The Relationship between Social Media use and Stress Management Self-efficacy in University Students

Abstract

The purpose of this study was to investigate the relationship between social media use patterns (duration, passive use, active use, and problematic use) and stress management self-efficacy among university students. A quantitative, cross-sectional, correlational design was employed. A total of 285 university students were recruited through convenience and snowball sampling, with 263 complete responses retained for analysis. Participants completed an online self-report questionnaire measuring daily social media duration, passive use (5 items), active use (5 items), problematic use (6 items adapted from the Bergen Social Media Addiction Scale), and stress management self-efficacy (9 items adapted from the Coping Self-Efficacy Scale). Data were analysed using descriptive statistics, bivariate correlations, and hierarchical multiple regression.

Bivariate analyses supported all four hypotheses. Daily social media duration showed a small negative correlation with stress management self-efficacy (ρ = -0.17, p = 0.006). Passive use demonstrated a moderate negative correlation (r = -0.41, p < 0.001). Active use showed a small positive correlation (r = 0.14, p = 0.024). Problematic use showed a moderate negative correlation (r = -0.38, p < 0.001). Hierarchical regression revealed that passive use (β = -0.34, p < 0.001) and problematic use (β = -0.20, p = 0.003) remained significant unique negative predictors after controlling for demographics and shared variance among social media variables. Gender was also significant, with female students reporting lower self-efficacy (β = -0.13, p = 0.019). The final model explained 25.0 percent of the variance in stress management self-efficacy.

Passive and problematic social media use are consistently associated with lower stress management self-efficacy among university students, while daily duration alone is a weak predictor. These findings suggest that how students use social media matters more than how much time they spend. Universities should consider incorporating digital literacy interventions that address passive scrolling and problematic use patterns to help preserve and strengthen students' confidence in their ability to cope with stress.

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