associated Factors Among the International Students Living in China During the COVID-19 Pandemic

“…For example, a web-based cross-sectional survey of 476 university students living in Bangladesh utilizing the Patient Health Questionnaire (PHQ-9) and Generalized Anxiety Disorder (GAD-7) found that 82.4% of students have mild to severe depressive symptoms, and 87.7% of students have mild to severe anxiety symptoms (32). In Jordan, an online survey conducted in April 2020 involved 456 undergraduate students utilizing the DASS-21 who reported that the majority of students had symptoms of depression (74.1%), anxiety (59.6%), and stress (61.2%) (33). Another study that involved 2,086 college students regarding the impact of COVID-19 on their mental health in April 2020 found that 91% of the participants had anxiety or stress symptoms (34).…”

“…The anxiety subscale consists of items 2, 4, 7, 9, 15, 19, and 20, with scores ranging from normal (0-7), mild (8)(9), moderate (10)(11)(12)(13)(14), severe (15)(16)(17)(18)(19), to extremely severe (20+). Finally, the stress subscale consists of items 1, 6, 8, 11, 12, 14, and 18, with scores ranging from normal (0-14), mild (15)(16)(17)(18), moderate (19)(20)(21)(22)(23)(24)(25), severe (26)(27)(28)(29)(30)(31)(32)(33), to extremely severe (34+). The DASS-21 is a reliable, easy-to-use screening instrument and has been wellreceived globally.…”

Temporary destudentification caused by COVID‐19: Motivations and effects on social relations in a Chilean university city

“…All this caused greater anxiety and a general demotivation in students, aspects that have been analysed in other works (Aristovnik et al, 2020 ; Mertens et al, 2020 ). In addition, a withdrawal of students with respect to social relations with their environment was identified (Al‐Dwaikat et al, 2020 ), which in many cases led to problems of anxiety, stress, isolation and loneliness (Tull et al, 2020 ; Unger & Meiran, 2020 ). Similarly, lockdown has led to students, along with the rest of the population, facing limited mobility.…”