Psychometric Properties of the Digital Well-Being Scale among Al-Azhar University Students in Light of Some Demographic Variables

Document Type : Original Article

Author

Assistant Professor of Mental Health, Faculty of Humanities, Tafhana Al-Ashraf, Al-Azhar University.

Abstract

The aim of the current research is to develop a scale to identify the level of digital well-being among Al-Azhar University students. The study also set to explore whether there are differences in digital well-being due to gender (males - females), age, college (practical - theoretical), and the number of hours spent on the Internet. The study was conducted on a sample of (1014) male and female students at Al-Azhar University. It applied a digital well-being scale prepared by the researcher. The results revealed the validity of the scale prepared by the researcher to measure digital well-being among Al-Azhar University students. The scale demonstrated a high degree of validity and reliability which indicates that it could be relied upon. The findings indicated that the sample members have a high level of digital well-being. They also indicated that there are no statistically significant differences in digital well-being due to gender (males - females) or age, in the total score and dimensions. As for the College variable (practical - theoretical), it was found that: there are no statistically significant differences in the total score and the digital satisfaction dimension due to the type of college (practical - theoretical). However, there are statistically significant differences in the dimension of digital competence and digital security and safety in favor of practical colleges. In addition, the findings showed that there are no statistically significant differences in digital well-being in the total score and the dimensions of digital competence and digital satisfaction due to the number of hours the student spends on the Internet. Nevertheless, there are differences in the dimension of digital security and safety due to the number of hours the student spends on the Internet in favor of (6-7) hours.

Keywords

References

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