AN EXPLORATORY STUDY TO ASSESS THE IMPACT OF

FRIEND-TO-FRIEND APPROACH ON ATTITUDE AND USAGE

OF SOCIAL MEDIA AMONG STUDENTS (18-25 YEARS) OF
S.B.D.S COLLEGE OF NURSING, AHERWAN.

BACHELOR OF SCIENCE
IN
NURSING
(2020-2024)

SHAHEED BABA DEEP SINGH COLLEGE OF NURSING

AHERWAN, (RATIA)
FATHEBAD, (HARYANA)
 LIST OF TABLES

Chapter No. Content Page No.

I Introduction 1
II Review of Literature 8
III Methodology 20
IV Analysis 27
V Demographic data graphs 34
VI Master sheet 39
VII Questionnaire 42
VIII STP 58
IX REFRENCES 67
INTRODUCTION

1
 CHAPTER-1

INTRODUCTION

BACKGROUND OF THE STUDY

'' Social media shows us a very unrealistic face of everything. It makes

you feel that you have thousands of friends when in reality, you don't."
- Dr. Prem Jagyasi

Social media refers to a variety of technologies that facilitate the sharing of ideas and
information among their users. From Facebook and Instagram to X platform (formerly Twitter)
and YouTube, more than 4.7 billion people use social media, equal to roughly 60% of the
world's population. In early 2023, 94.8% of users accessed chat and messaging apps and
websites, followed closely by social platforms, with 94.6% of users. [1 ]

Social media platforms are often divided into six categories: social networking, social
bookmarking, social news, media sharing, microblogging, and online forums. These diverse
platforms serve a vast range of purposes and user interests. People use them to find others
across the globe who share their political or other views. Entertainers use social media to
engage with fans, politicians with voters, charities with donors. Governments often turn to
social media to convey vital information during emergencies. For businesses, social media has
become a key marketing tool. Companies use it to find and engage with customers, drive sales
through advertising and promotion, identify fast-moving consumer trends, provide customer
service or support, and collect data on users, sometimes surreptitiously. [2]

Social media platforms allow people to access information in real time, to connect with others,
and to find niche communities. At its best, it makes the world more interconnected. On the other
hand, social media is also very good at spreading disinformation, creating polarization, and
even causing harmful psychological effects.

In 2022, almost half of all social media users said that they use it for staying connected with
family and friends. Other popular reasons for using social networks included filling spare time,
looking for inspiration, and reading news stories. Social media is a popular news source in
many countries - over 70 percent of adults in Nigeria, Thailand, Malaysia, and South Africa said
that they used social media to access news. The amount of time that people spend on social
media has steadily increased over the last decade. In 2023, people spent on average 151 minutes
per day on social media. [3]

According to a 2019 survey by Pew Research Center, people's use of social media is correlated
with having more friends and more diverse personal networks, especially within emerging
2
economies.4 Some 80% of teenagers say social media allows them to feel more connected to
their peers, according to a 2022 Pew Research Center survey of U.S. teens ages 13 to 17.
Overall, one in three said that social media has had a mostly positive effect on them, while 59%
said it had neither a positive nor a negative effect. [4 ]

At the same time, many teens' use, and overuse, of social media has raised questions about its
effect on their physical and mental health by "distracting them, disrupting their sleep, and
exposing them to bullying, rumor spreading, unrealistic views of other people's lives, and peer
pressure," as the Mayo Clinic notes. [5 ]

In 2022, social media and search advertising spending made up roughly 55% of overall ad
spending globally. It is also the fastest-growing category across advertising channels. [6 ]

Globally, the most popular social media site is Facebook, with close to 3 billion users,
according to one recent estimate.1 Internet users age 16 to 64 worldwide spent a daily average
of 2 hours and 31 minutes on social media as of late 2022, according to DataReportal, which
adds that "social media now accounts for its greatest ever share of total online time, with almost
four in every 10 minutes spent online now attributable to social media activities." [1 ]

The friend-to-friend approach significantly influences adolescents' usage patterns on social

media. A study published in the Journal of Adolescence revealed that 72% of teenagers reported
being influenced by their peers' posts and activities on social media platforms, with many
indicating that they were more likely to engage with content if it was shared or endorsed by
friends.

NEED OF THE STUDY

In the digital era, the pervasive influence of social media has revolutionized the way we
communicate, interact, and engage with one another. As platforms like Facebook, Instagram,
Twitter, and LinkedIn continue to evolve; they have become integral parts of our daily lives,
shaping not only how we connect with friends, family, and colleagues but also how we consume
information, form opinions, and make decisions. However, amidst the vast landscape of virtual
connections, the friend-to-friend approach remains a cornerstone of social media's impact,
underscoring the significance of personal relationships and trusted recommendations in shaping
online behaviors and interactions.

As of 2024, the average daily social media usage of internet users worldwide amounted to 143
minutes per day, down from 151 minutes in the previous year. Currently, the country with the
most time spent on social media per day is Brazil, with online users spending an average of three
hours and 49 minutes on social media each day. In comparison, the daily time spent with social
media in the U.S. was just two hours and 16 minutes. Currently, the global social network
3
penetration rate is 62.3 percent. Northern Europe had an 81.7 percent social media penetration
rate, topping the ranking of global social media usage by region. Eastern and Middle Africa
closed the ranking with 10.1 and 9.6 percent usage reach, respectively. Global impact of social
media. [7]

Today, social media use is nearly universal among Adolescents. They are the most enthusiastic
users of social networking and social media. Social media has provided adolescents with the
ability to form and maintain virtual communities online. Digital technology has become an
integral aspect of their culture, their education, and more broadly, their lives. Friend to friend
approach or peer influence is when you choose to do something you wouldn’t otherwise do,
because you want to feel accepted and valued by your friends. It isn’t just or always about doing
something against your will. Peer influence can be positive or negative. Peer influence might
result in teenagers: choosing the same clothes, hairstyle or jewellery as their friends, listening to
the same music or watching the same TV shows as their friends, changing the way they talk or
the words they use, doing risky things or breaking working harder at school or not working as
hard, dating or taking part in sexual activities smoking or using alcohol or other drugs. [8]

Nguyen, H. Q. (2023): Investigated cultural influences on the effectiveness of friend-to-friend

approaches, emphasizing how societal norms and values impact the way individuals respond to
peer recommendations regarding social media usage. It was found that social media was
characterized by two latent variables: Online Peer Norms and Novel Peer Experiences. The
results showed that both factors were strong predictors of peer influence, while for FoMO, only
the variable of Online Peer Norms was a significant predictor. FoMO was found to mediate the
impact of social media experience on peer influence. Finally, peer influence relatively affected
students’ participation in academic activities, while FoMO did not. [9]

The power of social media is extremely influential to adolescents. Adolescents often use social
media interactions with friends to form attitudes and opinions on various topics. Studies have
been reported adolescents being influenced by their peers' posts and activities on social media
platforms, with many indicating that they were more likely to engage with content if it was
shared or endorsed by friends.

Still, there are very few studies that have been conducted related to the attitudes of adolescents
toward social media and impact friend to friend approach on usage of social media. Therefore, it
is significant to understand the positive and negative attitude of the adolescents toward social
media and most importantly impact of friend-to-friend approach or we can say peer influence on
social media.

As a researcher, we felt that this study will provide information to the social media users about,
the positive and negative effects of over utilization of social media on their social life and
relationship, academic performance, personal lifestyle, health, and privacy and security. It makes

4
them aware about the control of the utilization of the social media. Also, it is making us
acknowledge about how adolescents are being influenced by peer's attitude and opinions
expressed on social media.

PROBLEM STATEMENT
An exploratory study to assess the impact of friend-to-friend approach on attitude and usage of
social media among students (18-25 Years) of S.B.D.S College of Nursing, Aherwan.

OBJECTIVES
• To assess the impact of friend-to-friend approach on attitude regarding social media among
students of S.B.D.S College of Nursing, Aherwan.

• To assess the impact of friend-to-friend approach on usage of social media among students of
S.B.D.S College of Nursing, Aherwan.

• To find association of attitude and usage of social media among students with their
demographic variables.

HYPOTHESIS
At p<0.05 level of significance

H0: There is no association between friend-to-friend approach on usage and attitude of social
media among students.

H1: There is positive association between friend-to-friend approach on usage and attitude of
social media among students.

H2: There is an association between attitude and usage of social media with demographic
variables.

5
OPERATIONAL DEFINITIONS

ASSESS

To judge or decide the amount, value, quality, or importance of something.

In this study, it refers to systematically evaluate and analyze the impact of the friend-to-friend
approach on social media attitude and usage.

IMPACT

It is defined as having a strong effect on someone or something.

In this study, it refers to effect of friend-to-friend approach on attitude and usage of social media.

FRIEND-TO-FRIEND APPROACH

Friend to friend approach is where individual learn and share the knowledge with their peer
groups.

In this study, friend to friend refers to influence of peer groups on changing the attitude and
usage of social media.

ATTITUDE

Attitude is an individual's degree of like or dislike for something (an idea, person or object).

In this study, attitude regarding social media is being assessed through self-administered attitude
scale.

USAGE

Usage is the way that something is used.

In this study, usage of social media by students is assessed by self-administered questionnaire.

6
STUDENTS

It refers to someone who is studying at a University or School. Someone who is very interested
in a particular subject.

In this study, it refers to students of S.B.D.S College of age group 18-25 years.

ASSUMPTIONS
This study assumes that -

• Friend to friend approach has influence /impact on others in relation to attitude and usage of
social media.

• Students will become knowledgeable concerning impact of attitude and usage of social media
through friend-to-friend approach.

• Gaining knowledge will help in reducing the impact of social media among students.

DELIMITATIONS
This study was delimited to -

• Students of S.B.D.S College only.

• Students of age group (18-25) years.

7
 REVIEW OF
LITERATURE

8
 CHAPTER - II

REVIEW OF LITERATURE
Review of literature is a key step in research process. It refers to extensive exhaustive and
systematic examinations of publications relevant to the research project. The researcher analysis
existing knowledge before delving into a new area of study while conducting a study, when
interpreting the results of the study, and when making judgments about applications at a new
knowledge in nursing practice.

The review of literature is defined as a broad, comprehensive in depth, systematic and critical
review of scholarly publications, unpublished scholarly print materials, audio visual materials
and personal communications.

The related literature is organized and presented under the following headings: -

Section I: Literature related to attitude of students regarding social media.

Section II: Literature related to usage of social media among students.

Section I: Literature related to attitude of students regarding social media

Sebastián Valenzuela et.al. (2009) was conducted this study to examine if Facebook, one of the
most popular social network sites among college students in the U.S., is related to attitudes and
behaviors that enhance individuals' social capital. Using data from a random web survey of
college students across Texas (n = 2,603), we find positive relationships between intensity of
Facebook use and students' life satisfaction, social trust, civic engagement, and political
participation. While these findings should ease the concerns of those who fear that Facebook has
mostly negative effects on young adults, the positive and significant associations between
Facebook variables and social capital were small, suggesting that online social networks are not
the most effective solution for youth disengagement from civic duty and democracy.Reference-
Sebastián Valenzuela, Namsu Park, Kerk F. Kee; Journal of Computer-Mediated
Communication, Volume 14, Issue 4, 1 July 2009, Pages 875-901,
https://doi.org/10.1111/j.1083-6101.2009.01474.x

Maria Kalpidou et. Al. (2011) was conducted this study to investigate how Facebook use and
attitudes relate to self-esteem and college adjustment, and expected to find a positive relationship
between Facebook and social adjustment, and a negative relationship between Facebook, self-
9
esteem, and emotional adjustment. We examined these relationships in first-year and upper-class
students and expected to find differences between the groups. Seventy undergraduate students
completed Facebook measures (time, number of friends, emotional and social connection to
Facebook), the Rosenberg Self-Esteem Scale, and the Student Adaptation to College Scale. First-
year students had a stronger emotional connection to and spent more time on Facebook while
they reported fewer friends than upper-class students did. The groups did not differ in the
adjustment scores. The number of Facebook friends potentially hinders academic adjustment,
and spending a lot of time on Facebook is related to low self-esteem. The number of Facebook
friends was negatively associated with emotional and academic adjustment among first-year
students but positively related to social adjustment and attachment to institution among upper-
class students. The results suggest that the relationship becomes positive later in college life
when students use Facebook effectively to connect socially with their peers. Lastly, the number
of Facebook friends and not the time spent on Facebook predicted college adjustment, suggesting
the value of studying further the notion of Facebook friends. Reference- Maria Kalpidou, Ph.D.,
Dan Costin, M.A.,and Jessica Morris, B.A; Cyberpsychology, Behavior, and Social Networking
Volume 14, Issue Number 4 https://doi.org/10.1089/cyber.2010.0061

Joan S leafman.et.al. (2013) was conducted this study to assess perceived levels of social
presence in a Learning management system (LMS) and willingness to use social media tools
outside an LMS among online doctoral students. Establishing and maintaining social presence in
an online environment that depends on a learning management system (LMS) can be
challenging. While students believe social presence to be important, LMS platforms have yet to
discover a way to deliver this expectation. The growth of social media tools presents
opportunities outside an LMS to foster social presence in online learning communities. Student
perceptions of social presence and willingness to use a social media tool were examined via a
descriptive, cross-sectional survey design. The sample size was 138, representing a 52%
response rate. Students reported high levels of social presence in the LMS, but noted important
areas in which the LMS was deficient. While all students used at least one social media tool, the
modes of communication with other students and instructors were primarily tradition (e-mail,
LMS, phone). Despite their busy schedules, 57% of respondents reported having greater than 30
minutes available daily for social connections with other students and instructors, and 43%
indicated that they were willing to use a social media tool if one was offered outside of the LMS.
Given the importance that students place on social presence, the limitations of the LMS and the
willingness of students to experiment with a social media tool in their learning environment, the
exploration of adding such a tool is warranted. Reference-- Joan S Leafman, Doctor of Health
Sciences Program, Department of Interdisciplinary Health Sciences, Arizona School of Health
Sciences, A.T. Still University, Mesa, Arizona 85206, USA. Tel: 1-480-219-6029. E-mail:
[email protected]
10
Hanan Ahmad Aifan (2015) was conducted this study to investigate factors and barriers
affecting the attitudes toward using social media in one of Saudi Arabia’s universities, King
Abdul-Aziz University, Jeddah, with the intent of understanding when and how social media can
best be used to support learning. The Pew Research Center (2015) reported that 74% of the
Internet users use social networking sites worldwide. Studies have provided evidence that social
media is promising for increasing collaboration and cooperation in project –based learning.
However, few empirical studies investigate the use of social media in educational settings,
especially in the Middle East. This study investigates factors and barriers affecting the attitudes
toward using social media in one of Saudi Arabia’s universities, King Abdul-Aziz University,
Jeddah, with the intent of understanding when and how social media can best be used to support
learning. The hypothesized model was developed through the social learning theories of Bandura
and Vygotsky, the Technology Acceptance Model of Davis, and the Diffusion of Innovation
model of Rogers. Five hundred ten students (214 male and 296 female) participated in an
electronic survey, and its findings reveal the students have positive attitudes (M= 3.99, SD=.76)
towards using social media to support learning. The most frequently used tool by students was
WhatsApp (M= 4.60, SD=.88), with which students have the highest experience (M= 4.58,
SD=.84). Students reported facing two major barriers when utilizing social media which are
some of the social media contents are against the students’ religion (M= 4.12, SD= 1.1) and
concerns about privacy and security issues related to the usage of social media (M= 3.72,
SD=1.19). Only five predictors were significant determinants of attitudes of the students
including: perceived ease of use, perceived usefulness, subjective norms, experience with Skype,
and age. There was a significant relationship between the overall attitudes of the students and
their intentions, with r (508) =.67, p=.00. As social media tools continue to attract students’
attention, more research on developing effective instructional methods for using social media to
support students’ learning, with consideration of cultural and religious aspects, is needed.

Abi Mathew John (2017) was conducted this study is to understand what student attitudes are
toward using social media in the classroom and if those attitudes influenced how they perceive
instructors using social media in the classroom. Implementing a mixed method approach, this
study conducted focus groups to gain an in-depth understanding of what student attitudes were
and why they held those ideas. A survey was then distributed to the students in a Midwestern
University to see if there was a relationship between students’ attitudes and their perceptions of
instructors who use social media. Results showed that students do hold a positive attitude toward
using social media if the participation was voluntary. The survey results showed only certain
items (such as voluntariness and proficiency) moderately correlated with the perception of the
instructor. Implications of the results as well as the limitations and potential for future research

11
are discussed. The results show a negative correlation between students who thought there was
more they could learn about using social media and the perception of not being professionally
benefitted from social media. In other words, if a student believes that they should learn more
about social media, they don’t find it as professionally beneficial (r= -.117, p=.028). Similarly,
there was a positive correlation between students who believed there is more they could learn
about using social media and perceiving not using social media in the classroom as beneficial.
Essentially, if a student feels like they have to learn more about social media, they would rather
not have it in the classroom (r=.112, p=.026). Finally, there was a significant positive correlation
between student’s willingness to engage is social media if they had a separate account and the
student’s perception that they could not be themselves knowing their social media account is
being viewed by an authority figure (r=.138, p=.011). Reference--John, Abi Mathew, "Student
attitudes on social media and perception of instructor social media use."(2017). Electronic Thesis
and Dissertations. Paper 2647.https://doi.org/10.18297/etd/2647

Noha M Al-Shdayfat (2018) was conducted this study to assess the validity and reliability of an
Arabic version of the modified Students Nurses' Use and Views of Social Media survey. In a
cross-sectional study conducted on 395 student nurses aged 19–39 enrolled at two universities
(one public and one private) in north Jordan, information on their use and attitude to social media
was obtained using the Arabic version of the Students Nurses' Use and Views of Social Media
survey. Exploratory factor analysis and correlation matrices were conducted to assess the validity
and reliability of the tool. The Arabic version of the tool had a 0.84 alpha of internal consistency
indicating a high level of reliability. The scale showed multi-dimensionality with items loading
on two factors. The Arabic version of the Students Nurses' Use and Views of Social Media
questionnaire demonstrated initial reliability and validity. This study reports positive attitudes of
Jordanian student nurses towards professional and academic use of social media. Reference--
Nurse education today 66, 39-43, 2018.

Noor Al-Qaysi.et.al. (2019) was conducted this study to examine the differences in these
attitudes from the lenses of several attributes, including gender, age, year of study, and social
media application. Social media use by university students attracted the interest of several
scholars worldwide. However, a limited amount of research articles was published to investigate
the students' attitudes towards social media usage in the Arab world universities. As a case study,
the core objective of this research is to measure the students' attitudes towards the use of social
media at an academic institute in Oman. A total of 198 students took part in the study through an
online survey. Although the findings showed no significant differences in attitudes with regard to
the aforementioned studied attributes, it is imperative to report that all the participated students

12
were mutually interested in using social media applications in learning practices. Reference-2019
IEEE Student Conference on Research and Development (SCOReD), 176-179, 2019.

Songbo Yu et.al. (2022) was conducted this study to focus on exploring the relationship between
COVID-19 knowledge, social distancing, individuals' attitudes toward social media use, and
practices of using social media amid the COVID-19 crisis. This study examines how attitudes
toward social media use mediate the linkage between COVID-19 knowledge, social distancing,
and practices for social media use. This survey uses a non-probability convenience sampling
approach to collect samples and recruit willing respondents with their consent for data collection.
This study recorded the feedback from 348 participants who encountered the indirect/direct
effects of nationwide lockdowns, restrictions on social gatherings, and COVID-19 infection. The
findings validate the proposed hypotheses for their direct effects and indicate significant β-
values, t-statistics, and the p-values at p <0.001. The results validate a relationship between the
COVID-19 knowledge of and social distancing practices. Similarly, the results approved a
positive link between social distancing and attitudes toward social media use amid COVID-19.
The findings validate the relation between social distancing and attitudes toward social media
use during COVID-19 challenges (β-value = 0.22 and t-statistics = 3.078). The results show the
linkage between attitudes toward social media use and practices of using social media (β-value =
0.41, and t-statistics = 7.175). Individuals' attitude toward social media use during COVID-19
mediates the connection between COVID-19 knowledge and COVID-19 practices of using social
media use. The results validate the first mediation at β-value = 0.21 and t-statistic = 5.327.
Similarly, the findings approve that attitude toward social media use in the pandemic have
positively mediated the relation between distancing and practices for social media use amid the
crisis of COVID-19 (β-value = 0.09 and t-statistic = 2.633). The findings indicate how people
have been indulged in social media to pave their business communication needs. The results
provide valuable insights for the global business community. This study provides a systematic
and holistic research model that helps in exploring the consequences of COVID-19. The
generalizability of the findings provides valuable directions for future research related to the
current pandemic.Reference-Songbo Yu, Jaffar Abbas, Anca Draghici, Oriana Helena
Negulescu, Noor Ul Ain Frontiers in Psychology 13, 903082, 2022

Section II: Literature related to usage of social media among students

Megan Sponcil, PscillaGitimu, Youngstown State University (Jan 2012) was conducted to
explore social media use among college students and how it affects communication with others,
and college students' self-concept. In this study, students completed a questionnaire which
assessed personal use of social media, communication skills with friends and family, and effects
13
on self-concept. The results indicated that a total of 96 undergraduate students responded to the
questionnaire. There were 67 (69.8%) females and 29 (30.2%) males included in the sample.
Among the participants, 90% were between the ages of 18-33. Participants reported updating
their Facebook page the most (88.5%), and Twitter (11.5%). Frequency of use indicated that 57
(59.4%) students visited a social networking site several times a day. Reasons for using the
social networking sites varied. Communication with family and friends was the most popular
reason students used social media, with 91.7% of participants indicating this was the reason.
Also, 59.4% said they used the sites for entertainment and 57.3% said they used the sites when
they felt bored. Additional reasons reported included planning activities (33.3%), companionship
(11.5%), and other reasons such as communicating with people far away (10.4%). Results
indicated that all of the sampled college students were using at least one form of social
networking websites.

FezileIsik (2013) was conducted this study to analyze the utilization of social media networks in
education of two private schools in North and South of Cyprus. The main focus of the study was
given to comparison of the student’s activities of the two schools regarding usage of social
media. In the study, the utilization of social systems in education was examined as new basic
necessity. The use of social networks outside classrooms was very limited. The study indicated
that it is due to parents’ negative impression about social media. One of the interesting findings
was that the computer technology teachers of both schools were not promoting utilization of
social networks because of lack of trust on such networks. Also, the study indicated that he
instructors of both schools appreciated usage of social media only along-with face-to-face
lectures and communication. The reason behind this is that the students belonging to both
schools lacked confidence in face-to-face communication. This is a great setback of using social
networks. The study showed that often teachers are required to communicate with their students
in order to ensure better understanding with provision of visual examples over social media and
to wish them for their examinations and studies. Also, in the south school, daily updates
regarding course, tests and homework were being published on social media. The study also
revealed the privacy concerns of the teachers belonging to both schools. The conclusion of the
study was that teachers should have training on safe and secure utilization of social media in
order to have competency and comfort in using social networks.

Wan Roslina Wan Othman (2016) explored the use of social media has exploded along with
the rapid growth of internet and smart gadget. It makes the communication and interaction
between people are becoming easier and faster. This study was carried out to examine how the
TATI University College (TATIUC) students use the social media and the relations to their
communications and self-concepts. The result shows that 90.5% of respondents indicated that
14
they use some form of social media. The respondents reported the most popular social media
network used is WhatsApp (88%) and Facebook (85%). The result is consistent with previous
studies18-19. However, the result is variance with other studies which Facebook and Twitter
were the most popular forms of the social media. It was followed by WeChat (64%), Instagram
(59%), Twitter (25%), Telegram (24%), Line (22%), Tango (1.0%), Beetalk (3.0%), Zello
(0.5%), Blog (0.5%) and Viber (0.5%) methods used by respondents to access the social media,
the highest values could acquire for the variable of smart phone method which is 96.5%. This is
followed by the 61.5% use of laptop and only 17.5% make use personal computer to access
social media. The results showed that the most preferred method for accessing the social media
with smart phone, where its convenience and its flexibility. The reason for using the social media
among college students is varied. The most common reason of using social media is
communication, with female students communicate more compared to male students through
online social media networking. The results also revealed that the social media has dominated
their communications with friends and family, which give the influence of students' self-
concepts.

Abdulwahaab Al-Saif (April 2016) was conducted this study to explore the duration for which
social media is being utilized by students. Therefore, subject students have been asked to choose
from a group of answers, the duration for which they have been using social media. Among total
students, 71% of the students have been using social media for more than 5 years following 9.5%
students who have been using social media for 1 to 5 years. Only 4.7% of the students have
started using social media within last 6 months. Only 9.5% students have not been using any
social media. According to the results, the students spend more than 8 hours on social media
daily. Majority of the students, i.e., 35% spend 2 to 5 hours on social media daily.

Spencer Palmer Christensen (2018) was conducted this study to understand to what extent this
use has impacted the users' emotional well-being and offline interpersonal relationships. A
sample size of 627 participants completed a mixed-methods survey consisting of Likert scale and
short answer questions regarding social media use, emotional well-being and interpersonal
relationships. The average age for the participants was 28.36 with 510 participants being
between the ages of 18-34 and 117 of the participants being between the ages of 35-62. There
were 373 (59.5%) female participants with 246 (39.2%) male participants and 8 (1.3%) who
preferred not to identify their gender. Of this sample, 278(44.3%) participants indicated that they
spend 0-10 min. on social media each time they access it, with 255 (40.7%) spending 11-30 min.
and 94 (15%) spending 30+ min. Lastly, 55 (8.8%) participants said that they access social media
at least one time daily, 131 (20.9%) accessed social media 2-3 times daily, and 441 (70.3%)
access social media 3+ times every day. Results revealed that the more time an individual spent
15
on social media the more likely they were to experience a negative impact on their overall
emotional well- being and decreased quality in their relationships. Emotional well-being also
mediated the relationship between time spent using social media and the quality of that user's
relationships, meaning that the more time a person spent on social media the more likely their
emotional well- being declined which then negatively impacted their relationships. The top three
responses for negative effects of social media use on emotions were frustration, depression, and
social comparison. The top three responses for negative effects of social media use on
interpersonal relationships were distraction, irritation, and decreased quality time with their
significant other in offline settings.

Muhammad Faizal Samat et. Al. (November 2018) explored usage of social media among
students. The growth and popularity of social media has created a new world of collaboration
and communication. Social media is an online interaction site where people interact to build,
share and change their idea and comments regarding any information. Social media contains a
wide range of online communications including blogs, company-sponsored discussion boards
and chat rooms, consumer-to-consumer e-mail, consumer product or service ratings websites and
forums, Internet discussion boards and forums, moblogs and Social Networking Sites (SNSs). In
short, social media can be classified into five groups, which include blogs, SNSs such as
Facebook and Twitter, communities’ content such as Youtube, collaborative projects like
Wikipedia, and virtual worlds like Second Life. Engaging in various types of social media has
become essential activity for most people and research has shown that such activity is beneficial
as it enhances communication, social connection, and even improves technical skills (Ito, Horst,
and Bittani, 2008). More than a billion individuals around the world are connected and
networked together to create, collaborate, and contribute their knowledge and wisdom.
Teenagers, especially students also engage in social media whether to use it as a platform to seek
for new information or connect with their friends. Social media has fastened the pace at which
people communicate, socialize, learn, and conduct business. People have started to shares on
social media and in the virtual environments with technology everywhere in daily life as of all
the social networks.

Daphne van de bongardt (2022) was conducted this study to explore associations of social
media use and friendship quality with adolescents' internalizing problems and well-being both
concurrently and longitudinally, including the exploration of interactive effects between social
media use and friendship quality and the examination of gender differences. Online
questionnaire data collected in spring 2018 and spring 2019 from 1,298 Dutch adolescents
aged11-17 years (mean age 13.7 ± 1.1 years, 53.2% girls) were used. Most adolescents in the
sample used social media; according to self- reports, 1.4% of adolescents never, 7.8% almost
16
never, 27.8% sometimes, 53.6% often, and 9.3% always used social media. On average, the
adolescents in our sample scored 3.6 on this 5-point scale, suggesting an average use of social
networking sites or social medial apps between 'sometimes' and 'often', leaning slightly more
toward 'often'. Girls reported more frequent social media use, higher friendship quality, and more
internalizing problems than did boys, whereas boys reported higher well-being than did girls.

Harish Kumar Kumawatet. Al. (January 2024) was conducted this study to explore awareness
about online social among college students. Descriptive research designs were adopted for this
study. Using a non-probability, convenient sampling technique, 45 students were recruited from
Genius College of nursing, Bhilwara Raj, during the period Sept 18th – September 31st
2022.Tools include demographic data and a self-structured knowledge questionnaire about social
media. Data were analyzed using descriptive and inferential values by IBM statistical package
for social sciences (SPSS; version 23) software. The results of this research shows that the
positive relationship between the amount of social media use and negative health and positive
habits. This study found that there is a high level of social media use with Instagram, WhatsApp
being used by over 82 percent of respondents followed by Instagram and Facebook with 69 and
67 percent of the respondent’s usage. The findings in this study show the social media have both
positive and negative impact on college students.

17
CONCEPTUAL FRAMEWORK
Conceptual framework is an interrelated concepts or abstractions that are assembled together in
some rational schemes by virtue of their relevance to a common theme.

This study was based on the Conceptual framework of Daniel L. Stuffle Beam’s Health Model.
Daniel L. Stuffle Beam proposed a prescriptive theory of nursing which is described as a
conceiving of a desired situation of the way to attain it.

CONTEXT EVALUATION:

The context evaluation assesses needs, problems, assets and opportunities to help decision
makers define goals and priorities and help the broader group of users to judge goals, priorities
and outcomes.

INPUT EVALUATION:

Input evaluation assesses the alternative approaches among competing plans to meet targeted
needs and achieving goals. In this study, the input evaluation refers to, Development of tools to
assess the impact of friend-to-friend approach on attitude and usage of social media among
students.

• Development of data collection tools.

• Collecting data.
• Data analysis.

PROCESS EVALUATION:

Process evaluation assess the implementation of plans to help the investigator to carryout
activities and later help the broad group of use judge program performance and interpret
outcomes.

In this study the process evaluation refers to, Selection of samples

Post-test assessment of social media usage and attitude of students among social media using
self-prepared usage questionnaire.

18
PRODUCT EVALUATION:

The product evaluation identifies and assess outcomes of short term and long term both intended
and unintended, which helps the investigator keep an enterprise focused on achieving important
outcomes and ultimately to help the broader groups in meeting targeted needs. In this present
study product evaluation refers to effectiveness of friend-to-friend approach on the attitudes and
usage patterns of social media among students.

19
 Conceptual framework based on modified Daniel L. Stuffle Beam’s Health Model.

Context Input Process Product

Evaluation Evaluation Evaluation Evaluation

Demographic Development of 60 Samples

Variables- Data Collection The friend-to-
Tools friend approach
Age, Gender,
has effect on the
Education, Social
Post-test attitudes and
Class, Marital
usage patterns
Status Collecting
of social media
Data
among students.
Research Setting- Usage
Questionnaire and
S. B. D. S College
Attitude Scale
of Nursing, Data
were used to
Aherwan Analysis
collect data

20
METHODOLOGY

21
 CHAPTER III

RESEARCH METHODOLOGY

Methodology is the most important part of any research study, which enables the researcher to
form a blue print for the study undertaken. It involves the systematic proceeding by which the
researcher starts from the time of initial identification of the problem to its final conclusion.

This chapter deals with description of research approach, design, variables, setting, population
and sample, sample size, sampling technique, sampling criteria, data collection procedure and
plan for data analysis.

RESEARCH APPROACH:

It helps the researcher to know what data to collect and how to analyze it. Quantitative research
approach was found to be suitable to assess the impact of friend-to-friend approach on attitude
and usage of social media among students (age group 18-25yrs) of S. B. D. S College of
Nursing, Aherwan.

RESEARCH DESIGN:

Exploratory research design is a non-experimental design that is used to identify, explore and
describe the existing phenomenon and its related factors.

VARIABLES

Variables are qualities, properties, or characteristics of person, things or situations that change or
vary. Variables are defined as characteristic being measured that varies among subjects being
studied.

In this study it includes independent, dependent and Socio Demographic variables.

Independent variable: It is a stimulus or activity that is manipulated or varied by the researcher

to create the effect on the dependent variable.

In this study, independent variable is "friend to friend approach".

Dependent variable: It is the outcome or response due to the effect of the independent variable,
which researcher wants to predict or explain.

In this study, dependent variable is "Attitude towards social media" and "usage of social
media".

22
Socio demographic Variables: Researcher tries to establish relationship of the demographic
variable with the research variable. These characteristics and attributes of the study subject are
considered as demographic variable.

Demographic variables in the present study are Age, Gender, Education, Religion, Social
Class, Marital Status, Habitat, Occupational status, Family Income, Family type, Year of
course.

RESEARCH SETTING:

Setting is the location and condition in which data collection takes place. The present study was
conducted in S. B. D. S College of Nursing, Aherwan.

POPULATION:

According to Pilot and Beck, population is the entire aggregation of cases in which researcher is
interested. It is the set of individuals having some common Characteristics and is interested to
the researcher.

TARGET POPULATION:

Target population refers to the population that the researcher wishes to make a generalization. In
this study, target population includes students of age group 18-25 years of S. B. D. S College of
Nursing, Aherwan.

ACCESSIBLE POPULATION:

Accessible population refers to the subset of the target population that researchers can feasibly
access and collect data from. In the present study, accessible population comprises of all the
students that are regularly present in S. B. D. S College of Nursing, Aherwan.

SAMPLE SIZE

Sample is the subset of population selected to participate in research study. 60 samples were
selected for this study.

23
SAMPLING TECHNIQUE

Sampling refers to the process of selecting a portion of the population to represent the entire
population. Convenience sampling technique was used in this study.

CRITERIA FOR SAMPLE SELECTION

Inclusion criteria:

1. Students aged between 18 to 25 years.

2. Enrolled at SBDS College of Nursing.

3. Students who are present during data collection.

4. Regular users of social media platforms.

5. Willingness to participate in the study.

6. Students who can read or write Hindi or English.

Exclusion criteria:

1. Students who are not in the age range of 18 to 25 years.

2. Not enrolled at SBDS College of Nursing.

3. Students who are absent during data collection.

4. Infrequent or non-users of social media platforms.

5. Unwillingness to participate in the study.

6. Students who can't read or write Hindi or English

Development of the tool

The research tool is selected and developed by keeping in mind the objective of study, reviewing
theoretical sources, previous studies, internet through discussion with field experts.

Data collecting technique: -

Questionnaire

24
DESCRIPTION OF THE TOOL

This comprised of three sections: -

➤ Section A- Socio-demographic variables

This section comprised of demographic variables with following items-

Age, Gender, Educational status, Religion, Social class, Marital status, Habitat, Occupational
status of parents, Family income, Family type, Year of the course.

➤ Section B- Self Structured Usage questionnaire

This section comprised of 15 self - administered questionnaires regarding the usage of social
media.

➤ Section C- Attitude scale (4-point scale)

This section comprised of 15points.

CONTENT VALIDITY

Content validity was obtained by research committee of Shaheed Baba Deep Singh College of
Nursing. Minor suggestions regarding rearranging of questions, difficult words were converts
into simple words. The final tools were prepared as per the suggestions and advice given by the
experts.

Pilot Study: -
Pilot study was done to find the reliability, practice ability and feasibility of the tools. Pilot study
was conducted from /05/2024 to /06/2024 in S. U. S. College of Nursing, Barota.

Permission was obtained from Head Master of S.U.S College of Nursing, Barota to conduct pilot
study. The pilot study was conducted on 10% of sample size in similar setting. The data was
analyzed using descriptive and inferential statistics.

ETHICAL CONSIDERATIONS

25
* A written permission was taken from the Principal of S. B. D. S College of Nursing, Aherwan.

* The researcher informed all of the participants about the course of the study, being free to
participate or withdraw from the study.

* Confidentiality and anonymity of the participants was maintained.

* A written informed consent was obtained from each participant.

26
ANALYSIS

27
PLAN OF DATA ANALYSIS

Analysis and interpretation of data was based on statistical analysis including descriptive and
inferential statistics.

28
ANALYSIS AND INTERPRETATION OF FINDINGS
The analysis of data has been organized and presented under the following headings:

SECTION - I: Frequency and percentage distribution of samples according to their demographic

variables.

SECTION – II: This section deals with the level of impact of social media on attitude in research
group.

SECTION – III: This section deals with the comparison of mean scores between pre-test and
post-test level of knowledge among research group.

29
 SECTION – I
This section deals with demographic variables of the samples.

Table-1

Frequency and percentage distribution of samples according to the demographic variables.

Sr. No. Demographic Variables Research Group (n=6)

Frequency (n) Percentage
(%)
1 Age
18-19 0 0.00%
20-21 5 83.33%
22-23 0 0.00%
24-25 1 16.67%
2 Gender
Male 0 0.00%
Female 6 100.00%
Transgender 0 0.00%
Non-Binary 0 0.00%
3 Education Status
ANM 0 0.00%
GNM 0 0.00%
BSc Nursing 6 100.00%
Post Basic BSc Nursing 0 0.00%
4 Religion
Hindu 6 100.00%
Christian 0 0.00%
Muslim 0 0.00%
Sikh 0 0.00%
5 Social Class
Upper Class 1 16.67%
Upper Middle Class 5 83.33%
Lower Middle Class 0 0.00%
Lower Class 0 0.00%
6 Marital Status
Unmarried 6 100.00%
Married 0 0.00%
Divorced 0 0.00%
30
 Widow 0 0.00%
7 Habitat
Rural Area 4 66.67%
Tribal Area 0 0.00%
Urban Area 2 33.33%
Any Other 0 0.00%
8 Occupational Status
Private Job 1 16.67%
Government Job 2 33.33%
Own Business 1 16.67%
Others 2 33.33%
9 Income of Family
<50,000 per annum 1 16.67%
50,000 – 1,00,000 per annum 5 83.33%
1,00,000 – 5,00,000 per annum 0 0.00%
> 5,00,000 per annum 0 0.00%
10 Type of Family
Joint 2 33.33%
Nuclear 2 33.33%
Extended 0 0.00%
Single Parent Family 2 33.33%
11 Source of Information
Peer 1 16.67%
Family 2 33.33%
Digital platform 1 16.67%
Books 2 33.33%
12 Year of Course
1st 0 0.00%
2nd 6 100.00%
3rd 0 0.00%
4th 0 00.00%
13 Living Arrangement
Hostel 5 83.33%
Up-Down 0 0.00%
Interchange b/w Home and Hostel 1 16.67%
Nowhere to live 0 0.00%

31
 SECTION - II
This section deals with the level of impact of social media on attitude in research group.

Attitude Scale
60
50 49 50 50
50 48 48 48
44 43 44 43
Attitude Scale Scores

40
40

30

20

10

0
Sample 1 Sample 2 Sample 3 Sample 4 Sample 5 Sample 6
Sample Number

Pre-test score Post-test score

Figure-2 Percentage distributions on attitude scale regarding impact of social media on research
group.

32
 SECTION - III
This section deals with the comparison of mean scores between pre-test and post-test level of
knowledge among research group.

Table-2

Comparison of mean scores between pre-test and post-test level of knowledge in research group.

Groups Pre test Post-test

Mean Standard Mean Standard Mean T-test

Deviation Deviation difference (paired)
(One tailed)
Research Group 44.83 3.60 48 2.61 3.17 0.077087474
(n=6)

t-Test: Paired Two Sample for Means

Variable 1 Variable 2
Mean 44.83333333 48
Variance 12.96666667 6.8
Observations 6 6
Pearson Correlation -0.085196422
Hypothesized Mean Difference 0
df 5
t Stat -1.678068126
P(T<=t) one-tail 0.077087474
t Critical one-tail 2.015048373
P(T<=t) two-tail 0.154174948
t Critical two-tail 2.570581836

33
 Demographic Data Graphs

Age
100.00%
90.00%
80.00%
70.00%
Percentage

60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
18-19 20-21 22-23 24-25
Age Group

Gender
100.00%
90.00%
80.00%
70.00%
Percentage

60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Male Female Transgender Non-Binary
Gender

34
 Education Status
100.00%
90.00%
80.00%
Percentage 70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
ANM GNM BSc Nursing Post Basic BSc
Nursing
Course

Religion
100.00%
90.00%
80.00%
70.00%
Percentage

60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Hindu Christian Muslim Sikh
Religion

Social Class
100.00%
90.00%
80.00%
70.00%
Percentage

60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Upper Class Upper Middle Lower Middle Lower Class
Class Class 35
Social Class
 Marital Status
100.00%
90.00%
80.00%
70.00%
Percentage

60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Unmarried Married Divorced Widow
Marital Status

Habitat
100.00%
90.00%
80.00%
70.00%
Percentage

60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Rural Area Tribal Area Urban Area Any Other
Habitat

Occupational Status
100.00%
90.00%
80.00%
70.00%
Percentage

60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Private Job Government Job Own Business Others
Occupational Status 36
 Income of Family
100.00%
90.00%
80.00%
70.00%

Percentage
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
<50,000 per 50,000 – 1,00,000 1,00,000 – > 5,00,000 per
annum per annum 5,00,000 per annum
annum
Income of Family

Type of Family
100.00%
90.00%
80.00%
70.00%
Percentage

60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Joint Nuclear Extended Single Parent
Family
Type of Family

Source of Information
100.00%
90.00%
80.00%
70.00%
Percentage

60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Peer Family Digital platform Books
Source of Information
37
 Year of Course
100.00%
90.00%
80.00%
70.00%
Percentage

60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
1st 2nd 3rd 4th
Year of Course

Living Arrangement
100.00%
90.00%
80.00%
70.00%
Percentage

60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Hostel Up-Down Interchange b/w None of these
Home and Hostel
Living Arrangement

38
 Master Sheet for Pre And Post Test Data

Pre-test master sheet

Demographic
data:
1 2 3 4 5 6 7 8 9 10 11 12 13
Sample 1 b b c a a a a d b a d b c
Sample 2 b b c a b a a b b d b b a
Sample 3 b b c a b a a c b d a b a
Sample 4 b b c a b a c a a a c b a
Sample 5 b b c a b a a b b b b b a
Sample 6 d b c a b a c d b b d b a

Usage
Questionnaire
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Sample 1 c b b a b d d b a b d c a c d
Sample 2 b b b a c b a b a a a b b a d
Sample 3 c a b a c c d b a b c c a c c
Sample 4 d b a a b d d c a b a b b d c
Sample 5 d b a a d d d b a b a c b d d
Sample 6 c b b a b d b b c d c d a a d

39
Attitude Scale
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Total
score
Sample 1 3 3 3 4 3 3 4 3 3 4 3 4 4 4 2 50
Sample 2 3 4 3 2 2 3 3 3 2 1 3 3 1 4 3 40
Sample 3 3 4 3 3 2 3 3 3 3 3 2 4 2 3 3 44
Sample 4 3 3 3 4 1 4 2 3 4 3 2 3 3 3 3 44
Sample 5 3 4 3 3 2 3 3 3 3 3 3 4 3 4 4 48
Sample 6 4 3 1 4 1 4 1 4 2 1 4 4 3 4 3 43

Post-test master sheet

Demographic
data:
1 2 3 4 5 6 7 8 9 10 11 12 13
Sample 1 b b c a c a a d b a c b c
Sample 2 c b c a b a a d b b b b a
Sample 3 b b c a b a a c b b a b a
Sample 4 b b c a b a b b b d b b a
Sample 5 b b c a b a a b b b b b a
Sample 6 d b c a b a a d a b c b a

40
Usage
Questionnaire
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Sample 1 d a b a b d c c a b c c a d b
Sample 2 b b b a d d d b a d a c a c b
Sample 3 d a b a c c b b a a a c a c c
Sample 4 b b b a a a b b a d b a b a d
Sample 5 d b a d d d b b a b a c b d b
Sample 6 c b a a d d b b c d c c a a d

Attitude Scale
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Total
score
Sample 1 3 4 3 3 3 3 3 2 4 4 4 3 3 4 3 49
Sample 2 3 4 3 4 2 4 3 3 3 4 3 4 3 3 4 50
Sample 3 3 3 4 3 3 3 2 3 3 3 3 3 2 3 2 43
Sample 4 1 3 3 3 3 1 3 4 1 3 3 1 3 2 2 36
Sample 5 3 4 3 4 2 3 3 4 3 3 2 4 3 3 4 48
Sample 6 2 3 4 3 3 4 2 4 3 2 4 4 4 4 4 50

41
Questionnaire
The purpose of this study is to assess the impact of friend-to-friend approach on attitude and
usage of social media among students. This study is being conducted through BSc. Nursing 4th
year, SBDS College of nursing, Aherwan. This questionnaire asks about your personal attitude
regarding social media and usage of social media. Do NOT write your name on this
questionnaire. Your responses will be anonymous and will never be linked to you personally.
Your participation is entirely voluntary. Thank you for your cooperation.

Part 1: Demographic Variable

1. Age group
a. 18-19
b. 20-21
c. 22-23
d. 24-25

2. Gender
a. Male
b. Female
c. Transgender
d. Non-Binary

3. Educational Status
a. ANM
b. GNM
c. BSc Nursing
d. Post Basic BSc

4. Religion
a. Hindu
b. Christian
c. Muslim
d. Sikh

5. Social Class
a. Upper Class
b. Upper-Middle Class
c. Lower-Middle Class
d. Lower Class

42
6. Marital Status
a. Unmarried
b. Married
c. Divorced
d. Widow

7. Habitat
a. Rural Area
b. Tribal Area
c. Urban Area
d. Any other

8. Occupational status of parents

a. Private Job
b. Government Job
c. Own Business
d. Others

9. Income of family
a. <50,000 per annum
b. 50,000 – 1,00,000 per annum
c. 1,00,000 – 5,00,000 per annum
d. > 5,00,000 per annum

10. Type of family

a. Joint
b. Nuclear
c. Extended
d. Single Parent Family

11. Source of information

a. Peer
b. Family
c. Digital platform
d. Books

12. Year of Course

a. 1st
b. 2nd
c. 3rd
d. 4th

43
13. Which of the following best describes your living arrangement during the college
year?
a. I live in a residential school or hostel.
b. I commute from home to school.
c. I alternate between living in a hostel and commuting from home.
d. None of the above.

44
भाग 1: ह द
िं ी जनसािंख्यिकीि चर

1. आयु
a. 18-19
b. 20-21
c. 22-23
d. 24-45

2. ल ग
िं
a. पुरुष
b. महि ा
c. ट्ािंसजेंडर
d. नॉन बाइनरी

3. शैक्षिक स्थिति
a. ए एन एम
b. जीएनएम
c. बीएससी
d. पोथट बेलसक बीएससी

4. धमम
a. हििंद ू
b. ईसाई
c. मुस मान
d. लसख

45
5. सामास्जक वगम
a. उच्च श्रेणी
b. ऊपरी मध्य वगम
c. तनम्न मध्यम वगम
d. तनम्न वगम

6. वैवाहिक स्थिति
a. वववाहिि
b. अवववाहिि
c. ि ाकशुदा
d. ववधवा

7. आवास
a. ग्रामीण िेत्र
b. जनजािीय िेत्र
c. शिरी इ ाका
d. अन्य

8. मािा-वपिा की व्यावसातयक स्थिति

a. प्राइवेट नौकरी
b. सरकारी नौकरी
c. खद
ु का व्यवसाय
d. अन्य

9. पररवार की वावषमक आय
a. <50,000 प्रति वषम
b. 50,000 – 1,00,000 प्रति वषम
c. 1,00,000 – 5,00,000 प्रति वषम
d. > 5,00,000 प्रति वषम
46
10. पररवार का प्रकार
a. सिंयुक्ि
b. नालिकीय
c. ववथिाररि
d. एक अलििावक पररवार

11. सूचना का स्रोि

a. समकि
b. पररवार
c. डडस्जट प् ेटफामम
d. पुथिकें

12. पाठ्यक्रम का वषम

a. 1
b. 2
c. 3
d. 4

13. तनम्नल खखि में से कौन सा ववकल्प आपके कॉ ेज के दौरान रिने की व्यवथिा का
सबसे अच्छा वणमन करिा िै?
a. मैं एक आवासीय ववद्या य या छात्रावास में रििा िूूँ।
b. मैं घर से थकू िक आवागमन करिा िूिं।
c. िॉथट में रिना और घर से आना-जाना बीच-बीच में बद िा रििा िूूँ।
d. इनमे से कोई िी निीिं।

47
Part 2: Usage Questionnaire

1. How long have you been using social networking sites?

a. < 1 year
b. < 2 years
c. < 3 years
d. > 3 years

2. How many hours per day do you spend on social media?

a. 0-2 hours
b. 2-4 hours
c. 4-6 hours
d. 6-8 hours

3. How many social networking websites do you use?

a. 0-2
b. 3-5
c. 6-8
d. 9-11

4. Which social media platform do you use the most?

a. Instagram
b. Facebook
c. Snapchat
d. Others

5. How often do you check social media notification or updates?

a. Every few minutes
b. Every hour
c. A few times a day
d. Rarely or never

6. How often do you post content on social media?

a. Multiple times a day
b. Once a day
c. A few times a week
d. Rarely or never

48
7. Why do you use social networks?
a. Socialize and make new friends
b. Remain updated about what is trending
c. Collaborate with fellow students and study
d. As a source of recreation and relaxation
8. How do you handle negative content or interactions on social media?
a. Engage in discussions or debates
b. Ignore and move on
c. Block or unfollow the user
d. Report the content or user

9. How do you manage your privacy settings on social media?

a. Regularly review and update privacy settings
b. Use default settings without changes
c. Don't pay much attention to privacy settings
d. I don't use social media

10. Have you ever encountered misinformation or fake news on social media?
a. Always
b. Frequently
c. Occasionally
d. Never

11. How do you think social media has influenced communication and interaction?
a. Improved communication
b. Made communication more superficial
c. Increased connectivity but reduced depth of interaction
d. No significant impact

12. How do you balance your time between social media usage and other activities?
a. I prioritize social media over other activities
b. I allocate specific times for social media use
c. I limit my social media use to certain situations or purposes
d. I rarely use social media

13. How do you feel after spending time on social media?

a. Happy satisfied
b. Neutral
c. Anxious or stressed
d. Depressed or lonely

49
14. Do you feel a compulsion or urge to check social media frequently?
a. Always
b. Frequently
c. Occasionally
d. Never

15. How often do you trust the information or recommendations shared by your
friends on social media?
a. Always
b. Frequently
c. Occasionally
d. Never

50
भाग 2: ह द
िं ी प्रश्नावली
1. आप ककिने समय से सोश नेटवककिंग साइट्स का उपयोग कर रिे िैं?
a. < 1 वषम
b. < 2 वषम
c. < 3 वषम
d. > 3 वषम

2. आप प्रतिहदन ककिने घिंटे सोश मीडडया पर बबिािे िैं?

a. 0-2 घिंटे
b. 2-4 घिंटे
c. 4-6 घिंटे
d. 6-8 घिंटे

3. आप ककिनी सोश नेटवककिंग वेबसाइटों का उपयोग करिे िैं?

a. 0-2
b. 3-5
c. 6-8
d. 9-11

4. आप ककस सोश मीडडया प् ेटफॉमम का सबसे ज्यादा इथिेमा करिे िैं?

a. Instagram
b. फेसबुक
c. Snapchat
d. अन्य

5. आप ककिनी बार सोश मीडडया नोहटकफकेशन या अपडेट चेक करिे िैं?

a. िर कुछ लमनटों में
b. िर घिंटे
c. हदन में कुछ बार
d. शायद िी किी या किी निीिं

51
6. आप सोश मीडडया पर ककिनी बार पोथट करिे िैं?
a. हदन में कई बार
b. हदन में एक बार
c. सप्िाि के कुछ समय
d. शायद िी किी या किी निीिं

7. आप सोश नेटवकम का उपयोग क्यों करिे िैं?

a. मे जो बढाएिं और नए दोथि बनाएिं
b. क्या च न में िै इसके बारे में अपडेट रिें
c. सािी छात्रों के साि सियोग करें और अध्ययन करें
d. मनोरिं जन और ववश्राम के स्रोि के रूप में

8. आप सोश मीडडया पर नकारात्मक इिंटरै क्शन को कैसे सिंिा िे िैं?

a. चचाम या बिस में शालम िों
b. नजरअिंदाज करें और आगे बढें
c. उपयोगकिाम को ब् ॉक या अनफॉ ो करें
d. सामग्री या उपयोगकिाम की ररपोटम करें

9. आप सोश मीडडया पर अपनी गोपनीयिा सेहटिंग्स कैसे प्रबिंधधि करिे िैं?

a. गोपनीयिा सेहटिंग्स की तनयलमि रूप से समीिा करें और अद्यिन करें
b. बबना बद ाव के डडफॉल्ट सेहटिंग्स का उपयोग करें
c. प्राइवेसी सेहटिंग्स पर ज्यादा ध्यान न दें
d. मैं सोश मीडडया का उपयोग निीिं करिा / करिी

10. क्या आपने किी सोश मीडडया पर ग ि सूचना या फजी खबर का सामना ककया िै?
a. अक्सर
b. किी-किी
c. शायद िी किी
d. किी निीिं

52
11. आपके अनुसार सोश मीडडया ने सिंचार और अिंिःकक्रया को ककस प्रकार प्रिाववि ककया िै ?
a. बेििर सिंचार
b. सिंचार को और अधधक सििी बना हदया
c. कनेस्क्टववटी बढी ेककन बािचीि की गिराई कम िुई
d. कोई खास असर निीिं

12. आप सोश मीडडया के उपयोग और अन्य गतिववधधयों के बीच अपना समय कैसे सिंिुल ि करिे िैं?
a. मैं अन्य गतिववधधयों पर सोश मीडडया को प्रािलमकिा दे िा िूिं
b. मैं सोश मीडडया के उपयोग के ल ए ववलशष्ट समय आविंहटि करिा िूिं
c. मैं अपने सोश मीडडया के उपयोग को कुछ स्थितियों या उद्दे श्यों िक सीलमि रखिा िूूँ
d. मैं सोश मीडडया का इथिेमा कम िी करिा िूिं

13. सोश मीडडया पर समय बबिाने के बाद आप कैसा मिसूस करिे िैं?
a. सिंिष्ु ट
b. िटथि
c. धचिंतिि या िनावग्रथि िोना
d. उदास या अके ा

14. क्या आप बार-बार सोश मीडडया चेक करने की बाध्यिा या आग्रि मिसूस करिे िैं?
a. अक्सर
b. किी-किी
c. शायद िी किी
d. किी निीिं

15. आप सोश मीडडया पर अपने लमत्र द्वारा साझा की गई जानकारी या अनुशिंसाओिं पर ककिनी बार
िरोसा करिे िैं?
a. अक्सर
b. किी-किी
c. शायद िी किी
d. किी निीिं
53
Part 3: Attitude scale
For each of the questions below, circle the response that best characterizes how you feel about
the statement, where: 1 = Strongly Disagree, 2 = Disagree, 3 = Agree, 4 = Strongly Agree.

Strongly Disagree Agree Strongly

disagree Agree
1. I find social media platforms to be
highly beneficial for staying
connected with friends and family.
2. I believe that excessive use of
social media can have negative effects
on mental health.
3. I think social media is a valuable
tool for networking and building
professional relationships.
4. I am concerned about the privacy
risks associated with sharing personal
information on social media.
5. I feel pressured to portray a perfect
image of myself on social media.
6. I enjoy using social media to
discover new interests and hobbies.
7. I believe that social media can be a
source of misinformation and fake
news.
8. I think social media plays a
significant role in shaping societal
norms and trends.
9. I am aware of the potential
addictive nature of social media and
try to limit my usage.
10. I believe that social media
platforms should do more to combat
cyber bullying and online harassment.
11. I feel social media distracts me
from my daily activities.
12. I think using social networks helps
me in my studies by any means.
13. I think using social networks are
posing negative effects on my studies
by any means.

54
 Strongly Disagree Agree Strongly
Disagree Agree
14. I think the friends made through
social media are not trustworthy.
15. I think using some kind of social
networking is essential for today' life.

55
भाग 3: ह द
िं ी मनोवत्तृ ि पैमाना

नीचे हदए गए प्रत्येक प्रश्न के ल ए, उस उत्तर पर गो ा गाएूँ जो सबसे अच्छी िरि से दशामिा िै
कक आप किन के बारे में कैसा मिसस
ू करिे िैं, जिाूँ: 1 = परू ी िरि से असिमि, 2 = असिमि, 3
= सिमि, 4 = पूरी िरि से सिमि।

परू ी अस मति अस मति स मति परू ी स मति

1. मुझे गिा िै कक दोथिों और पररवार

के साि जुडे रिने के ल ए सोश मीडडया
प् ेटफॉमम बेिद फायदे मद
िं िैं।
2. मेरा मानना िै कक सोश मीडडया के
अत्यधधक उपयोग से मानलसक थवाथ्य
पर नकारात्मक प्रिाव पड सकिा िै .
3. मेरा मानना िै कक सोश मीडडया
नेटवककिंग और व्यावसातयक सिंबिंध बनाने
के ल ए एक मल्
ू यवान उपकरण िै ।
4. मैं सोश मीडडया पर व्यस्क्िगि
जानकारी साझा करने से जुडे गोपनीयिा
जोखखमों के बारे में धचिंतिि िूिं।
5. मैं सोश मीडडया पर अपनी एक
आदशम छवव पेश करने का दबाव मिसूस
करिा िूिं।
6. मुझे नई रुधचयों और शौक को खोजने
के ल ए सोश मीडडया का उपयोग करने
में आनिंद आिा िै ।
7. मेरा मानना िै कक सोश मीडडया
ग ि सूचना और फजी खबरों का स्रोि िो
सकिा िै ।

56
 पूरी अस मति अस मति स मति पूरी स मति

8. मेरा मानना िै कक सोश मीडडया सामास्जक

मानदिं डों और रुझानों को आकार दे ने में मित्वपूणम
िूलमका तनिािा िै ।
9. मैं सोश मीडडया की सिंिाववि व्यसनी प्रकृति से
अवगि िूिं और अपने उपयोग को सीलमि करने का
प्रयास करिा िूिं।
10. मेरा मानना िै कक सोश मीडडया प् ेटफॉमम को
साइबरबुल ग
िं और ऑन ाइन उत्पीडन से तनपटने
के ल ए और अधधक प्रयास करना चाहिए।
11. मझ
ु े गिा िै कक सोश मीडडया मझ
ु े मेरी
दै तनक गतिववधधयों से ववचल ि कर दे िा िै ।
12. मुझे गिा िै कक सोश नेटवकम का उपयोग
करने से मझ
ु े ककसी िी िरि से मेरी पढाई में मदद
लम िी िै ।
13. मुझे गिा िै कक सोश नेटवकम का उपयोग
ककसी िी िरि से मेरी पढाई पर नकारात्मक प्रिाव
डा रिा िै ।
14. मुझे गिा िै कक सोश मीडडया के जररए बने
दोथि िरोसेमद
िं निीिं िोिे िैं।
15. मुझे गिा िै कक ककसी प्रकार की सोश
नेटवककिंग का उपयोग आज के जीवन के ल ए
आवश्यक िै ।

57
STP

58
 APPENDIX – E

FRIEND-TO-FRIEND APPROACH (ENGLISH)

TEACHING MODULE
Name of the Topic : Impact of friend-to-friend approach on attitude and usage of social media
among students
Group : Students between age of 18-25 Years

Venue : Shaheed Udham Singh College of Nursing, Alipur Barota

Time duration :

Audiovisual Aids : Verbally

Methods of Teaching : Lecture cum discussion

General Objectives

The sample will be able to gain adequate knowledge regarding impact friend-to-friend approach on attitude and
usage of social media.

59
 Specific Objectives

The students with be able to

• Define social media

• Determine the peer group’s influence on their social media usage.
• Explain the risks related to social media.
• Enlist the effect of social media on attitude of students.
Enumerate the steps to control their social media usage to some extent

60
 SPECIFIC TIME CONTENT TEACHER’S STUDENT’S
OBJECTIVES ACTIVITY ACTIVITY
Introduce the topic 1 min Introduction Explaining Listening
• Social media platforms provide a wealth
of information, allowing students to
access educational resources, research
articles, and news.
Excessive social media use can divert
students’ attention away from their studies.
Define social media 1 min Definition Listening
Social media refers to websites and Explaining
applications that enable users to create and
share content or participate in social
networking and microblogging.
Determine the peer 5 min • Validation: Likes, comments, and shares Explaining Listening
group’s influence on on social media posts provide validation.
their social media Students seek approval from their peers,
usage. which drives their engagement.
• Following Trends: Peer groups introduce
students to popular trends, challenges,
and hashtags. Participating in these trends
becomes a way to connect and fit in.
• Fear of Missing Out (FOMO):
Student’s fear missing out on exciting

61
 events or discussions happening within
their peer circles.
• Imitating Friends: Students often create
content similar to what their friends post.
If their peers share photos, memes, or
videos, they are likely to do the same.
Explain the risks 8 min Mental Health Impact: Explaining Listening
related to social • Evidence of Harm: Studies have shown
media. a causal link between teen social media
use and reduced well-being, particularly
depression and anxiety.
• Gender Differences: Girls tend to spend
more time on social media than boys, and
signs of depression are increasing,
especially among girls.
Privacy Concerns:
• Data Collection: Social media platforms
collect vast amounts of user data, which
can be used for targeted advertising and
tracking behavior.
• Content Sharing: Inappropriate or
controversial posts can harm an
individual’s reputation.
• Financial Disclosure: Revealing

62
 financial details or transactions can lead
to identity theft or financial fraud.
Misinformation: Social media can spread
false information, affecting public safety.
Enlist the effect of 5 min Explaining Listening
• Emotional Well-being: Social media
social media on
may lead to negative emotions such as
attitude of students. stress, anxiety, and depression.
Students should be mindful of their
online interactions and balance them
with real-world connections.
• Self-Perception and Identity:
Constant comparison with others can
lead to feelings of inadequacy, body
image issues, and self-doubt. Students
may develop unrealistic expectations
based on curated online personas.
• Peer Influence: Peer pressure and
trends on social media can lead to
conformity, FOMO (fear of missing
out), and unhealthy competition.
Students may prioritize popularity
over authenticity
• Communication Skills: Social media
may hinder face-to-face
communication skills. Real-world

63
 relationships may suffer due to
excessive virtual interactions.
• Privacy and Security Concerns:
Privacy breaches, cyberbullying, and
exposure to inappropriate content are
risks associated with social media use.
Enumerate the steps 5 min Set Clear Goals and Limits: Explaining Listening
to control their social • Define your purpose for using social
media usage to some media. Is it for staying connected,
extent. learning, or entertainment?
• Set daily or weekly time limits for social
media use.
Turn Off Notifications:
• Notifications can be distracting. Disable
non-essential notifications to reduce
interruptions.
Mindful Usage:
• Use social media intentionally, not out
of habit.
Curate Your Feed:
• Follow accounts that inspire, educate, or
entertain you.
• Unfollow or mute negative or triggering
content.
Track Your Time:
• Use apps or built-in features to track
your daily screen time.
64
 Offline Activities:
• Engage in hobbies, exercise, or spend
time with loved ones offline.
Digital Detox:
• Take occasional breaks from social
media. Consider a weekend detox or a
longer hiatus.
• Use this time to recharge and focus on
other aspects of life.

Summary 5 mins 1. Definition of Social Media: Explaining Listening

o Social media refers to
interactive online platforms
where users create, share, and
aggregate content within virtual
communities.
2. Peer Influence on Social Media
Usage:
o Peer groups influence students’
behavior, trends, and content
creation.
o Positive validation and negative
conformity play a role.
3. Effects of Social Media on Students’
Attitudes:
o Positive Effects: Emotional
support, academic resources,
65
 and social validation.
o Negative Effects: Stress,
anxiety, unrealistic self-
perception, and privacy
concerns.
4. Steps to Control Social Media
Usage:
o Set goals, audit accounts, turn
off notifications, and create no-
social-media zones.
o Curate your feed, track time,
engage in offline activities, and
educate yourself

66
 REFRENCES
[1] DataReportal. "Digital 2023: Global Overview Report

https://datareportal.com/reports/digital-2023-global-overview-report

[2] https://www.investopedia.com/terms/s/social-media.asp

[3] https://www.statista.com/topics/1164/social-networks/#topicOverview

[4] Pew Research Center. "Connection, Creativity, and Drama: Teen Life on Social Media in
2022

https://www.pewresearch.org/internet/2022/11/16/connection-creativity-and-drama-teen-life-on-
social-media-in-2022/

[5] Mayo Clinic. "Teens and Social Media Use: What's the Impact?

https://www.mayoclinic.org/healthy-lifestyle/tween-and-teen-health/in-depth/teens-and-social-
media-use/art-20474437

[6] Zenith. "Zenith Forecasts 4.5% Growth for 2023 After 7.3% Uplift in 2022, Marking
Continued Healthy Growth

https://www.zenithmedia.com/zenith-forecasts-4-5-growth-for-2023-after-7-3-uplift-in-2022-
marking-continued-healthy-
growth/#:~:text=Zenith%27s%20latest%20Advertising%20Expenditure%20Forecasts,represents
%20historically%20healthy%20growth%20levels

[7] https://www.pewresearch.org/internet/2018/05/31/teens-social-media-technology-2018/

67
[8] https://raisingchildren.net.au/teens/behaviour/peers-friends-trends/peer-
influence#:~:text=Peer%20pressure%20or%20influence%20is,can%20be%20positive%20or%20
negative

[9] https://www.researchgate.net/publication/376653291_Impact_of_Academic-
Related_Peer_Influence_and_Fear_of_Missing_Out_From_Social_Media_on_Academic_Activit
ies_of_Adolescents

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