Social media addiction in university students and factors affecting

When socio-demographic characteristics of high-school students, whose opinions were received, are considered; 64.2% (n=251) were female, % 37.3 (n=167) were male and and their age average was 20.69±1.80. When the characteristics of the students regarding the use of social media are examined; 64.8% (n=290) use social media for 3 hours or more a day, 50.9% (n=228) use social media for watching videos and listening to music, the most used applications are 98.2% Whatsapp (n=440), 91.1% Instagram (n=408) and 88.4% Youtube (n=396). The mean score obtained from the SMAS-AF was found to be 53.83±12.81. It was found that the SMAS-AF mean scores of female students were statistically significantly higher than male students (p<0.05). The relationship between age and SMAS-AF mean score is statistically significant, and the SMAS-AF score decreases as age increases (p<0.05). In addition, as the mother's use of social media increases, the students' SMAS-AF scores increase (p<0.05). SMAS-AF mean scores of students who use drugs were found to be statistically significantly higher than those who did not use drugs (p<0.05). As students' frequency of social media use and duration of social media use in a single session increased, the SMAS-AF score increased (p<0.01). The SMAS-AF mean score of those who use social media at all hours of the day is statistically significantly higher than those who use social media at certain times of the day (p<0.05). Those who use smartphones to access social media applications have a higher SMAS-AF mean score than those who do not (p<0.05). Those who use social media to sharing have a higher SMAS-AF mean score than those who do not use social media to sharing (p<0.01). In addition, it was determined that the students who participated in the research who used Instagram, Snapchat, Spotify, Twitter and Tinder applications had a higher SMAS-AF average score than those who did not use them (p<0.05). It was found that there was a weak positive correlation between the students' SMAS-AF scores and their BDI scores (p<0.01). Similarly, There was a moderately statistically significant positive correlation between the students' SMAS-AF scores and their FoMO scores (p<0.01).