Use of social networks and academic performance of nursing students in an Ecuadorian technological university institute

Abstract

The relationship between the use of social networks (SN) and academic performance (AP) in nursing students was investigated. This research is part of the framework of institutional diagnostics aimed at improving the quality of education. A quantitative, descriptive-correlational approach was adopted in 140 nursing students (N=n) of a university technological institute in Quito, during the 2024-1 academic period. The use of SNs was measured with the ERA-RSI scale (Peris Hernández et al., 2018); and its four dimensions were assessed: addiction symptoms (SAD), social use (USOC), geek traits (RFRI) and nomophobia (NOM). To assess AP, the students' summary report card was analyzed. The Jamovi 2.4.14 program was used, obtaining frequency data, percentages and measures of central tendency (mean) and variability (standard deviation). The bivariate correlation was based on Spearman's test. The results show that SNs do not have considerable use among students, presenting low levels and isolated cases of problematization. This suggests that, although SNs are part of student life, they do not necessarily lead to a risk of addiction in a generalized way, except in some cases of excessive use. The correlation observed between SN use and AP was negative, which is not statistically significant. Despite widespread use of SNs, this does not yet raise concerns about the potential for addiction and its associated negative consequences, especially with AP. There are therefore no arguments to point to evidence of addiction symptoms, social use patterns, geek traits and nomophobia, and their manifestation in AP.