INTERNET ADDICTION AND COMMUNICATION SKILLS OF STUDENTS: AN APPLICATION OF SOCIAL SUPPORT THEORY

Background & Aims: The Internet has become so pervasive that has affected most life skills, including communication skills. Because of easy and daily access to the Internet and need to seek to expand their communication network, students are a vulnerable group of the society to the internet addiction. The aim of this study was to investigate the relationship between internet addiction and students' communication skills based on social support theory. Materials & Methods: In the present descriptive study, 323 students from different dormitories of Hamadan University of Medical Sciences were participated randomly in the study. The questionnaires used included Barton Standard Communication Skills Questionnaire, Sherborne and Stewart Social Support Questionnaire, and Young Internet Addiction Questionnaire. The data were analyzed using SPSS software, and correlation coefficient and linear regression tests were performed. Results: Mean (±SD) scores were 47.48 (±17.71) for internet addiction, 101.96 (±21.79) for social support, 12.50 (±2.34) for social network, and 57.43 (±7.63) for communication skills. There was a significant inverse relationship between internet addiction and communication skills (r = -0.189, p = 0.001). According to the linear regression model, with one-point increase in the communication skills score, the rate of internet addiction decreased by an average of 0.38. Conclusion: Due to the inverse relationship between Internet addiction and communication skills in the students, planning and designing educational-supportive interventions in order to use the internet correctly will prevent internet addiction and improve communication skills in using effective social networks.