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Peer-reviewed

Research Article

Facebook addiction and affected academic performance among Ethiopian university students: A cross-sectional study

Contributed equally to this work with: Aman Dule, Zakir Abdu, Mohammedamin Hajure, Mustefa Mohammedhussein

Roles Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing – original draft, Writing – review & editing

* E-mail: [email protected]

Affiliation Department of Psychiatry, Collage of Health Sciences, Mettu University, Mettu, Oromia, Ethiopia

Affiliation Department of Psychiatry, School of Health Sciences, Madda Walabu University, Goba, Oromia, Ethiopia

¶ ‡ MG, WG and AD also contributed to this work equally.

Affiliation Department of Nursing, Collage of Health Sciences, Mettu University, Mettu, Oromia, Ethiopia

Aman Dule,
Zakir Abdu,
Mohammedamin Hajure,
Mustefa Mohammedhussein,
Million Girma,
Wubishet Gezimu,
Abdissa Duguma

Published: February 6, 2023
https://doi.org/10.1371/journal.pone.0280306
Peer Review
Reader Comments

Addiction is an extreme craving for and commitment to something, physically or psychologically. Currently, addiction to social media is the main emerging technology addiction, especially among the young generation. The main aim of the current study was to evaluate the status of Facebook addiction and its relation to academic performance and other correlates among university students. A cross-sectional study was conducted among 422 students from December 1–30, 2021, and Facebook addiction was examined with the Bergen Facebook Addiction Scale (BFAS). The Rosenberg Self-Esteem Scale (RSES), Hospital Anxiety and Depression Scale (HADS), and Study Habit Questionnaire (SHQ) were employed to assess self-esteem, anxiety and depression symptoms, and study habits, respectively. Systematic random sampling was used to recruit the subjects, and the data were analyzed by SPSS version 23.0. Statistics such as percentages, frequencies, mean ± SD, and mean differences were calculated. Multiple regression analysis was performed, and all the required assumptions were checked. The statistical significance was declared at a p-value < 0.05 and a 95% CI. Results revealed that, the mean age of the students was 23.62 (SD = ±1.79) and 51.6% of the participants were male. The majority of the participants were addicted to Facebook, and Facebook addiction was positively linked with factors like lower academic achievements and the symptoms of anxiety and depression. In conclusion, Facebook addiction was found to be higher among study participants, and it is negatively affecting their academic performances. Similarly, it was associated with affected mental well-being and reduced self-esteem. It is better for the legislative body of the university to put firm policies in place for promoting safe use and reducing the detrimental effects of this problem among students.

Citation: Dule A, Abdu Z, Hajure M, Mohammedhussein M, Girma M, Gezimu W, et al. (2023) Facebook addiction and affected academic performance among Ethiopian university students: A cross-sectional study. PLoS ONE 18(2): e0280306. https://doi.org/10.1371/journal.pone.0280306

Editor: Md. Tanvir Hossain, Khulna University, BANGLADESH

Received: April 23, 2022; Accepted: December 27, 2022; Published: February 6, 2023

Copyright: © 2023 Dule et al. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Data Availability: All relevant data are within the paper and its Supporting Information files.

Funding: The author(s) received no specific funding for this work.

Competing interests: The authors have declared that no competing interests exist.

Introduction

In a medical context, addiction is defined as an extreme craving for and commitment to something, either physically or psychologically [ 1 ]. In the current era, internet addiction is the main emerging technology addiction [ 2 ]. Serving as ways of connection among people, addiction to the internet and social media has become a pandemic globally [ 3 ].

Among available social media, Facebook has become the chief means of interaction, especially among university students [ 4 ]. Despite its usage as the bridge of connection, it is considered an emerging challenge in different aspects, especially among the young generation [ 5 ] and university students, partly because of its heavy and aimless usage [ 6 ]. As its users are currently increasing, controlling the detrimental effects of Facebook is becoming more challenging, specifically in developing countries with unconfirmed regulatory policies [ 7 ].

As the studies revealed, extended use of Facebook has led to poor academic performance, bullying activities, decreased face-to-face contact, sleep disruptions, and mental health disturbances [ 8 , 9 ]. Log-in-related distractions such as uploading, commenting, and chatting with friends are leading to procrastination of learning activities [ 8 ] and sinking academic success among university students currently [ 10 ].

The previous study revealed that too much use of Facebook was related to a lower grade point average (GPA) and disturbances in daily routine activities [ 9 ]. It has been reported that students who are more addicted to Facebook have poor study habits and lower academic achievements [ 11 ]. Similarly, those adolescents who were addicted to Facebook demonstrated poor study habits, which resulted in deprived academic performances [ 12 ]. Another study has shown that students with high Facebook addiction had disturbed social interactions and relationships that could affect their future careers [ 11 ].

It has also been reported that extensive use of Facebook is related to behavioral disturbances and poor academic performance among university students, which influences their ways of life and interactions with others [ 13 ]. On the other hand, Facebook addiction has been directly linked to anxiety and depression among university students and has impacted their social lives and mental well-being [ 14 ].

Nowadays, the extensive use of social media could cause substantial disruptions in the academic achievements of university students. Hence, knowing the magnitudes of facebook addiction and highlighting its predictors is so vibrant in forwarding the ways to challenge this problem. However, no study had examined Facebook addiction and its correlates in Ethiopia as far as we could reach, and this study was considered a pioneer in Ethiopia. Therefore, the main aim of this study was to evaluate the extent of Facebook addiction and its relation to the academic performances of regular undergraduate university students.

In the current study, multiple variables were assessed by standardized tools, which makes its findings sounder. In different previous studies, various variables were evaluated in relation to Facebook addiction. The combination of these different variables in the current study makes it unique.

Contribution of the current study

Considering this purpose, the findings from this study will contribute in serving as baseline for future studies. Additionally, it will add value to existing knowledge and help provide evidence-based practices. Furthermore, the results of this study will help planners and policymakers in the context of university education.

Methods and materials

Participants and study setting.

The study was conducted at Mettu University’s College of Health Sciences among 422 undergraduate students. Mettu University is one of the public universities found in the southwest of Ethiopia, about 600 km away from the capital city of the country.

Study period and design

The current study utilized a cross-sectional design and was conducted from December 1–30, 2021.

Eligibility criteria

Those students who enrolled in the regular program and were active Facebook users were included in the study. Daily active Facebook users were those who logged in at least once per day via the mobile app or a web or mobile browser [ 15 ]. First-year students were excluded because of the current Ethiopian educational roadmap [ 16 ], where first-year students are not placed in a specific department but stay on common courses until they reach their second year.

Sample size determination and sampling procedures

nh –sub-sample from each batch

n –The final sample size of the study = 422.

Nh –The total number of students in each batch

N –The total number of students in the college (source population) = 883.

After proportional sub-samples were calculated, the required number of participants from each batch was recruited using a systematic random sampling technique, considering the “K” value, which was computed depending on the registration number of the students ( Table 1 ).

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https://doi.org/10.1371/journal.pone.0280306.t001

Data collection instruments and procedures

Structured and pretested original English questionnaires were administered to the participants. The questionnaire contained socio-demographic information and questions to assess the status of Facebook addiction, anxiety, depression, and study habits of the study participants.

Demographic characteristics such as age, sex, academic year, and grade point average (GPA) of the students were collected. Facebook addiction was considered an outcome variable and was examined with the Bergen Facebook Addiction Scale (BFAS). The tool was developed by Andreassen et al. and was constructed on six essential elements of addiction (mood modification, silence, conflict, tolerance, withdrawal, and relapse) [ 18 ]. The tool had six self-report items that corresponded to each basic component of addiction and were scored on a Likert scale of 1 (very rarely) to 5 (very often) [ 19 ]. The tool yields a score of 6–30, in which a higher score indicates greater addiction to Facebook, and the cut-off point for Facebook addiction was suggested by authors as a score ≥ 3 on at least four items (polythetic scoring) [ 18 ]. The tool has been widely validated [ 20 – 23 ] and Cronbach’s alpha was 0.91 in this study.

The Rosenberg Self-Esteem Scale (RSES) was employed to assess the global self-esteem of the participants. This tool had 10 items, out of which 5 were stated negatively (items 2, 5, 6, 8, and 9) and reversely scored [ 24 ]. For items 1, 3, 4, 7, and 10, the tool scored on a 4-point scale ranging from strongly disagree (0) to strongly agree (3), and the inverse for the remaining items. Accordingly, the higher the score, the greater the self-esteem [ 25 ]. The tool was widely validated [ 25 – 27 ] and has excellent internal consistency in the current study (CA = 0.95).

The occurrence of depression and anxiety symptoms was examined by the Hospital Anxiety and Depression Scale (HADS). This tool contained seven items for each sub-scale, which were scored on a scale of 0–3 points [ 28 ], and it was previously validated in Ethiopia [ 29 ]. The Cronbach’s alpha values were 0.79 and 0.84, respectively, for the depression and anxiety subscales, and the higher score indicates a higher level of anxiety and depression symptoms.

Study habits were examined by the Study Habit Questionnaire (SHQ) developed by Thomas et al. [ 30 ]. The tool had 12 items that were worded positively and scored on a Likert scale of 4, from 1 (strongly disagree) to 4 (strongly agree). The Cronbach’s alphas were 0.81 [ 30 ] and 0.90 in the original and current studies, respectively.

Statistical analyses

For all analyses, SPSS version 23.0 (IBM, Armonk, NY, USA) was used. To present categorical variables, percentages and frequencies were employed, while mean and standard deviation (SD) were considered for continuous variables. Analysis of variance (ANOVA) and t-test analyses were used to compute the groups of variables with normal distributions. For post-hoc group analysis, the Tukey HSD test was performed. Multiple regression analysis was performed, all the required assumptions were checked, and no violations were detected. The variance inflation factor (VIF) was used to test for multicollinearity, and no significant collinearity was found. To determine residual independence, the Durbin-Watson test was used, and statistical significance was declared at a p-value of less than 0.05 and a 95% CI.

Ethical approval and informed consent

All participants had signed written consent before data collection, and all information from participants was kept confidential. An ethical clearance letter (reference number: RPG/100/14) was obtained from the ethical review committee of the College of Health Sciences at Mettu University, and the Helsinki Declaration principles were followed to perform the study.

Sociodemographic characteristics of participants

The data from four hundred and three study subjects were fully analyzed, giving a response rate of 95.5%. The participants had a mean age of 23.62 (SD = ±1.79), and 51.6% of them were male. On average, students spend more than an hour (66.97 minutes ± 48.24) daily using Facebook; 50–400 Ethiopian Birr (ETB) were spent monthly for Facebook use, and 42.9% of participants spent ≥ mean value ( Table 2 ).

https://doi.org/10.1371/journal.pone.0280306.t002

The independent samples t-test and one-way ANOVA were used to compare Facebook addiction to the mean score of the groups by sex and academic year, respectively, and no significant differences were found among the groups.

Psychosocial characteristics of study participants

The participants in the current study had a mean self-esteem score of 14.74 (8.23), and the mean scores for anxiety and depression symptoms indicated an abnormal (case) level for the study subjects, as shown in Table 3 .

https://doi.org/10.1371/journal.pone.0280306.t003

The pattern of facebook use among study participants

The mean score of the BFAS was 16.47 (SD = 5.95), indicating that the average number of study participants were addicted to Facebook. As per the suggested cut-off points (score ≥ 3 at least four items), the majority (67.2%) of the students were addicted to Facebook.

Factors associated with Facebook addiction

Bivariate and multivariable regression analyses were done to detect the predictors of Facebook addiction among students. In the bivariate analysis, anxiety and depressive symptoms showed a positive association with Facebook addiction, whereas the last semester’s GPA, study habits, and self-esteem showed a negative correlation with Facebook addiction at a significant level ( Table 4 ).

https://doi.org/10.1371/journal.pone.0280306.t004

In the multiple linear regression analysis, the last semester’s GPA [β: -10.01, 95% CI: -10.85, -(-9.18)], self-esteem [β: -0.091, 95% CI: -0.139, -(-0.044)], anxiety symptoms (β: 0.104, 95% CI: 0.024–0.183), depressive symptoms [β: 0.026, 95% CI: 0.06–0.112], and study habits [β: -0.008, 95% CI: -0.041, -(-0.056)] showed a statistically significant association with Facebook addiction. In the final model, these predictors contributed a total of 69% of the variance in Facebook addiction among university students (R = 0.829, R 2 = 0.687, F = 174.08, P <0.001) ( Table 5 ).

https://doi.org/10.1371/journal.pone.0280306.t005

In the current study, there was a significant negative correlation between the GPA of the students and Facebook addiction, in which one unit increase in the student’s GPA from the last semester decreased Facebook addiction by 10.01 (p<0.001). Similarly, as the mean score of students’ self-esteem increased by one unit, the Facebook addiction decreased by 0.091 (p<0.001). On the other hand, a point increase in the mean score of anxiety and depressive symptoms, respectively, resulted in a 0.104 and 0.026 (p<0.05) unit increase in the total score of the Facebook addiction scale among university students.

Due to the rising trends of social media usage among university students, Facebook addiction has been examined in many countries. However, this study, which identified Facebook addiction and its correlation to academic performance and other psychosocial variables, was assumed to be the first of its kind in our country. As the study revealed, 67.2% (95% CI = [62.3–72]) of the students were addicted to Facebook. This finding appeared higher than in the previous studies [ 13 , 31 – 33 ]. The difference in the findings probably resulted from the difference in the study settings and the year of the studies. On the other hand, because the current study was conducted recently, a higher level of Facebook addiction is expected as evidence indicating the increasing use of social media in the current era [ 34 ].

The study found that Facebook addiction has negative relationship with academic performance of the students, as indicated by the last semester’s GPA report [β: -10.01, 95% CI: -10.85,-(-9.18)]. This finding is in agreement with the previous studies conducted in India [ 11 ], Iraq [ 9 ], Pakistan [ 35 ], and Sri Lanka [ 10 ]. Although various studies have found that Facebook addiction has negative effects on university students, a study from Pakistan [ 4 ] found that Facebook could help with communication and information gathering. In another study, Saleem et al. [ 14 ] reported the absence of a correlation between Facebook addiction and the academic performance of the students. The discrepancies among these findings might be due to the result of the parameters used to measure academic performance and the tool used to assess the participants. For instance, in the study that reported the usefulness of Facebook use among students, they employed the qualitative (in-depth interview and focus group discussion) means of data collection, in which the drawing of accurate and reliable data is difficult [ 36 ]. Moreover, in the later study, the authors considered the previous year’s GPA to measure academic performance, which may mask the real effects of current Facebook addiction.

A significant negative relationship between Facebook addiction and self-esteem was discovered in the current study [β: -0.091, 95% CI: -0.139,-(-0.044)] and a positive correlation with the academic achievements of the students. This finding is consistent with the study conducted in Malaysia [ 37 ], where non-addicted students had reported higher self-esteem and better academic performance. The finding seems logical, as individuals with high self-esteem are more confident and likely to perform well. A supportive finding has been reported by Blachnio et al. [ 38 ], in which individuals with Facebook addiction had lower self-esteem and poorer life satisfaction. Similarly, the study conducted in Iran [ 39 ] revealed that lower self-esteem predicted an increase in Facebook addiction among university students.

In the current study, the scores of anxiety and depression symptoms showed a statistically significant positive relationship with Facebook addiction. This finding is supported by a prior study [ 31 ], in which up to 20% of Facebook-addicted students reported anxiety and depressive symptoms. Similarly, the study conducted among Pakistani students [ 11 ] revealed a strong positive relationship between Facebook addiction and the symptoms of anxiety and depression. Furthermore, we identified a number of previous studies [ 32 , 39 – 42 ] that reported the negative correlation of Facebook addiction with anxiety and depressive symptoms in university students.

Even though empirical findings were reached during this study, some limitations are inevitable. For instance, the cross-sectional nature of the current study could limit the cause-effect inference between the outcome variable and its predictors. On the other hand, socio-demographic factors such as the living situation of the students and psychosocial factors were not included. Additionally, only the pattern of Facebook use was examined without consideration of other confounding social media addictions. Lastly, as this was a developing research area in Ethiopia, robust data were not available to compare and contrast the findings.

In spite of these limitations, the results of this study pointed out some imperative findings about the studied problem. Therefore, the current findings could pave the way for any concerned researcher to carry out a future study with a more sophisticated design and to deduce the causal ability of the included and other predictors. The study’s utilization of standardized, validated, and widely used tools was considered a strength.

Although it is considered a major tool of communication, extended use of Facebook causes addiction, which was found to negatively affect the academic performances and mental well-being of the students. To promote the safe and healthy use of Facebook among university students, appropriate behavioral interventions are crucial. To ensure this, it is better for the legislative body of the university to forward a firm policy to control such sites in the compound to overcome their detrimental effects. Moreover, culturally accepted, adolescent-friendly psychosocial interventions are important for the prevention and management of the problem.

Supporting information

https://doi.org/10.1371/journal.pone.0280306.s001

Acknowledgments

We are grateful to all the data collectors and study participants.

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16. MOE. Ethiopian education development roadmap: An integrated executive summary. Policy Draft Document. 2017. p. 1–101.

Social Media Addiction

First Online: 18 September 2022

Cite this chapter

Tayana Panova 4 &
Xavier Carbonell 4

Part of the book series: Studies in Neuroscience, Psychology and Behavioral Economics ((SNPBE))

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3 Citations

The immense popularity of social networks such as Facebook has led to concerns about their potentially addictive nature and the ways in which they may be negatively affecting users, especially adolescents. However, despite the fact that “Facebook addiction” and “social media addiction” have become common terms in the media and social dialogue, the empirical evidence at this time does not support the existence of such a psychological affliction for several reasons: (1) The majority of studies on social media addiction are correlational and use self-report questionnaires which are not suitable for diagnosis; (2) Most studies employ non-standardized measures, cut-off scores, and criteria, and (3) There is an absence of case studies, experimental studies, longitudinal studies, and clinical studies in the field. Social interaction is a fundamental human need which social networks facilitate. Therefore, their widespread appeal is understandable. However, although an addiction to social media might not exist, there are still various problems that have been associated with social media use, including lower self-esteem, Fear of Missing Out (FOMO), bullying, anxiety, and depression, among others. In this chapter, we review the research on social media addiction, analyze how it fulfills the psychological criteria that define a true addiction, discuss the various problems associated with social media use outside of the addiction framework, and explore how these problems develop as well as look at potential treatments and prevention strategies for them.

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Panova, T., Carbonell, X. (2022). Social Media Addiction. In: Pontes, H.M. (eds) Behavioral Addictions. Studies in Neuroscience, Psychology and Behavioral Economics. Springer, Cham. https://doi.org/10.1007/978-3-031-04772-5_3

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Facebook Addiction: Concerns, Criticism, and Recommendations—A Response to Andreassen and Colleagues

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Facebook Addiction: Relation with Depression, Anxiety, Loneliness and Academic Performance of Pakistani Students

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Acta Neuropsychologica

Youssef ABOUSSALEH

The massive use of social media, especially Facebook, has an impact on student’s neurocognitive performance and mental health in Morocco. The purpose of this study is to show the impact of the Facebook addiction, especially with Smartphone on school performance and mental health. On the methodological part a questionnaire was used beside the Bergan Facebook Addiction Scale Test (BFAS) which has been validated in the Arab version with Cronbach's Alpha (α = 0.788), and the Nomophobia Questionnaire (NMP-Q) Arabic version, with a general anxiety test, which are distributed to 541 participants in the middle and the high schools of Kenitra city 55.1% of girls and 44.9% of boys have a mean age of 15.238 years, SD = ± 0.06. The results obtained confirmed by a negative correlation in relationship with the first semester general score and Facebook addiction by the BFAS test, and a significant relationship between the increase in Facebook addiction in parallel with the state of anxiety (P

This study had two main purposes: primary purpose of the study was to improve a surveying tool of measuring Facebook addictions of the secondary school students. Research sample involved 384 students from the 6 , 7 and 8 grades studying in Giresun. Prepared scale was determined to consist of 23 items. Second th th th purpose of the study was to examine to what extent Facebook addiction levels of students differ in terms of several variables. There were 459 students involved in this study sample. Research data was collected from different state schools in Isparta during 2014–2015 academic year by means of the Facebook Addiction Scale, Self-efficacy Scale and Negative Personality Scale. It was found that Facebook membership date and the amount of time spent on Facebook per day variables have significant effect on addiction. Facebook addiction scores were positively correlated with self-efficacy scores; it had negative correlation with negative personality scores. Research results showed that the membership date, the time spent on the Facebook, negative personality and self-efficacy predicted the Facebook addiction of the participants.

International Journal of Psychological and Brain Sciences

Purnima Banik

World of Media. Journal of Russian Media and Journalism Studies

aminul islam

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Perioperative Naltrexone Management: A Scoping Review by the Perioperative Pain and Addiction Interdisciplinary Network

Submitted for publication October 4, 2023. Accepted for publication April 29, 2024.

This article is featured in “This Month in Anesthesiology,” page A1.

B.K. and M.W. contributed equally to this work.

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Akash Goel , Bhavya Kapoor , Mia Wu , Mudia Iyayi , Marina Englesakis , Lynn Kohan , Karim S. Ladha , Hance A. Clarke; Perioperative Naltrexone Management: A Scoping Review by the Perioperative Pain and Addiction Interdisciplinary Network. Anesthesiology 2024; 141:388–399 doi: https://doi.org/10.1097/ALN.0000000000005040

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Substance use disorders, including alcohol use disorder, are a public health concern that affect more than 150 million people globally. The opioid antagonist naltrexone is being increasingly prescribed to treat opioid use disorder, alcohol use disorder, and chronic pain. Perioperative management of patients on naltrexone is inconsistent and remains a controversial topic, with mismanagement posing a significant risk to the long-term health of these patients. This scoping review was conducted to identify human studies in which the perioperative management of naltrexone was described. This review includes a systematic literature search involving Medline, Medline In-Process, Embase, PsycINFO, and Web of Science. Seventeen articles that describe perioperative naltrexone management strategies were included, including thirteen guidelines, one case report, and three randomized trials. Despite its use in patients with alcohol use disorder and chronic pain, no clinical studies, case reports, or guidelines addressed naltrexone use in these clinical populations. All of the guideline documents recommended the preoperative cessation of naltrexone, irrespective of dose, indication, or route of administration. None of these guideline documents were designed on the basis of a systematic literature search or a Delphi protocol. As described by the primary studies, perioperative pain relief varied depending on naltrexone dose and route of administration, time since last naltrexone administration, and underlying substance use disorder. None of the studies commented on the maintenance of recovery for the patient’s substance use disorder in the context of perioperative naltrexone management. The current understanding of the risks and benefits of continuing or stopping naltrexone perioperatively is limited by a lack of high-quality evidence. In patients with risk factors for return to use of opioids or alcohol, the discontinuation of naltrexone should have a strong rationale. Future studies and guidelines should seek to address both acute pain management and maintaining recovery when discussing perioperative naltrexone management strategies.

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The Biden campaign has attacked Donald J. Trump’s ties to the conservative policy plan that would amass power in the executive branch, though it is not his official platform.

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Donald J. Trump has gone to great lengths to distance himself from Project 2025, a set of conservative policy proposals for a future Republican administration that has outraged Democrats. He has claimed he knows nothing about it or the people involved in creating it.

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Facebook addiction and affected academic performance among Ethiopian university students: A cross-sectional study

1 Department of Psychiatry, Collage of Health Sciences, Mettu University, Mettu, Oromia, Ethiopia

Mohammedamin Hajure

Mustefa mohammedhussein.

2 Department of Psychiatry, School of Health Sciences, Madda Walabu University, Goba, Oromia, Ethiopia

Million Girma

Wubishet gezimu.

3 Department of Nursing, Collage of Health Sciences, Mettu University, Mettu, Oromia, Ethiopia

Abdissa Duguma

Associated data.

All relevant data are within the paper and its Supporting Information files.

Introduction

Contribution of the current study

Methods and materials

Participants and study setting.

Study period and design

The current study utilized a cross-sectional design and was conducted from December 1–30, 2021.

Eligibility criteria

Sample size determination and sampling procedures

The required sample was estimated using the single population formula, considering a 95% confidence interval (CI), a 5% margin of error, and a 50% proportion of occurrence. Consequently, 422 samples were obtained after consideration of an additional 10% nonresponse rate, which was proportionally allocated to each included batch using Bowley’s proportional formula ( n h = n N h N ) [ 17 ], where;

nh –sub-sample from each batch

n –The final sample size of the study = 422.

Nh –The total number of students in each batch

N –The total number of students in the college (source population) = 883.

Year level	Nh	Nh	K
2	298	422*298/883 = 142	298/142 = 2.10 ≈ 2
3	295	422*295/883 = 141	295/141 = 2.10 ≈ 2
4	290	422*290/883 = 139	290/139 = 2.10 ≈ 2

Nh—Total number of the students in each batch, nh—Sample from each batch

K–Interval to include study unit from study population

Data collection instruments and procedures

Statistical analyses

Ethical approval and informed consent

Sociodemographic characteristics of participants



Sex	Male	208 (51.6)	63.9	36.1
	Female	195 (48.4)	70.8	29.2
Academic year	Second	134 (33.3)	67.2	32.8
	Third	136 (33.7)	64.7	35.3
	Fourth	133 (33.0)	69.9	30.1

Age			23.62 ± 1.79
Time spent (in minutes) per day in using facebook			66.97± 48.24
Money spent (ETB) monthly for facebook use			174.64 ± 99.89
Grade Point Average (GPA) of the last semester			3.19 ± 0.44

Note : ETB –Ethiopian Birr SD —Standard Deviation

*The amount of ETB that need for the purpose of buying data to utilize for facebook

Psychosocial characteristics of study participants

Variables	Mean (± SD)	Minimum	Maximum
Self-esteem	14.74 (± 8.23)	3.00	27.00
Anxiety symptoms	13.09 (± 5.47)	1.00	20.00
Depression symptoms	13.18 (± 4.97)	1.00	20.00
Study habits	29.99 (± 8.53)	17.00	43.00

Note : SD— Standard Deviation

The pattern of facebook use among study participants

Factors associated with Facebook addiction

Variables	R	Β	95% CI
GPA of the last semester	0.657	-10.87	-11.65 –(-10.12)
Self-esteem	0.130	-0.261	-0.327 –(-0.194)
Anxiety	0.126	0.386	0.286–0.485
Depression	0.108	0.393	0.282–0.504
Study habit	0.157	-.276	-0.339 –[-0.213]

Note : GPA –Grade Point Average


						Lower	Upper
Constant			47.81		0.000	44.73	50.89
GPA of the last semester			-10.01		0.000	-10.85	-9.18
Self-esteem			-0.091		0.000	-0.139	-0.044
Anxiety			0.104		0.029	0.024	0.183
Depression			0.026		0.006	-0.06	0.112
Study habit			-0.008		0.000	-.041	-.056


0.829	0.687	0.683		174.08		<0.001

Supporting information

Acknowledgments.

We are grateful to all the data collectors and study participants.

Funding Statement

The author(s) received no specific funding for this work.

Data Availability

PLoS One. 2023; 18(2): e0280306.

Decision Letter 0

19 Jul 2022

PONE-D-22-11967Facebook addiction and affected academic performance among Ethiopian university students: A cross-sectional StudyPLOS ONE

Dear Dr. Dule,

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Reviewer #2: No

Reviewer #3: Yes

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Please use the space provided to explain your answers to the questions above. You may also include additional comments for the author, including concerns about dual publication, research ethics, or publication ethics. (Please upload your review as an attachment if it exceeds 20,000 characters)

Reviewer #1: 1 - The abstract is long, and the authors should shorten it.

2 - Bringing the research results in the abstract is not compatible with the structure of the one standard paper, and the authors should correct it.

3- Authors should explain the reasons for doing this research and the current challenges in the introduction section.

4 - Authors should add the Contribution section at the end of the introduction.

5 - Why there aren't Methodology and Evaluation sections in the manuscript?

Reviewer #2: I am very grateful to the Editor for giving me a chance to review the manuscript entitled “Facebook addiction and affected academic performance among Ethiopian university students: A cross-sectional Study” to the journal of “PLOS ONE”. The main objective of this study was to evaluate the status of facebook addiction and its relation with academic performance and other correlates among university students. I appreciate the time and effort that the authors have dedicated to preparing the manuscript. I read the manuscript very carefully and consequently raised the quarries and suggestions under two headings: major revisions and minor revisions to improve the manuscript which are as follows:

Major Revisions:

1. In introduction a clear explanation is needed why this study is different from other studies.

2. Major revisions are required in methods and materials section particularly, participants and study settings, study periods and design, illegibility criteria, sample size determination and sampling procedures points. Authors have to give logical explanation under each point for instance, under illegibility criteria, authors mentioned that those students who enrolled into regular program and active facebook users were included in the study; while the first year students were excluded. How did they measure active facebook users? As well as why did they exclude first year students? So logical explanation is needed behind excluding first year students in this study.

3. Logical explanation is needed why this study consider university students as respondents under participants and study settings point of methods and material section.

4. Under sample size determination and sampling procedures point, the authors mentioned that systematic random sampling was used to select the sample size. But the authors did not mention the sampling procedures in details like, what is the starting point or sample number and how did they select that sample number and so on.

5. The conclusion is not presented logically supported by the obtained results.

6. Under Ethical approval and informed consent point, the authors mentioned that the ethical clearance was provided by the ethical review committee of college of health sciences, Mettu University and the Helsinki Declaration principles was kept to perform the study (line no. 251-253). However, they did not mention the reference number of ethical approval.

7. The reference section have to revise (reference no. 5, 9, 11, 23, 27, 30) following the guideline of the journal ‘PLOS ONE’. Some references are very old such as reference no. 19 and 20 are in 2001 and 2007. Recent research works have to incorporate.

8. Overall, the writing of the manuscript have to improve following Standard English.

Minor Revisions:

1. Revision is needed in Key words such as, Self-esteem, Anxiety and depression, Facebook addiction, Study habits and University students (Line no. 48-50).

2. In Introduction section (line no. 56-57) have to rewrite.

3. In conclusion (line no. 235-237) As the results indicated, facebook addiction is affecting mental wellbeing of the students and self-esteem has identified as negative predictor of facebook addiction. This sentences have to rewrite.

The author(s) are suggested to rewrite the manuscript accordingly. Hopefully, the aforesaid comments and suggestions would help to enrich this manuscript.

Reviewer #3: “Sheet for Comments”

Overall for the whole paper please see the format of writing for the journal and format your paper.

1. Please write the name of the questionnaires sequentially as per your variables addressed in the study.

2. The long descriptions on statistical analyses run for the study is not necessary in abstract rather some values with the main findings are appreciable.

3. The information on ethics needs a reference number.

The introduction is written well and concise.

1. Ethics information is needed to be included in the methodology section.

2. What demographic variables have you collected?? It is needed to have description on the demographic variables. For instance, different demographic information on the students, like which year, subjects, etc.

3. It would be great if you give a consort flow chart on the inclusion of the participants.

4. Please write about the questionnaires used in your study in the way the journal asks. For instance, subscales? How many?? What is Likert of 1?? What is CA (Chronbach alpha)?? Please state Chronbach Alpha for all the scales.

5. In the statistical analyses section it is needed to be described clearly about the how the multi-collinearity of the variables were assessed and how they were managed. How the correlated variables were managed in analyses for the regression.

1. Descriptive statistics are needed for the Demographic variables in relation to the independent variables in Table 2 (minimum and maximum are not needed)

2. Some of the descriptions are not clearly stated, like, what do you wanted to mean by money spent for FB? Is it money spent for buying data for FB or else?

3. The demographic information given in Table 1 will be better fitted in sample / participant section.

4. The description of the regression analysis is repeated on the result section and conclusion as well.

Conclusions

1. It is needed to be written without repeating the results in the conclusions again.

1. Many of the references are not in correct format, for instance they are in all capital letters’ in references

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Reviewer #1: Yes: Saman Forouzandeh

[NOTE: If reviewer comments were submitted as an attachment file, they will be attached to this email and accessible via the submission site. Please log into your account, locate the manuscript record, and check for the action link "View Attachments". If this link does not appear, there are no attachment files.]

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Submitted filename: please see the format of writing for the journal.docx

Author response to Decision Letter 0

Response to Reviewers

First of all, we are very glad to get the soon response which could initiates the authors to work with you even in the future. We would like also to appreciate the reviewers for their valuable and useful feedback which guides us to look the weak parts of our work and improve it accordingly. Saying this, we had tried to correct all the comments and suggestions from the editor and each reviewer point-by-point to the extent that we assumed the response could satisfy the reviewers as appeared below and had highlighted the changes in the manuscript.

Review Comments to the Author

Reviewer #1:

1 - The abstract is long, and the authors should shorten it.

Response 1 – We have found this suggestion useful and the manuscript has shorten accordingly

Response 2 – We had accepted the suggestion and some explanation of the result in manuscript section has been removed

Response 3 – Accordingly, The logical explanation has been given why we conducted this study and the current challenges has been highlighted in introduction section (Line number 55 - 59 of the revised manuscript)

Response 4 – This section has added as per suggestion (Line number 88 - 92)

Response 5 – As per the journal guideline for manuscript formatting, the manuscript has “Methods and Materials” section and we thought that is enough to include all utilized methods and procedures

Reviewer #2:

I am very grateful to the Editor for giving me a chance to review the manuscript entitled “Facebook addiction and affected academic performance among Ethiopian university students: A cross-sectional Study” to the journal of “PLOS ONE”. The main objective of this study was to evaluate the status of facebook addiction and its relation with academic performance and other correlates among university students. I appreciate the time and effort that the authors have dedicated to preparing the manuscript. I read the manuscript very carefully and consequently raised the quarries and suggestions under two headings: major revisions and minor revisions to improve the manuscript which are as follows:

Response 1 – In general, the underlying importance of this study was that it has considered the first one nationally and its contribution is expected valuable. In addition to this, we had included different variables in the way we considered unique from previous studies in countries other than Ethiopia. We had added logical explanation about this concern in the introduction section of the revised manuscript (Line number 84 - 87)

Response 2 – We would like to thank the reviewer for this important suggestion. As we found it very crucial, these points have been addressed in revised manuscript (Line number 102 - 106)

Response 3 – We considered university students as respondents for this specific problem after careful review of previous materials. While we identified this problem as a research topic, we had found that currently university and college going students were the major victims. On the other hands, as the instructors of higher education institutions, authors are facing many challenges with the academic achievements of their students and they found the university students as important population specially for problem related to emerging technologies. The current challenges concerning this population in relation to the problem under study has been explained in the manuscript also (Line number 55 - 59).

Response 4 – We had found this suggestion useful and we had added the detail of sampling procedures and participant inclusion (Line number 111 - 123 in revised manuscript)

Response 5 – The conclusion has been modified as per the suggestion (Line number 269 - 272)

Response 6 – Reference number has been added as per the suggestion (Line number 166 - 167)

Response 7 – All suggested references has been corrected except reference number 19 and 20 (in first manuscript), but reference number 24 and 25 in the revised manuscript. As this references are indicating the validation of the tool, we didn’t replaced them with other references

Response 8 – The whole manuscript has been revised for standard English by the expert as per suggestion

Response 1 – some modification has been made to the keywords in revised manuscript (Line number 47 - 48)

Response 2 – This has been rewritten as per the suggestion

Response 3 – Over all, the conclusion has been modified and rewritten.

Reviewer #3:

“Sheet for Comments”

Response – This suggestion has been accepted and the manuscript has reviewed accordingly

Response 1 – We had just explained the included tools in their order of appearance in the revised manuscript

Response 2 – We found this as useful suggestion and we had modified the abstract accordingly

Response 3 – The reference number has been added in the revised manuscript (line number 166 - 167)

The introduction is written well and concise. - Thank you very much for your constructive idea.

Response 1 – We had shifted the ethical information in to the methods of the manuscript (Line number 163 - 167)

Response 2 – The specific demographic variables has been explained in the revised manuscript (Line number 128 - 129)

Response 3 – As per the suggestion, the details of participant inclusion with flow chart has been added to revised manuscript (Line number 111 - 123)

Response 4 – we had tried to explain all scales with respective sub-scales and, for all tools, the Cronbach’s alpha has been explained

Response 5 – This point has explained well in revised manuscript (Line number 159 - 161)

Response 1 – This table has modified as per suggestion and the descriptive value in respect to dependent variable has also given in revised manuscript (Line number 75, table 2)

Response 2 – This explained accordingly in revised manuscript (line number 177)

Response 3 – From this suggestion, we thought as the information included in this table should explained in method section and we had added that in socio-demographic characteristics of the participants in method (Line number 128 - 129).

Response 4 – This point has addressed in revised manuscript as we made the modification to conclusion part (Line number 169 - 172)

Response 1 – Rewritten accordingly (Line number 169 - 1712)

Response 1 – All references has been reviewed and necessary correction has made in revised manuscript (Line number 286)

Submitted filename: Response to Reviewers.docx

Decision Letter 1

12 Dec 2022

PONE-D-22-11967R1Facebook addiction and affected academic performance among Ethiopian university students: A cross-sectional StudyPLOS ONE

Thank you for submitting your manuscript to PLOS ONE. After careful consideration, we feel that it has satisfied our scientific requirements for publication.

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Tanvir Hossain

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Author response to Decision Letter 1

24 Dec 2022

Thanks to all reviewers, they all had reported as all previously raised comments has addressed, so we didn’t get any comments at this stage except the editors’ concern of the English language, grammar usage and overall readability of the manuscript and suggested edition. Accordingly, our manuscript has copy edited for English language by professional English language academic instructor and the details of this professional has attached separately. Concerning the other suggestions like changes to financial disclosure and the references, no change has made to financial disclosure and the references were reviewed thoroughly to fulfill the journal requirement and no retracted article has been referenced.

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Decision Letter 2

27 Dec 2022

Facebook addiction and affected academic performance among Ethiopian university students: A cross-sectional Study

PONE-D-22-11967R2

We’re pleased to inform you that your manuscript has been judged scientifically suitable for publication and will be formally accepted for publication once it meets all outstanding technical requirements.

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Acceptance letter

27 Jan 2023

Dear Dr. Dule:

I'm pleased to inform you that your manuscript has been deemed suitable for publication in PLOS ONE. Congratulations! Your manuscript is now with our production department.

If your institution or institutions have a press office, please let them know about your upcoming paper now to help maximize its impact. If they'll be preparing press materials, please inform our press team within the next 48 hours. Your manuscript will remain under strict press embargo until 2 pm Eastern Time on the date of publication. For more information please contact gro.solp@sserpeno .

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PLOS ONE Editorial Office Staff

Dr. Md. Tanvir Hossain

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Facebook addiction and affected academic performance among Ethiopian
The main aim of the current study was to evaluate the status of Facebook addiction and its relation to academic performance and other correlates among university students. A cross-sectional study was conducted among 422 students from December 1-30, 2021, and Facebook addiction was examined with the Bergen Facebook Addiction Scale (BFAS).

Facebook addiction and affected academic performance among Ethiopian university students: A cross-sectional study

Introduction

Contribution of the current study

Methods and materials

Study period and design

Eligibility criteria

Sample size determination and sampling procedures

Data collection instruments and procedures

Statistical analyses

Ethical approval and informed consent

Sociodemographic characteristics of participants

Psychosocial characteristics of study participants

The pattern of facebook use among study participants

Factors associated with Facebook addiction

Supporting information

Acknowledgments

Social Media Addiction

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Facebook Addiction: Concerns, Criticism, and Recommendations—A Response to Andreassen and Colleagues

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Internet Addiction and Excessive Social Networks Use: What About Facebook?

Development of a Facebook Addiction Scale

Facebook Addiction: An Emerging Problem

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Facebook Addiction: Relation with Depression, Anxiety, Loneliness and Academic Performance of Pakistani Students

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Facebook addiction and affected academic performance among Ethiopian university students: A cross-sectional study

Mohammedamin Hajure

Million Girma

Abdissa Duguma

Contribution of the current study

Methods and materials

Study period and design

Eligibility criteria

Sample size determination and sampling procedures

Data collection instruments and procedures

Statistical analyses

Ethical approval and informed consent

Sociodemographic characteristics of participants

Psychosocial characteristics of study participants

The pattern of facebook use among study participants

Factors associated with Facebook addiction

Supporting information

Funding Statement

Data Availability

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