Universal Journal of Educational Research Vol. 6(4), pp. 751 - 758
DOI: 10.13189/ujer.2018.060418
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Effects of Perceived Social Support and Psychological Resilience on Social Media Addiction among University Students

Okan Bilgin ¹, İbrahim Taş ^2,*
1 Department of Educational Sciences, Bulent Ecevit University, Turkey
² Department of Educational Sciences, Istanbul Sabahattin Zaim University, Turkey

ABSTRACT

This research investigated the effects of perceived social support and psychological resilience on social media addiction among university students. The research group was composed of 503 university students. The ages of participant students varied between 17 and 31 years old. 340 (67.6%) of the participants are female and 163 (32.4%) of them are male. The Personal Information Form, Perceived Social Support Scale, Psychological Resilience Scale, and Social Media Addiction Scale were used as data collection instruments. The data obtained were analyzed with the Pearson's correlation and hierarchic regression. Negative relationship was observed between perceived social support and social media addiction and between psychological resilience and social media addiction. Furthermore, it was found that perceived social support significantly predicted the subscale of perceived social support from friends and psychological resilience was a significantly predictor of social media addiction. The findings were discussed in the light of the related literature.

KEYWORDS
Social Media Addiction, Social Support, Psychological Resilience

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Okan Bilgin , İbrahim Taş , "Effects of Perceived Social Support and Psychological Resilience on Social Media Addiction among University Students," Universal Journal of Educational Research, Vol. 6, No. 4, pp. 751 - 758, 2018. DOI: 10.13189/ujer.2018.060418.

(b). APA Format:
Okan Bilgin , İbrahim Taş (2018). Effects of Perceived Social Support and Psychological Resilience on Social Media Addiction among University Students. Universal Journal of Educational Research, 6(4), 751 - 758. DOI: 10.13189/ujer.2018.060418.