Addiction aux réseaux sociaux, stratégies d’autocontrôle et procrastination académique chez les étudiants en médecine
DOI :
https://doi.org/10.62438/tunismed.v104i05.6427Mots-clés :
Addiction aux réseaux sociaux, procrastination académique, étudiants en médecine, stratégies d’auto-contrôleRésumé
Introduction : Les données de la littérature suggèrent un lien entre l’addiction aux réseaux sociaux (ARS) et la procrastination académique toutes les deux négativement corrélées aux performances académiques.
Objectifs : Évaluer les relations entre l’ARS, la procrastination académique et les stratégies d’auto-contrôle de l’usage des réseaux sociaux dans une population d’étudiants en médecine.
Méthode : Nous avons conduit une étude transversale descriptive et analytique en utilisant un auto-questionnaire en ligne destiné aux étudiants en médecine Tunisiens. Notre questionnaire comprenait les données socio-démographiques, les caractéristiques de l’utilisation des réseaux sociaux
ainsi que les échelles Bergen Social Media Addiction Scale et l’Academic Procrastination Scale dans leur version arabe.
Résultats : Nous avons recueilli 156 réponses. Seize pour cent des étudiants avaient une ARS. La médiane du score de l’Academic Procrastination Scale était de 67.5. Nous avons trouvé une corrélation positive modérée (ρ=0,514, p<0,001) entre le score de l’Academic Procrastination Scale et celui du Bergen Social Media Scale.
La stratégie d’autocontrôle la plus employée par les étudiants en médecine pour contrôler l’usage des réseaux sociaux était « la maitrise de soi directe » (23,7 %). Les étudiants utilisant la stratégie d’auto-contrôle 1 avaient obtenu un score du Bergen Social Media Addiction Scale significativement inférieur aux personnes ayant choisi les stratégies 4 (p=0,03),5 (p=0,036) ou 7 (p=0,045).
Conclusion : Une intervention ciblée en vue de réduire l’usage problématique des réseaux sociaux et la procrastination pourrait améliorer le bien- être et les performances des étudiants.
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