Factors Related to Adolescents' Social Media Addiction and Book Reading Habits

Abstract

Purpose: This study examines factors associated with middle school students' social media addiction and reading habits. Method: This study utilised descriptive and correlational survey models within a quantitative research framework. The study sample comprised of a total of 387 adolescents (215 female and 172 male) and was selected using convenience sampling methods. Data were collected online using a 'General Information Form,'the 'Social Media Addiction Scale for Adolescents,'and the 'Middle School Book Reading Habit Scale.' The resulting data were analysed using descriptive statistics, such as frequency, percentage, mean, skewness, and kurtosis, and oneway analysis of variance, LSD, and Tamhane tests. Findings: The research findings indicate that adolescents' social media addiction and book reading habits differ significantly based on daily social media usage time, the type of social media used, the purpose of social media usage, the number of social media accounts owned, and academic achievement levels. Adolescents who spent more time on social media daily, preferred TikTok, used social media for socialising and sharing, had multiple social media accounts, and had lower academic achievement demonstrated higher social media addiction scores. In contrast, adolescents who spent 1-2 hours per day on social media, utilised platforms other than TikTok, used social media to follow current events, maintained only one social media account, and demonstrated higher academic success exhibited higher book reading habit scores. Implications: A moderate, negative, and significant relationship was found between social media addiction and book reading habits. This result indicates that adolescents' intense and continuous use of social media platforms may negatively affect traditional book-reading behaviour. Originality: This study contributes to the limited literature by systematically addressing the relationship between social media addiction and book reading habits. The study reveals the effect of social media use on book-reading habits and possesses scientific originality regarding its potential to inform educational policies, curriculum development processes, and protective intervention strategies.