Translation and Validation of Social Media Addiction Scale for Students
##plugins.themes.academic_pro.article.main##
Abstract
The focus of the current study was to translate and Validate Social Media Addiction Scale (SMAS) into Urdu. Study was based to establish the psychometric properties of SMAS in Pakistani Culture. Translation and Adoption were accomplished with forward and backward translation method for SMAS. After that it was scientifically pre-tested to validate its constructs and it was found significant. In pre- testing, minimum rating for the equivalence of both English and Urdu version of SMAS with Mean 84.8 and standard deviation 12.617. In the next step, adapted Urdu version was administered on the sample of large population of 516 students with age between 15 to 22 years using purposive sampling technique (M = 81.70 and SD = 15.666). Cronbach’s alpha, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were computed by using SPSS software (version .25) and AMOS software (version .21). Results showed that Cronbach’s Alpha ₌ 0.87. The item total correlation of Urdu SMAS was greater than 0.3. Exploratory Factor Analysis and Confirmatory Factor Analysis done to check the number of factors in SMAS. The EFA extracted four factors for SMAS Urdu version. After testing the four-factor model in CFA, the analysis showed good fitness indexes (comparative fit index = 0.95; goodness of fit index = 0.97). SAAS Urdu version has high internal consistency and reliability and can be used for research and evaluation objectives in clinical settings in Pakistani society.
##plugins.themes.academic_pro.article.details##
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
- Abbas, J., Aman, J., Nurunnabi, M., & Bano, S. (2019). The impact of social media on learning behavior for sustainable education: Evidence of students from selected universities in Pakistan. Sustainability, 11(6), 1683. DOI: https://doi.org/10.3390/su11061683
- Brislin, R. W. (1970). Back-translation for cross-cultural research. Journal of Cross-Cultural Psychology, 1(3), 185-216. DOI: https://doi.org/10.1177/135910457000100301
- Haand, R., & Shuwang, Z. (2020). The relationship between social media addiction and depression: a quantitative study among university students in Khost, Afghanistan. International Journal of Adolescence and Youth, 25(1), 780-786. DOI: https://doi.org/10.1080/02673843.2020.1741407
- Koc, M. (2010). Internet Addiction and Psychopathology. Turkish Online Journal of Educational Technology - Tojet, 10(1), 143–148.
- Kuss, D. ve Griffiths, M. (2012). Internet gaming addiction: a systematic review of empirical research. International Journal of Mental Health Addiction, 10, 278-296. DOI: https://doi.org/10.1007/s11469-011-9318-5
- Sahin, C. (2018). Social Media Addiction Scale – Student Form: The Reliability and Validity Study. Tojet, 17(1), 169–182. DOI: https://doi.org/10.1037/t72756-000
- Shensa, A., Escobar-Viera, C. G., Sidani, J. E., Bowman, N. D., Marshal, M. P., & Primack, B. A. (2017). Problematic social media use and depressive symptoms among US young adults: A nationally-representative study. Social science & medicine, 182, 150-157. DOI: https://doi.org/10.1016/j.socscimed.2017.03.061
- Wainner, C. N. (2018). Social media addiction and its implications for communication.
- Young K. S. (2004). Internet addiction: A new clinical phenomenon and its consequences. American Behaviour Scientist, 48, 402- 415. DOI: https://doi.org/10.1177/0002764204270278
- Young, K. S. (1996). Psychology of computer use: Addictive use of the Internet: a case that breaks the stereotype. Psychological reports, 79(3), 899-902. DOI: https://doi.org/10.2466/pr0.1996.79.3.899