Volume 11, Issue 2 (2023)
Health Educ Health Promot 2023, 11(2): 267-272 |
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Ismael H, Naji A. Impact of Digital Addiction on Emotional Status of Female High School Students. Health Educ Health Promot 2023; 11 (2) :267-272
URL: http://hehp.modares.ac.ir/article-5-67702-en.html
URL: http://hehp.modares.ac.ir/article-5-67702-en.html
H.K. Ismael *1, A.B. Naji2
1- Ministry of Health, Baghdad Health Directorate, Baghdad, Iraq
2- Community Health Nursing Department, College of Nursing, University of Baghdad, Baghdad, Iraq
2- Community Health Nursing Department, College of Nursing, University of Baghdad, Baghdad, Iraq
Keywords: Digital Technology [MeSH], Internet Addiction [MeSH], Emotional Status [MeSH], Students [MeSH]
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Introduction
The development of the digital era has affected almost all elements of modern life. The Internet is becoming a tool that people grow to rely on and has a significant impact on our social, political, economic, and even emotional life. People utilize the Internet for a wide range of activities at home, at school, and in public places, including communication, business, shopping, online bill payment, entertainment, and more. The Internet is accessible from smartphones, laptops, tablets, PCs, and smart televisions [1]. Although the Internet has greatly benefited our daily lives, over usage of it can lead to addiction, which can negatively impact our life [2]. The term "Internet addiction" refers to the inability to restrain one's want to use the Internet, which can lead to problems with one's mental well-being, interpersonal relationships, academic achievement, and/or employment [3]. The prevalence of Internet addiction among Asians ranges from 2.4% to 37.9% [4]. A study by a child and adolescent psychiatrist showed that students under the age of 24 have the highest rate of Internet addiction [5]. It is believed that students, especially undergraduates between the ages of 19 and 24, are more susceptible to developing an online addiction [6]. Most Internet users spend too much time on social media and online games. The negative consequences of excessiveness included anxiety, melancholy, health problems, lying, weariness, absence from school, unemployment, reduced productivity at work, and social isolation. In addition to melancholy, boredom, low self-esteem, and attention deficit hyperactivity disorder, addiction to the Internet may also be a factor [1, 6].
Long-term use of electronic games and smartphones by kids and teens has been linked to several physical and psychological issues, including weight gain or loss, back and neck pain, eyesight issues, social isolation, despair, and anxiety. Teenagers are most susceptible to technological addiction because they struggle with time management and self-control. Studies have revealed that teenagers with a lot of money, a dysfunctional home, and parental permission to use electronics during school hours experience low self-efficacy and low self-esteem.
This study aimed to assess the impact of digital addiction on emotional status among female high school students.
Instruments and Methods
This descriptive correlational study was carried out during the period from December 1st, 2022 to April 5th, 2023. The research was done at a high school run by the Baghdad Education Directorate. A probability sampling strategy (simple random sample) was used to select a total of 4 high schools.
Then a sample of 360 high school students, or around 10% of the overall student population of the high schools chosen, was selected for the current study using a probability sampling approach (Simple random sample). Students who wanted to participate in the study were included in the study.
The research tool was a questionnaire consisting of three parts as follows:
Part I: Demographic information such as age, grade, living situation, socioeconomic status, and factors associated with digital addiction.
Part II: 25 different factors related to digital addiction were measured using a 5-level Likert scale. Points can be earned between 25 and 125. Higher averages indicate less digital addiction. Cronbach's alpha in the latest data was 0.92, which shows an acceptable level.
Part III: This part was related to the emotional state, which had a total of 21 items that were measured using a 4-level Likert scale. The range of points obtained can be from 0 to 63. A higher average is considered good emotional health. Cronbach's alpha in the latest data was 0.87, which shows an acceptable level.
The researcher gave questionnaires to the study participants, then provided instructions, clarified any problems with the form, and thanked them for their participation.
The self-report techniques were used individually, with each report being submitted 15 to 20 minutes after completing the crucial tasks required by the study's design. Such selection was made from a subject pool [7-21].
All of the analyses were performed using SPSS 20.0 software. Qualitative variables were presented using numbers and percentages, and quantitative variables were described using mean and Standard Deviation (SD). A simple linear regression test was used to predict the study variables. Dependent variable was emotional status.
Findings
The mean age of the participants was 16.55±1.08 years. Fourth graders made up the majority (46.9%) of the students. In terms of socioeconomic status, more than half of participants (58.1%) were from the upper middle class. The majority of female high school pupils (90.3%) who utilized a digital device did so with a smartphone. Most participants (38.3%) reported spending more than 20 hours per week using device during the work week. Finally, 28.3% of students reported using their devices between 11 and 15 hours on weekends (Table 1).
Table 1) Frequency distribution of demographic characteristics of the studied students (n=360)
49.7% of the high school pupils reported a high degree of addiction, and 50.6% had a moderate level of emotional status (Table).
Table 2) Frequency distribution of digital addiction levels and emotional state of students and their mean scores (n=360)
Among female high school students, the amount of time spent using devices during the week (β=-0.218; p=0.0001), the amount of time spent using devices on the weekend (β=0.137; p=0.019), and digital addiction (β=0.282; p=0.0001), all predicted emotional status (Table 3).
Table 3) The results of the linear regression test to predict the emotional state of students
Discussion
We are in the early stages of the Information Age, when people started talking about how technology affects our lives, and that conversation continues everywhere. As a result of technological advances, society as a whole is forced to confront new difficult issues that affect health-promoting behaviors. The purpose of this study was to determine the relationship between digital addiction and emotional well-being of female high school students and health-promoting behaviors.
The mean age of participants was 16.55±1.08 years, with the largest frequency (36.7%) was reported for those under the age of 16, and the lowest percentage (1.1%) was for those over the age of 20. Findings from the Third Al-Rusafa Education Directorate, Iraq, supports these conclusions [22-25]. The mean age in similar studies was 17.2, 16.7, 17.81, and 17.0 years [26].
In terms of grade, fourth grade students (46.9%), followed by fifth grade students (39.7%), and sixth grade students (13.3%) were predominant, respectively. These results are consistent with those of Baghdad City, where most of the participants were in the fourth grade [27-39]. They did this because they showed a stronger interest in participating in the study than others at that stage.
Findings related to living situation show that most female high school students (91.1%) live with their parents and a small percentage live with mother (6.7%) and father (2.2%). These findings naturally arise from the structure of our society. The main focus of the family is on raising the child from infancy to adulthood [26].
The findings related to the socio-economic level indicated that the upper-lower class makes up more than half of the participants (58.1%), followed by the lower middle class (31.4%) and the upper middle class (10.6%). These results are consistent with primary school results in Baghdad city, where most households had a moderate income [30-33].
The results of the current study showed that a sizable proportion of female high school pupils (49.7%) had a digital addiction. The problematic and excessive use of the Internet by some people has given rise to the IA hypothesis [34-36]. Younger users are more likely to develop this addiction than older users [38]. Problematic Internet use has been widely studied in the past. They claim that a person with such problematic behavior can spend more time online than intended and seriously compromise their relationships [37]. The results showed that most high school girls (50.6%) had a moderate emotional condition. This finding is consistent with Akin's finding [38] regarding the emotional state of female high school students. The results of a study conducted in Norway supported previous findings that emotional disorders are on the rise in adolescence, especially in women. The findings of this research also indicated that coping beliefs play an essential role in the way pressure and stress are perceived, as well as in the subsequent onset of mental health problems [39].
The results of the simple linear regression test revealed that among female high school students, the amount of time spent using devices during the week (β=-0.218; p=0.0001), the amount of time spent using devices on the weekend (β=0.137; p=0.019), and digital addiction (β=-0.282; p=0.0001), all predict emotional status. These findings show that while Internet use based on the time spent on a device on the weekend is positively related to improving the emotional state of female students, its use during the weekdays is associated with a negative prediction of their emotional state. In general, one of the components that negatively predicts emotional state is digital addiction. The more addicted the person is, the worse the emotional state. Our findings are consistent with the findings of a study in Colombia, which showed that happiness and vitality were both negatively related to digital addiction [37]. Similar results were found in India, where there was a strong inverse relationship between students' psychological well-being and their digital addiction [40]. An Iranian study showing that socioeconomic class, attendance at private or public schools, and age are all associated with digital addiction supports the results of the present study [41]. According to a plethora of other studies, increased Internet use or digital addiction is harmful to happiness and emotional health. In addition, multiple logistic analyzes of the collected data showed that mothers who used the Internet more often (i.e., for a longer period of time) had lower levels of maternal education than mothers who used the Internet less. This finding conflicts with the findings of a recent study in Iran. Given that the data recommends minimizing Internet addiction to enhance emotional state, further investigation into the interaction between these factors is advised.
Our study has numerous limitations, the most significant of which are the sample size and study methodology. Despite this, we were able to clearly show that respondents' levels of emotional stability and digital addiction were both above average. Positive correlations were identified between high levels of digital addiction (low scores) and good emotional health (low scores), meaning that emotional state decreases as digital addiction develops. This study provides insights into health education for all social groups regarding emotional well-being and digital addiction. The decision-makers of the Ministry of Education should prioritize the reduction of digital addiction over the promotion of students' mental health.
To prevent mental deterioration and reduce academic stress for students, schools should develop mental health counseling by trained counselors. Considering that the incidence of psychiatric illness has increased rapidly over time, parents should be more vigilant about digital addiction, especially during adolescence.
Conclusion
Emotional status is predicted by the time of device use during the week, the amount of device use on the weekends, and digital addiction.
Acknowledgements: I wish to express my grateful thanks to Prof. Dr. Wissam J. Qassim, Dean of the College of Nursing, University of Baghdad. Also, I wish to express my deepest gratitude to my supervisor, Prof. Dr. Arkan Bahlol Naji, College of Nursing, University of Baghdad, for his guidance, assistance, time, and encouragement throughout the study.
Ethical Permission: A standard approach was adopted for getting clearance for the research project from the Graduate Studies Committee, the Ethics Committee, and the Department of Nursing Administration at the University of Baghdad's College of Nursing. The study subjects did not face any danger while using the research.
Conflict of Interests: Nothing reported by the authors.
Authors’ Contribution: Ismael HK (First Author), Introduction Writer/Methodologist (50%); Naji AB (Second Author), Statistical Analyst/Discussion Writer (50%)
Funding/Support: Nothing reported by the authors.
The development of the digital era has affected almost all elements of modern life. The Internet is becoming a tool that people grow to rely on and has a significant impact on our social, political, economic, and even emotional life. People utilize the Internet for a wide range of activities at home, at school, and in public places, including communication, business, shopping, online bill payment, entertainment, and more. The Internet is accessible from smartphones, laptops, tablets, PCs, and smart televisions [1]. Although the Internet has greatly benefited our daily lives, over usage of it can lead to addiction, which can negatively impact our life [2]. The term "Internet addiction" refers to the inability to restrain one's want to use the Internet, which can lead to problems with one's mental well-being, interpersonal relationships, academic achievement, and/or employment [3]. The prevalence of Internet addiction among Asians ranges from 2.4% to 37.9% [4]. A study by a child and adolescent psychiatrist showed that students under the age of 24 have the highest rate of Internet addiction [5]. It is believed that students, especially undergraduates between the ages of 19 and 24, are more susceptible to developing an online addiction [6]. Most Internet users spend too much time on social media and online games. The negative consequences of excessiveness included anxiety, melancholy, health problems, lying, weariness, absence from school, unemployment, reduced productivity at work, and social isolation. In addition to melancholy, boredom, low self-esteem, and attention deficit hyperactivity disorder, addiction to the Internet may also be a factor [1, 6].
Long-term use of electronic games and smartphones by kids and teens has been linked to several physical and psychological issues, including weight gain or loss, back and neck pain, eyesight issues, social isolation, despair, and anxiety. Teenagers are most susceptible to technological addiction because they struggle with time management and self-control. Studies have revealed that teenagers with a lot of money, a dysfunctional home, and parental permission to use electronics during school hours experience low self-efficacy and low self-esteem.
This study aimed to assess the impact of digital addiction on emotional status among female high school students.
Instruments and Methods
This descriptive correlational study was carried out during the period from December 1st, 2022 to April 5th, 2023. The research was done at a high school run by the Baghdad Education Directorate. A probability sampling strategy (simple random sample) was used to select a total of 4 high schools.
Then a sample of 360 high school students, or around 10% of the overall student population of the high schools chosen, was selected for the current study using a probability sampling approach (Simple random sample). Students who wanted to participate in the study were included in the study.
The research tool was a questionnaire consisting of three parts as follows:
Part I: Demographic information such as age, grade, living situation, socioeconomic status, and factors associated with digital addiction.
Part II: 25 different factors related to digital addiction were measured using a 5-level Likert scale. Points can be earned between 25 and 125. Higher averages indicate less digital addiction. Cronbach's alpha in the latest data was 0.92, which shows an acceptable level.
Part III: This part was related to the emotional state, which had a total of 21 items that were measured using a 4-level Likert scale. The range of points obtained can be from 0 to 63. A higher average is considered good emotional health. Cronbach's alpha in the latest data was 0.87, which shows an acceptable level.
The researcher gave questionnaires to the study participants, then provided instructions, clarified any problems with the form, and thanked them for their participation.
The self-report techniques were used individually, with each report being submitted 15 to 20 minutes after completing the crucial tasks required by the study's design. Such selection was made from a subject pool [7-21].
All of the analyses were performed using SPSS 20.0 software. Qualitative variables were presented using numbers and percentages, and quantitative variables were described using mean and Standard Deviation (SD). A simple linear regression test was used to predict the study variables. Dependent variable was emotional status.
Findings
The mean age of the participants was 16.55±1.08 years. Fourth graders made up the majority (46.9%) of the students. In terms of socioeconomic status, more than half of participants (58.1%) were from the upper middle class. The majority of female high school pupils (90.3%) who utilized a digital device did so with a smartphone. Most participants (38.3%) reported spending more than 20 hours per week using device during the work week. Finally, 28.3% of students reported using their devices between 11 and 15 hours on weekends (Table 1).
Table 1) Frequency distribution of demographic characteristics of the studied students (n=360)
49.7% of the high school pupils reported a high degree of addiction, and 50.6% had a moderate level of emotional status (Table).
Table 2) Frequency distribution of digital addiction levels and emotional state of students and their mean scores (n=360)
Among female high school students, the amount of time spent using devices during the week (β=-0.218; p=0.0001), the amount of time spent using devices on the weekend (β=0.137; p=0.019), and digital addiction (β=0.282; p=0.0001), all predicted emotional status (Table 3).
Table 3) The results of the linear regression test to predict the emotional state of students
Discussion
We are in the early stages of the Information Age, when people started talking about how technology affects our lives, and that conversation continues everywhere. As a result of technological advances, society as a whole is forced to confront new difficult issues that affect health-promoting behaviors. The purpose of this study was to determine the relationship between digital addiction and emotional well-being of female high school students and health-promoting behaviors.
The mean age of participants was 16.55±1.08 years, with the largest frequency (36.7%) was reported for those under the age of 16, and the lowest percentage (1.1%) was for those over the age of 20. Findings from the Third Al-Rusafa Education Directorate, Iraq, supports these conclusions [22-25]. The mean age in similar studies was 17.2, 16.7, 17.81, and 17.0 years [26].
In terms of grade, fourth grade students (46.9%), followed by fifth grade students (39.7%), and sixth grade students (13.3%) were predominant, respectively. These results are consistent with those of Baghdad City, where most of the participants were in the fourth grade [27-39]. They did this because they showed a stronger interest in participating in the study than others at that stage.
Findings related to living situation show that most female high school students (91.1%) live with their parents and a small percentage live with mother (6.7%) and father (2.2%). These findings naturally arise from the structure of our society. The main focus of the family is on raising the child from infancy to adulthood [26].
The findings related to the socio-economic level indicated that the upper-lower class makes up more than half of the participants (58.1%), followed by the lower middle class (31.4%) and the upper middle class (10.6%). These results are consistent with primary school results in Baghdad city, where most households had a moderate income [30-33].
The results of the current study showed that a sizable proportion of female high school pupils (49.7%) had a digital addiction. The problematic and excessive use of the Internet by some people has given rise to the IA hypothesis [34-36]. Younger users are more likely to develop this addiction than older users [38]. Problematic Internet use has been widely studied in the past. They claim that a person with such problematic behavior can spend more time online than intended and seriously compromise their relationships [37]. The results showed that most high school girls (50.6%) had a moderate emotional condition. This finding is consistent with Akin's finding [38] regarding the emotional state of female high school students. The results of a study conducted in Norway supported previous findings that emotional disorders are on the rise in adolescence, especially in women. The findings of this research also indicated that coping beliefs play an essential role in the way pressure and stress are perceived, as well as in the subsequent onset of mental health problems [39].
The results of the simple linear regression test revealed that among female high school students, the amount of time spent using devices during the week (β=-0.218; p=0.0001), the amount of time spent using devices on the weekend (β=0.137; p=0.019), and digital addiction (β=-0.282; p=0.0001), all predict emotional status. These findings show that while Internet use based on the time spent on a device on the weekend is positively related to improving the emotional state of female students, its use during the weekdays is associated with a negative prediction of their emotional state. In general, one of the components that negatively predicts emotional state is digital addiction. The more addicted the person is, the worse the emotional state. Our findings are consistent with the findings of a study in Colombia, which showed that happiness and vitality were both negatively related to digital addiction [37]. Similar results were found in India, where there was a strong inverse relationship between students' psychological well-being and their digital addiction [40]. An Iranian study showing that socioeconomic class, attendance at private or public schools, and age are all associated with digital addiction supports the results of the present study [41]. According to a plethora of other studies, increased Internet use or digital addiction is harmful to happiness and emotional health. In addition, multiple logistic analyzes of the collected data showed that mothers who used the Internet more often (i.e., for a longer period of time) had lower levels of maternal education than mothers who used the Internet less. This finding conflicts with the findings of a recent study in Iran. Given that the data recommends minimizing Internet addiction to enhance emotional state, further investigation into the interaction between these factors is advised.
Our study has numerous limitations, the most significant of which are the sample size and study methodology. Despite this, we were able to clearly show that respondents' levels of emotional stability and digital addiction were both above average. Positive correlations were identified between high levels of digital addiction (low scores) and good emotional health (low scores), meaning that emotional state decreases as digital addiction develops. This study provides insights into health education for all social groups regarding emotional well-being and digital addiction. The decision-makers of the Ministry of Education should prioritize the reduction of digital addiction over the promotion of students' mental health.
To prevent mental deterioration and reduce academic stress for students, schools should develop mental health counseling by trained counselors. Considering that the incidence of psychiatric illness has increased rapidly over time, parents should be more vigilant about digital addiction, especially during adolescence.
Conclusion
Emotional status is predicted by the time of device use during the week, the amount of device use on the weekends, and digital addiction.
Acknowledgements: I wish to express my grateful thanks to Prof. Dr. Wissam J. Qassim, Dean of the College of Nursing, University of Baghdad. Also, I wish to express my deepest gratitude to my supervisor, Prof. Dr. Arkan Bahlol Naji, College of Nursing, University of Baghdad, for his guidance, assistance, time, and encouragement throughout the study.
Ethical Permission: A standard approach was adopted for getting clearance for the research project from the Graduate Studies Committee, the Ethics Committee, and the Department of Nursing Administration at the University of Baghdad's College of Nursing. The study subjects did not face any danger while using the research.
Conflict of Interests: Nothing reported by the authors.
Authors’ Contribution: Ismael HK (First Author), Introduction Writer/Methodologist (50%); Naji AB (Second Author), Statistical Analyst/Discussion Writer (50%)
Funding/Support: Nothing reported by the authors.
Article Type: Descriptive & Survey |
Subject:
Quality of Life
Received: 2023/02/23 | Accepted: 2023/07/23 | Published: 2023/07/30
Received: 2023/02/23 | Accepted: 2023/07/23 | Published: 2023/07/30
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