Social Media and Compulsive Internet Use among Children and Adolescents Before and During COVID-19 in Türkiye

Social Media and Compulsive Internet Use among Children and Adolescents Before and During COVID-19 in Türkiye | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Social Media and Compulsive Internet Use among Children and Adolescents Before and During COVID-19 in Türkiye Ilknur Coban, Sevgi Tunay Aytekin, Aysun Dogan, Sibel Kazak Berument, and 2 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8657843/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract COVID-19 has led to many challenges including distant education and quarantine which affected daily lives of children and their families. During this challenging time, children spend almost all their time at home, in front of computers, or smart phones. This study examines how COVID-19 are related with children’s and adolescents’ social media use. Participants were children and adolescents who had already participated in the 1st wave of a longitudinal study that started before COVID-19. A total of 265 children and adolescents (162 girls, 103 boys) from grades 3 to 11 completed a survey including demographics, social media and compulsive internet use. They were also asked about difficulties with distant education, contact with others during COVID-19, and COVID-19 related anxiety. Findings indicated that time spent online has increased during COVID-19. Moreover, COVID-19 anxiety, communicating with teachers and friends, and difficulties with distant education have been found to be positively correlated with compulsive internet use. Only for elementary schoolers, compulsive internet use significantly increased and was related to difficulties with distant education. While time spent online increased across all age groups, compulsive internet use increased only among elementary school children, indicating their greater vulnerability during distant education and limited social interaction. Findings indicate implications for parents, teachers, and schools in terms of children’s social media use during the tough times. In the context of the new technological world, it is crucial to evaluate internet use and to consider the impact of the pandemic, as these factors hold significant implications for future research. Psychology Social media compulsive internet use COVID-19 children adolescents distant education Introduction The outbreak of COVID-19 and its rapid progression into a global pandemic led to dramatic changes in children’s and adolescents’ everyday lives. With the closure of schools, restrictions on outdoor activities, and prolonged home confinement, children and adolescents were suddenly confronted with reduced opportunities for social interaction, structured routines, and physical activities (Aral et al., 2020 ; Baltacı et al., 2021 ). Schools across the world have shifted to distant education, making digital technologies a primary means of instruction and communication. Meanwhile struggling with health and other related issues, the pandemic intensified children’s and adolescents’ reliance on the internet and social media. Previous research has shown that digital platforms can serve as both adaptive and maladaptive coping tools during times of crisis, providing opportunities for social connectedness, entertainment, and information, but also posing risks of excessive or problematic use, because of unwillingness to return to the real world (Bahn, 2020 ; Chuyko et al., 2024 ). Studies conducted during the COVID-19 pandemic, highlighted increased screen time, greater dependence on online platforms for academic and social purposes, and changes in the quality and nature of media use as well as social media addiction among children and young people (Bonsaksen et al., 2024 ; Delawalla et al., 2024 ; Hamdan et al., 2024 ; Paschke et al., 2021 ; Pjevač et al., 2024 ). In Türkiye, similar to the other countries around the world, during the COVID-19 pandemic education was suspended at schools and universities, public spaces such as restaurants, parks, and gardens were closed, and individuals were asked to stay at home under voluntary quarantine to reduce the spread of the virus. During this period, with the closure of schools, and cancellations of all other outdoor activities, children began to spend most of their time at home. Couple of months later, at the beginning of April, with the announcement of curfew, individuals under the age of 18 became housebound, so the importance of time spent at home increased. During this time, children and adolescents stayed home and had to continue their education through online platforms which made it easier for them to access the internet and media resources. In addition, increased availability of time to use these resources seem to have contributed an increase in their media usage (Ran et al., 2024 ). In support of this, parents reported that the most familiar challenges regarding the relationship with their children during COVID-19 were sleep problems (58.7%) followed by excessive use of media (54.3%) (Riahi & Izadi-Mazidi, 2024 ). Excessive Internet Use and Its Outcomes During COVID-19 Due to social distancing measures, children and adolescents have maintained communication with family members, teachers, and friends they could not meet in person, through social media apps. At the same time, social isolation, quarantine restrictions, inadequate information, financial struggles, and loss of loved ones increased negative emotions and other behavioral problems in turn (Brooks et al., 2020 ; Delawalla et al., 2024 ). Moreover, during these challenging times, many argued that children and adolescents might not have the capability to understand the risks and precautions as adults, so they might act insensitively or carelessly, resulting in risky behavior (Aral et al., 2020 ). One of the behavioral problems during COVID-19 has been reported as problematic social media or compulsive internet use (Pjevac et al., 2024). Compulsive internet use is defined as individuals' commitment to online activities that lead them to use the internet excessively. It is a high level of attachment ( overly attached ) not to the internet itself but to the social media platforms and to online activities, and it resembles internet addiction in many of its characteristics including loss of control as excessive use, preoccupation as thinking about going online continuously and relational conflict as behavioral patterns interfering with human interaction (Meerkerk et al., 2009 ; Young, 1998 ). Due to the reduced in person social interactions, time spent online dramatically increased during COVID-19, and this was found to be associated with mental health problems in most of cases along with the excessive social media and compulsive internet use (Ay Yılmaz et al., 2022 ; Pjevač et al., 2024 ). Research indicates that prolonged social media use was found to be related to psychiatric symptoms and negative emotions (Baltacı et al., 2021 ; Shoshani et al., 2024 ). However, many also argued that the internet might have worked as a coping mechanism during COVID-19. In a cross-cultural study, while frequency of U.S. adolescents’ social media use was positively related to anxiety and loneliness, Korean adolescents’ social media use was negatively related to their loneliness. In that manner, researchers argued that the internet might serve as a protective tool for Korean adolescents in terms of mental health (Cingel et al., 2024 ). In another longitudinal study conducted with 86.827 Japanese young adults, problematic internet use decreased over time during the pandemic, and it is reported that digital technologies, including smartphones, may have been perceived as necessary preventive measures against the pandemic’s negative effects (Hamamura et al., 2024 ). One-to-one conversations, having online friends experiencing similar things, and positive online experiences might have helped to decrease loneliness and stress (Marciano et al., 2022 ). It is also reported that although greater social media use is related to psychiatric symptoms, it is also related with more positive emotions and life satisfaction (Shoshani et al., 2024 ). For example, depression increased among adolescents during the first month of COVID-19; however, it decreased in the following few months (Delawalla et al., 2024 ). This finding was supported by the results of another longitudinal study with college students. While negative effects of social media can be seen among socially isolated students, the effects are less negative if they have social support and resilience (Fruehwirth et al., 2024 ). Overall, it could be the social support that mitigated the negative effects of excessive social media and internet use, and it might indicate that such use should not be conceptualized as inherently detrimental but rather evaluated in terms of its contextual and functional outcomes. Although several studies mentioned that internet use might have worked as a supportive factor during COVID-19, most of them highlighted the negative outcomes. It was shown in a review that mental health problems such as depression, anxiety, or suicidal thoughts increased along with confusion and anger (Brooks et al., 2020 ). In a study following COVID-19, researchers reported that internet addiction was negatively related to happiness and positively correlated with aggression, while these relationships were mediated by difficulties in emotion regulation among college students (Kavakli et al., 2024 ). In another study, adolescents’ subjective well-being was negatively related with their problematic internet use behavior mediated by self-esteem (Lin et al., 2023 ). These reports show that, along with loneliness and quarantine during COVID-19, this isolation might have prolonged the effects on internet addiction, including psychological health issues such as depression, anxiety, low self-esteem, and poor well-being. In a study conducted with adolescents, it is reported that 12 out of 48 adolescents showed signs of internet addiction. In this study, teens who exhibit higher levels of addiction also reported higher levels of attention problems, stress, anxiety, and depression (Marin & De Almeida, 2024 ). Considering critical neurodevelopmental changes during childhood and adolescence, it is mentioned that this excessive internet use behavior can also lead to poor learning abilities (Ran et al., 2024 ). In fact, one research reported that internet addiction accounted for 33% of the changes in academic self-efficacy and 41% of academic engagement for college students (Khazaei et al., 2024 ). Therefore, one might argue that excessive internet use could be a powerful force in the decline of academic achievements. In Türkiye, it is also indicated that cyberbullying and internet addiction found to be correlated during COVID-19 among the youth (Sarıgedik, 2022 ). Collectively, the excessive use of the internet during COVID-19 is related to psychosocial problems, including depression, anxiety, lack of satisfaction in life, neuroticism, or sense of control (Baltacı et al., 2021 ; Chuyko et al., 2024 ; Çunkuş Köktaş et al., 2024 ; He et al., 2024 ). However, the impacts of COVID-19 on mental health and well-being have not been fully explored (Ran et al., 2024 ) let alone the changes during COVID-19. In addition, studies focusing on the effects of COVID-19 are largely limited by the absence of pre-pandemic baseline data, which constrains their ability to make direct and robust comparisons across periods. In that manner, there is a need for studies focusing on how children and adolescents’ internet use has shifted following a life-threatening and altering situation, such as COVID-19. The Present Study Given the unique context of COVID-19, examining shifts in children’s and adolescents’ social media use is particularly important to prevent such adverse negative consequences. Such an investigation not only contributes to our understanding of how global crises shape digital habits, but also provides insights into potential developmental, educational, and psychosocial consequences. Furthermore, it offers valuable implications for families, educators, and policymakers seeking to promote healthy media engagement in times of difficulties. For this reason, examining pre-pandemic patterns of social media use -such as the methods or devices used, the purpose of social media engagement, the frequency of social media platform and internet usage- compared with during-pandemic use provides insights into how much of the time spent at home was allocated to social media and the internet. In addition, examining the possible predictors of compulsive internet use allows us to understand the paths towards addiction. In this context, the findings would help us to understand the role of such social traumas on social media and internet use and shed light on efforts to ensure that the time children spend at home and with family members is of high quality. From this perspective, the main aim of this study was to understand changes in children’s and adolescents’ online behavior during COVID-19 compared to before. In addition, we aimed to understand whether the changes of online behaviors are associated with COVID-19-related issues, such as difficulties in distant education, contact with others, and anxiety, as well as child’s grade level. Given the limited finding on this manner, no a priori hypotheses were formulated. However, this study addresses three main research questions: Have social media activities and compulsive internet use changed during the COVID-19 compared to pre-pandemic levels? Is the child’s school level (elementary, middle, high school) related to social media and compulsive internet usage? Are difficulties in distant education, reduced social contact, and COVID-19–related anxiety associated with compulsive internet use? Method Participants Participants of this study were children and adolescents aged between 7 to 18 who had already participated in the 1st wave of a longitudinal study that aimed to investigate cognitive, social, and emotional development of children and adolescent before COVID-19. In total, 597 children and adolescents from grades 3 through 11 were included in data collection before the pandemic started (February – March 2020; Time 1- T1). The second data collection point was held six months later (October – November 2020; Time 2- T2) during the pandemic. For the first data collection point, all grades were included except 12th graders since they have an exam for college administration ( N = 597). For the second data collection, all participants were contacted again; however, T1 4th and 8th grade students could not be included in the T2 sample due to their school change from elementary to middle and from middle to high school at T2. In addition, only the children and adolescents who completed all measurements at both times were included in the present study. In conclusion, the final sample consisted of 265 children and adolescents ( M age =11.74, SD = 2.65), including 162 girls and 103 boys. Measurements Demographic Information Form This form includes questions regarding age, gender, grade, and school information. Social Media Use In this form, children and adolescents were asked about their social media behavior. This form is prepared by the researchers to measure children’s and adolescents’ online activities and to investigate devices they use to connect to the internet. This form includes four questions: what type of electronic device they use for internet (e.g., computer, smart phone, or tablet), what kind of activities they do online (e.g., social media, shopping, texting), whether they have their own device and internet connection , or it is shared. In addition, participants were asked to indicate which social media platforms they use (e.g., Instagram, WhatsApp, TikTok) and to rate their daily usage duration for each platform on a 5-point scale (1 = never, 5 = more than 5 hours per day). Compulsive Internet Use Scale This scale is constructed to measure problematic internet use of children and adolescents (Meerkerk, et al., 2009 ). It consists of 14 items with 5-point Likert-type questions, including “Do you find it difficult to stop using the internet when you are online?” with high internal consistency ( α = .89). A higher total score indicates higher compulsive behavior. The Turkish adaptation of the scale also shows a high internal consistency with Cronbach’s alpha of .91 (Kuzucu et al., 2015 ). In the present study, for T1, 3rd and 4th grade students were given a 4-point Likert questionnaire in terms of enhancing comprehensibility, while all the other grades were administered the standard form of 5-point Likert scale. However, for T2, children of all grades, including elementary school children, were given the 5-point Likert scale due to their academic advancement. Given the use of different response formats across time points, standardization was necessary to ensure comparability. For this reason, the compulsive internet use score is calculated as Z-scores for all grades and at both time points. This approach was essential to eliminate bias due to scale format variability and enable valid comparisons across grades and time points. Cronbach’s alpha is found to be .91 and .92 for each time point, for all school levels. Specifically, the scale has high internal consistency (.86 and .89 for elementary schoolers, .87 and .92 for middle schoolers, and .93 at both time points for high schoolers). COVID-19 Related Questions To evaluate the participants’ experience of the COVID-19 pandemic, the researchers prepared a set of questions by considering the changes that the pandemic brought to their daily lives. Since COVID-19 was a new phenomenon, the development of these questions was based on the scales used in previous epidemics and on the items of Subjective Perceptions of Illness measure included in Gökler’s ( 2008 ) PhD dissertation. These questions aimed to gather information about the COVID-19 pandemic related changes in children’s and adolescents’ daily and academic lives. Questions were rated on a 4-point Likert scale (0 = no, never and 3 = yes, always) and consisted of three domains: difficulties in distant education, contact with others and COVID-19 anxiety. For difficulties in distant education, questions such as “Can you follow your online classes during COVID-19?” and “Do you have any difficulties paying attention to your online classes?” were included. For contact with others, children and adolescents were asked whether they had any kind of contact -online or face-to-face- with their friends and teachers. For the 5th graders and above, additional questions regarding the anxiety related to the pandemic ( COVID anxiety ) such as “Do you worry that you get COVID?” and “Do you think that someone in your family might get COVID and hospitalized? ” were asked. Procedure Time 1 (pre-COVID-19 pandemic) Within the scope of the main longitudinal project aimed at focusing parenting, and child and adolescent development, necessary permissions were obtained from the Ethics Committee of the Middle East Technical University. Subsequently, the Turkish Statistical Institute (TÜİK) was consulted to identify schools for the data collection. To select a representative sample of Türkiye, TÜİK identified 180 schools from 62 cities. Then, the Ministry of National Education (MoNE), a partner in the project, was contacted and permissions delivered to the selected schools. One class from each grade level was randomly selected, and the first ten students from the top of each class list were included in the study. Exclusion criteria included having a serious psychological or physical disorder, inability to understand and respond to the survey questions in Turkish, being an inclusion student, and refugee status. Once the students were identified, their families were contacted through class teachers and school psychological counselors, and informed consents were obtained from parents. The data collection was conducted in schools (e.g., library, conference hall, meeting room) via tablets. After completion of the survey, a small gift was provided to each participating child and the parent. Following the decision to maintain distant education beginning in March 2020, the study was suspended. Therefore, at T1, a total of 597 children and adolescents, along with their mothers, participated in the study conducted in 28 schools across 17 cities of Türkiye. Time 2 (during the COVID-19 pandemic) In March 2020, due to the pandemic, the MoNE declared distant education for all schools nationwide; thus, the second part of the data collection that took part in October-November 2020 was conducted via online assessments. Since the school system in Türkiye requires a change of schools while proceeding from elementary to middle, and middle to high school, all but 4th and 8th graders (of T1) were included. For this purpose, parents were contacted again to obtain parental consent, and they were sent an online Qualtrics link to facilitate children’s participation. For varied reasons, including being diagnosed with COVID-19, loss of a family member, moving to another city, or unwillingness to participate at T2, the final sample consisted of 265 children from 4th, 6th, 7th, 8th, 10th, 11 th, and 12th grade (T2 grade level). After completion of the assessments, gifts for children and their mothers were mailed to their schools. Results Social Media Use First, children and adolescents were asked what type of device they were using to connect to the internet (see Table 1 ). To compare T1 and T2 answers, Chi-square tests were conducted to examine the difference. Smart phone use ( p < .005) and computer use ( p < .001) increased while tablet use ( p < .001) decreased significantly during COVID-19. Chi-square tests were rerun based on the school level. For elementary schoolers, computer use ( p < .05) increased significantly during COVID-19. For middle schoolers, computer use ( p = .001) increased, while tablet use ( p < .005) decreased significantly during COVID-19. Lastly, for high schoolers, computer use ( p = .001) increased, while tablet use ( p < .01) decreased significantly during COVID-19. So, while for all grade levels, computer use increased, for middle and high schoolers tablet use decreased. Second, children and adolescents were asked what kind of activities they do online. Chi-square tests were conducted to examine the difference from T1 to T2. Social media use ( p < .001), watching videos ( p < .001), listening to music ( p < .001), texting ( p < .001), online shopping ( p < .001), online searching ( p < .001) increased while gaming ( p < .001) decreased significantly during COVID-19. Chi-square tests were rerun based on the school level. For elementary schoolers, only texting ( p < .05) increased significantly during COVID-19. For middle schoolers, social media use ( p = .001), watching videos ( p < .001), listening to music ( p < .001), texting ( p < .001), online shopping ( p < .001), online searching ( p < .001) and gaming ( p < .001) increased significantly during COVID-19. For high schoolers, listening to music ( p = .001), and online shopping ( p = .001) increased while social media use ( p < .001) significantly decreased during COVID-19. In the next step, children and adolescents were asked whether they had their own device and internet connection or share it with others. Chi-square tests were conducted to examine the difference. Number of children who had a personal device and internet connection increased ( p < .001) while children with no device and no internet connection decreased during COVID-19 ( p < .05). Chi-square tests were rerun based on the school level. No significant results were found for elementary schoolers. For middle schoolers, number of children who had a personal device and internet connection increased ( p < .001) while number of children who had a shared device and internet connection decreased during COVID-19 ( p < .001). For high schoolers, number of children who had a personal device and internet connection increased during COVID-19 ( p < .05). In addition, high schoolers with a shared device and internet connection also increased during COVID-19 ( p < .001). Lastly, to analyze changes in the daily usage of social media platforms, separate paired-sample t-tests were conducted for each platform (see Table 2). The use of Instagram, Snapchat, and WhatsApp showed an increase during COVID-19. The paired-sample t-test was repeated for each school level. Among elementary school students, only WhatsApp use increased. Among middle school students, Instagram and WhatsApp use increased, while TikTok use decreased. Among high school students, Snapchat and Twitter (X) use increased. Table 1 Percentage of type of device, type of internet activities and type of connection Grade Total ( N = 265) Elementary ( N = 54) Middle ( N = 125) High ( N = 86) Before COVID-19 After COVID-19 Before COVID-19 After COVID-19 Before COVID-19 After COVID-19 Before COVID-19 After COVID-19 N % N % N % N % N % N % N % N % Type of Device Smart Phone 233 88 237 89 37 69 43 80 110 88 110 88 86 100 84 98 Tablet 87 33 71 27 25 46 28 52 49 39 35 28 13 15 8 9 Computer 105 40 142 54 19 35 28 52 49 39 68 54 37 43 46 54 Type of Activities Social media use 117 44 132 50 3 6 6 11 42 34 56 45 72 84 70 81 Watching videos 176 66 179 68 35 65 34 63 72 58 76 61 69 80 69 80 Listening to music 142 54 168 63 20 37 22 41 63 50 77 62 59 69 69 80 Texting 125 47 176 66 3 6 10 19 54 43 85 68 68 79 81 94 Online shopping 40 15 69 26 0 0 3 6 11 9 25 20 29 34 41 48 Online searching 162 61 203 77 13 24 30 56 85 68 99 79 64 75 74 86 Gaming 97 37 95 36 24 44 22 41 42 34 44 35 31 36 29 34 Type of Connection Personal device and internet connection 107 40 133 50 14 26 15 28 44 35 64 51 37 57 54 63 Shared device and internet connection 106 40 107 40 30 56 32 60 56 45 48 38 20 23 27 31 No device and internet connection 11 4 6 2 5 9 2 3 6 4 4 3 0 0 0 0 Table 2. Social Media Platforms Usage Based on Grade Before COVID-19 During COVID-19 t df p School Level Type of Activities M SD M SD Total ( N = 265) Instagram 2.02 1.15 2.37 1.29 -4.92 261 .000** YouTube 2.55 .95 2.56 .98 − .18 264 .86 Snapchat 1.29 .57 1.40 .66 -2.31 262 .02* Facebook 1.21 .52 1.16 .50 1.34 262 .18 WhatsApp 2.16 1.01 2.35 1.02 -3.35 262 .001** TikTok 1.73 1.05 1.63 1.08 1.41 262 .16 Twitter (X) 1.14 .41 1.20 .55 -1.65 262 .10 Elementary ( N = 54) Instagram 1.20 .66 1.33 .59 -1.10 50 .28 YouTube 2.48 .95 2.78 .97 -1.62 53 .11 Snapchat 1.29 .67 1.19 .53 .87 51 .39 Facebook 1.21 .50 1.12 .38 1.04 51 .30 WhatsApp 1.37 .63 1.60 .72 -2.47 51 .02* TikTok 1.75 .91 1.54 1.04 1.17 51 .25 Twitter (X) 1.12 .43 1.12 .47 .00 51 1.00 Middle ( N = 125) Instagram 1.74 .85 2.26 1.24 -4.81 124 .000** YouTube 2.51 .88 2.46 1.00 .66 124 .51 Snapchat 1.18 .42 1.26 .54 -1.69 124 .09 Facebook 1.25 .58 1.16 .55 1.37 124 .17 WhatsApp 2.10 .90 2.34 .92 -2.63 124 .01* TikTok 1.94 1.17 1.65 1.11 3.28 124 .001** Twitter (X) 1.07 .32 1.06 .23 .47 124 .64 High ( N = 86) Instagram 2.91 1.18 3.16 1.18 -1.87 85 .07 YouTube 2.64 1.04 2.57 .97 .73 85 .47 Snapchat 1.47 .66 1.71 .77 -2.74 85 .01* Facebook 1.15 .42 1.17 .49 − .42 85 .67 WhatsApp 2.71 1.03 2.84 1.04 -1.12 85 .27 TikTok 1.42 .86 1.66 1.08 -1.94 85 .06 Twitter (X) 1.26 .49 1.45 .78 -2.62 85 .01* Compulsive Internet Use As presented in the method section, due to the changes made in Likert type, the compulsive internet use (CIU) score is calculated as Z-scores for all grades and at both time-points. Paired-sample t-test was conducted for each school level. Compulsive internet use significantly increased during COVID-19 among elementary schoolers, while decreased among high schoolers (see Table 3 ). Table 3 Compulsive Internet Use Before COVID-19 During COVID-19 t df p School Level M SD M SD Elementary − .66 .57 − .39 .82 -3.02 53 .004** Middle − .13 .86 − .11 .98 − .15 124 .88 High .60 1.08 .35 1.04 2.28 85 .03* *p < .05. **p < .01 As the next step, the relationship between COVID-19-related issues and compulsive internet use was investigated. For elementary and middle schoolers, CIU during COVID-19 was positively correlated with difficulties with distant education ( p < .001). For high schoolers, CIU was positively correlated with contact with others ( p < .05) and COVID anxiety ( p < .001) in addition to difficulties with distant education ( p < .01). Based on these results, several hierarchical regression analyses were conducted to predict CIU during COVID-19 (see Table 4 ). Variables were entered hierarchically, first to control pre-pandemic compulsive internet use, followed by demographic factors (age and gender), and finally to examine the unique contribution of COVID-19 related factors, which were theoretically expected to have the strongest explanatory power. For elementary schoolers, only difficulties with distant education was related to CIU during COVID-19 ( B = .54, p < .005), explaining 22% of the variance. Elementary school children with more difficulties in distant education reported higher compulsive internet use behavior. For middle schoolers, CIU before COVID-19 ( B = .54, p < .001), contact with others ( B = .22, p < .05), and difficulties with online education ( B = .45, p < .001) were all positively associated with CIU during COVID-19, explaining 42% of the variance. Children and early adolescents with more difficulties in distant education and who contact their teachers and peers reported higher CIU. Lastly, for high schoolers, none of the COVID-19-related issues predicted CIU behavior during COVID-19. Only CIU before COVID-19 predicted CIU during COVID-19 ( B = .46, p < .001), explaining 38% of the variance. Table 4 Hierarchical Regressions for Compulsive Internet Use During COVID-19 Elementary Middle High Variables B SE β CI R 2 adj F B SE β CI R 2 adj F B SE β CI R 2 adj F Step 1 .05 3.54 .33 62.21** .32 40.47** CIU Before COVID-19 .20 .18 .14 − .16 .56 .54** .09 .47 .37 .71 .46** .09 .48 .28 64 Step 2 .01 1.22 .33 21.06** .34 15.67** Age − .20 .19 − .13 − .57 .18 .00 .08 .00 − .15 .15 − .09 .10 − .08 − .30 .11 Gender .23 .21 .14 − .19 .65 − .04 .15 − .02 − .33 .25 − .35 .19 − .16 − .73 .04 Step 3 .22 4.03** .42 15.63** .38 9.49** COVID-19 anxiety - - - - - .09 .09 .07 − .10 .28 .15 .13 .11 − .11 .41 Contact with others − .16 .15 -1.15 − .46 .13 .22* .10 .16 .02 .43 .12 .16 .07 − .20 .44 Difficulties with distant education .54** .14 .54 .26 .82 .45** .12 .30 .21 .68 .33 .17 .18 − .02 .67 Note . Only values in Step 3 are reported. * p < .05. ** p < .01 Discussion This study aimed to investigate the changes in social media and compulsive internet use among children and adolescents during COVID-19 in Türkiye. For this purpose, children and adolescents who had already participated in a longitudinal study before COVID-19 were contacted and asked about their social media behavior during the pandemic. Results showed that social media and compulsive internet use have changed during COVID-19 compared to before, and changes differed based on the grade. Changes in Social Media and Internet Use First, children and adolescents were asked what type of device they use to connect to the internet. Results showed that smartphone and computer use increased while tablet use decreased. Many studies reported that usage of smartphones among teens increased during COVID-19 (Ay Yılmaz et al., 2022 ). Given that students were unable to socialize outdoors and continued their classes through distant education, the rise in smartphone and computer use was an expected outcome. On the other hand, tablet use decreased. Due to the increase in smartphones and computers, children and adolescents may have preferred to use their tablets less and use more practical devices for their online classes. Second, activities performed online showed a notable rise during the pandemic compared to the pre-pandemic period. Results showed that the number of children using the internet for social media, watching videos, listening to music, texting, shopping, and searching increased significantly. It is reported that during this time, family conflicts and psychological problems are frequently observed, and emotional and behavioral difficulties in children further aggravate the situation (Aral et al., 2020 ). This might have led children and adolescents to engage in more online behaviors. Students who could not socialize with their peers in person or attend school spent more time in virtual environments during the COVID-19 period. However, playing games decreased during COVID-19. This might be because children and adolescents used the internet to socialize, to search for the news, or for their academic achievement, rather than for entertainment. In addition, it might be because parents started to spend more time with their children at home. In that case, parental supervision might have increased, and children would not have time for gaming for long hours. For elementary schoolers, it is found that only texting has increased. It shows that even for young children, the internet holds a critical position for socializing. This might also be because of having some online groups, including friends from school or groups with their teacher, to keep up with their community. In parallel with this, the number of students who owned an internet-connected device also increased. However, when it comes to comparison based on grades, fewer high schoolers reported that they have their own device with an internet connection, while elementary and middle school students reported more personal devices. It is possible that all children stayed at home during COVID-19, and with economic difficulties, many parents might not have the opportunity to buy devices for each child, so that adolescents might have had to share their own devices with their younger siblings and other family members. Although UNICEF reported in 2020 that more than two-thirds of children and adolescents do not have internet access, in this study, we found that almost all children have at least one type of (personal or shared) connection. When looking at the social media platforms children use, significant increases were found in Instagram, Snapchat, and WhatsApp usage. Instagram has become one of the most frequently used social media platforms. It is thought that children who could not socialize outside used this platform to maintain connections with the outside world. It is argued that with social isolation during the pandemic, time spent online, and social media use increased significantly (Baltacı et al., 2021 ; Paschke et al., 2021 ). Likewise, WhatsApp use also increased, serving both as a means of socialization and a tool for distant education activities. WhatsApp groups formed among friends, teachers, and parents became particularly popular and were used very frequently. In addition, Snapchat has become a valuable tool for socializing and contacting friends as well. We also found that the use of social media platforms differed by age. For elementary schoolers, only WhatsApp use increased. This finding is parallel with the fact that only texting is also increased for elementary schoolers. So, it is possible to say that younger children might use the internet for contacting others while texting and using WhatsApp. Another important finding is that the use of Twitter (X) increased only among high schoolers, along with other social media platforms. In another study conducted with college students a similar result has been found regarding younger adults spending more time online with social media platforms (Bonsaksen et al., 2024 ). This might indicate that along with age social media usage might increase and adolescents might have realized what is happening in the world, so that they wanted to use the internet for news, developments, and current politics with the situation rather than only for socializing. This is especially important to understand adolescents’ social media behavior since they need more peer contact compared to younger children. However, along with the other activities and platforms, teens seem not to forget about the world’s reality. Changes in Compulsive Internet Use and Its Relation to Other Variables We found that compulsive internet use increased only among primary school students from pre-pandemic to during the COVID-19 period, whereas high school students’ compulsive use showed decline. There are almost no studies on the social media use of younger children during COVID-19, and to the best of our knowledge, no studies focusing on internet addiction of elementary schoolers. In this regard, this finding holds an important value to comprehend children’s online habits during childhood. This result is particularly important because it shows how much risk the younger children are at during challenging times. Since COVID-19 lead to changes in people’s lives, this increase might not progress back to the way it was before COVID-19. It may be explained by the fact that older students were already familiar with the internet and had established internet-related behaviors before the pandemic, while younger children were newly exposed to internet use, often compelled by distant education and they had reduced opportunities for socialization. In addition, children who had no permission to access the internet before were obligated to participate in distant education. With new devices, routines and connections, younger children may easily adapt to the internet while facing the risk of compulsive behavior. Moreover, during early childhood, prefrontal cortex is still developing (Moriguchi & Hiraki, 2013 ), so elementary schoolers might not have enough regulation skills to protect themselves from the risks. In this context, parental monitoring becomes particularly important; however, parents working from home may simultaneously serve as role models for digital media use while also facing multiple demands that constrain the time and attention they can devote to monitoring their children’s media activities. For high schoolers, compulsive internet use slightly decreased, it is possible that they do not have enough time as they used to, because they might have to share their own device with their younger siblings. This sharing process is culturally favorable, and teens might not have any other choice during this time because other family members needed to use the devices and the internet as well. In addition, social media is a space of freedom for teens (Wasinski & Tomczyk, 2015 ), so they share their daily lives, thoughts and likes, photos and videos including important moments. Considering staying at home during COVID-19, teens might choose not to share their in-home activities. Lastly, the college entrance exam at the end of the 12th grade might pressure them more than the usual since they needed to stay away from their schools and study routine. Lastly, we found that compulsive internet use is positively related to difficulties in distant education for all grades. This is because children who might have a problem with their connection might have spent more time online to fix the problem, or they might have skipped the classes and gone online. In either case, it is important to keep in mind that even though online education comes with many opportunities, including reaching all populations or socializing during a lockdown, it might also hold a risk factor regarding internet addiction, especially for younger children. Other studies have also reported that during the pandemic, students had difficulties with their academic engagement and school arrangements (Khazaei et al., 2024 ; Ran et al., 2024 ). For high schoolers, contact with others and COVID-19 anxiety were also positively correlated with compulsive internet use. Teens who want to contact their friends and are aware of the risks that COVID-19 holds might find themselves on the internet searching, scrolling, and socializing. The regression analyses indicated that for elementary schoolers, compulsive internet use during COVID-19 was only associated with difficulties encountered with distant education. For middle schoolers, compulsive internet use during COVID-19 was predicted by previous compulsive internet use, difficulties with distant education, and contact with others. For high schoolers, compulsive internet use before COVID-19 was the only predictor of compulsive internet use during the pandemic. As noted earlier, the increase in time spent in front of computers or smartphones and difficulties for online education contributed to greater internet use, especially for younger children. It also seems likely that children in middle school who could not socialize in person relied on the internet to communicate with one another and share their concerns during this period. For high schooler, the only predictor was their own internet behavior from an earlier period, which is consistent with the literature findings. In a study conducted with 326,397 adolescents aged 11, 13, and 15 from 28 different countries, it is reported that social media use has increased by 2.8% from 2018 to 2022 (Marino et al., 2025 ). From another perspective, it is expected that compulsive internet use shows an increase with age. In a study focusing on problematic internet use 1,5 years after COVID, it is reported that almost 44% of 1477 teens showed a high level of problematic internet use, and it increased with age (Paulus et al., 2022 ). This might be consistent with that children and adolescents who have a prior habit of internet addiction might also hold a greater risk for the future. Strengths and Limitations This study has important strengths. First, to the best of our knowledge, this is the first study longitudinally considering changes in internet use before and during the pandemic for children and adolescents aged between 7 to 18 in Türkiye. Many of the studies have reported retrospective results, and several of them focused on college students. This study is considered valuable in terms of focusing on children and adolescents in all grades, especially younger children, considering both pre-COVID and during-COVID data. Rather than only considering the situation during the pandemic, this study includes data before the pandemic, which is important to make an actual comparison and observe the effects of COVID-19 directly. Moreover, data were collected from 17 different cities across Türkiye, which reflects the diversity of the sample. Although this research has important findings and unique contributions to the literature, it also has some limitations. First, T1 data was collected face-to-face, but because of COVID, the second time point data was collected online. Although online data collection holds several practical solutions including reaching distant families, enabling completion in free time, and preventing missing data, it does not allow full control over the data collection environment. This might have led to a difference in method and should be considered while evaluating the results. Moreover, we could not reach many of the participants from time 1, especially 4th and 8th graders, because they had changed their schools during the pandemic. Lastly, at T1, the compulsive internet use scale was given to elementary schoolers with a 4-point Likert type (to be consistent with other scales that were given to children at T1); however, at T2, it was changed to a 5-Likert type consistent with the literature and other scales. Therefore, analysis regarding compulsive internet use has been done with z-scores. This might increase the error; thus, it should also be considered while interpreting the results. Implications for Future Research This study contains several implications regarding the online behaviors of children and adolescents. Younger children are at risk for compulsive internet use, as the results suggested. In all grades, COVID-19 has significant effects on changes in online behavior and usage of social media platforms. Many parents, teachers, and school administrations might be aware of these risks and the fact that significant life changes can lead to many mental and behavioral problems for children and adolescents. It is also important to note that difficulties with online education might direct children to risky behaviors, including cyberbullying and addiction, which in turn might result in poor well-being and other psychosocial problems. Children and adolescents should be informed regarding the risks of addiction and guided towards the beneficial sides of the internet including protection from loneliness and connecting with peers rather than exposure to negative content (Marciano et al., 2022 ). Overall, studying previous disasters and worldwide pandemics can prepare us for the next one (Bahn, 2020 ). Thus, these results might give us a clue regarding what the future holds and allow us to take precautions. Particularly, considering today’s technological world, all people, especially children and adolescents, are at risk for internet addiction, and consequently mental health problems. As researchers and adults, we need to be careful and be aware of the risks, and develop social policies, interventions, and teaching opportunities to try to prevent the negative outcomes. Conclusion In conclusion, the current study provides longitudinal evidence that children’s and adolescents’ social media use and compulsive internet use changed meaningfully during the COVID-19 pandemic, with distinct patterns emerging across developmental stages. While overall online engagement increased, compulsive internet use increased primarily among elementary school children, highlighting younger children’s heightened vulnerability under conditions of distant education and restricted social interaction. Difficulties with distant education emerged as a key factor of compulsive internet use, highlighting the interrelated nature of academic demands and digital behavior, especially during crisis periods. For adolescents, pre-pandemic internet use patterns were the strongest predictor of compulsive use during the pandemic, suggesting continuity in individual differences, despite the contextual disruption. Taken together, these findings emphasize the importance of developmentally sensitive approaches to digital media guidance and potential intervention. Supporting children’s adaptive technology use, particularly during large-scale disruptions, remains as a critical task for families, educators, and policymakers. Declarations Acknowledgements: Many thanks to children and adolescents, their parents, and school administrations. In addition, we thank our project team and undergraduate students for collecting the data during challenging times. We also thank our project partner Ministry of National Education and TÜBİTAK for funding. Author contributions: All authors contributed to the study conception, design, material preparation, and data collection. Data analysis was performed by Ilknur Coban. The first draft of the manuscript, including abstract, introduction, method, results and discussion, was written by Ilknur Coban, and the first revision was completed by Sevgi Tunay Aytekin. All remaining authors commented on previous versions of the manuscript. All authors read and approved of the final manuscript. Data Availability: The data supporting this study’s findings are available on request from the corresponding author. The data is not publicly available due to privacy or ethical restrictions. On behalf of all authors, the corresponding author states that there is no conflict of interest. Disclosures: Ethical approval was obtained from Middle East Technical University Social Sciences Ethical Board and required permissions was obtained from Republic of Türkiye Ministry of National Education. All children and adolescents and their parents have signed informed consent at both time points. Funding Information: This research was supported by TÜBİTAK (The Scientific and Technological Research Council of Türkiye). 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Eur Child Adolesc Psychiatry 33(11):4013–4027. https://doi.org/10.1007/s00787-024-02454-2 UNICEF (2020) How many children and young people have internet access at home? Retrieved from https://data.unicef.org/resources/children-and-young-people-internet- access-at-home-during-covid19/ Wasinski A, Tomczyk Ł (2015) Factors reducing the risk of Internet addiction in young people in their home environment. Child Youth Serv Rev 57:68–74. http://dx.doi.org/10.1016/j.childyouth.2015.07.022 Young KS (1998) Internet addiction: The emergence of a new clinical disorder. Cyberpsychology Behav 1(3):237–244 Additional Declarations The authors declare no competing interests. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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Türkiye\u003c/p\u003e","fulltext":[{"header":"Introduction","content":"\u003cp\u003eThe outbreak of COVID-19 and its rapid progression into a global pandemic led to dramatic changes in children\u0026rsquo;s and adolescents\u0026rsquo; everyday lives. With the closure of schools, restrictions on outdoor activities, and prolonged home confinement, children and adolescents were suddenly confronted with reduced opportunities for social interaction, structured routines, and physical activities (Aral et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Baltacı et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Schools across the world have shifted to distant education, making digital technologies a primary means of instruction and communication.\u003c/p\u003e \u003cp\u003eMeanwhile struggling with health and other related issues, the pandemic intensified children\u0026rsquo;s and adolescents\u0026rsquo; reliance on the internet and social media. Previous research has shown that digital platforms can serve as both adaptive and maladaptive coping tools during times of crisis, providing opportunities for social connectedness, entertainment, and information, but also posing risks of excessive or problematic use, because of unwillingness to return to the real world (Bahn, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Chuyko et al., \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Studies conducted during the COVID-19 pandemic, highlighted increased screen time, greater dependence on online platforms for academic and social purposes, and changes in the quality and nature of media use as well as social media addiction among children and young people (Bonsaksen et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Delawalla et al., \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Hamdan et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Paschke et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Pjevač et al., \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn T\u0026uuml;rkiye, similar to the other countries around the world, during the COVID-19 pandemic education was suspended at schools and universities, public spaces such as restaurants, parks, and gardens were closed, and individuals were asked to stay at home under voluntary quarantine to reduce the spread of the virus. During this period, with the closure of schools, and cancellations of all other outdoor activities, children began to spend most of their time at home. Couple of months later, at the beginning of April, with the announcement of curfew, individuals under the age of 18 became housebound, so the importance of time spent at home increased.\u003c/p\u003e \u003cp\u003eDuring this time, children and adolescents stayed home and had to continue their education through online platforms which made it easier for them to access the internet and media resources. In addition, increased availability of time to use these resources seem to have contributed an increase in their media usage (Ran et al., \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). In support of this, parents reported that the most familiar challenges regarding the relationship with their children during COVID-19 were sleep problems (58.7%) followed by excessive use of media (54.3%) (Riahi \u0026amp; Izadi-Mazidi, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e\n\u003ch3\u003eExcessive Internet Use and Its Outcomes During COVID-19\u003c/h3\u003e\n\u003cp\u003eDue to social distancing measures, children and adolescents have maintained communication with family members, teachers, and friends they could not meet in person, through social media apps. At the same time, social isolation, quarantine restrictions, inadequate information, financial struggles, and loss of loved ones increased negative emotions and other behavioral problems in turn (Brooks et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Delawalla et al., \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Moreover, during these challenging times, many argued that children and adolescents might not have the capability to understand the risks and precautions as adults, so they might act insensitively or carelessly, resulting in risky behavior (Aral et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). One of the behavioral problems during COVID-19 has been reported as problematic social media or compulsive internet use (Pjevac et al., 2024). Compulsive internet use is defined as individuals' commitment to online activities that lead them to use the internet excessively. It is a high level of attachment (\u003cem\u003eoverly attached\u003c/em\u003e) not to the internet itself but to the social media platforms and to online activities, and it resembles internet addiction in many of its characteristics including loss of control as excessive use, preoccupation as thinking about going online continuously and relational conflict as behavioral patterns interfering with human interaction (Meerkerk et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2009\u003c/span\u003e; Young, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e1998\u003c/span\u003e). Due to the reduced in person social interactions, time spent online dramatically increased during COVID-19, and this was found to be associated with mental health problems in most of cases along with the excessive social media and compulsive internet use (Ay Yılmaz et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Pjevač et al., \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eResearch indicates that prolonged social media use was found to be related to psychiatric symptoms and negative emotions (Baltacı et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Shoshani et al., \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). However, many also argued that the internet might have worked as a coping mechanism during COVID-19. In a cross-cultural study, while frequency of U.S. adolescents\u0026rsquo; social media use was positively related to anxiety and loneliness, Korean adolescents\u0026rsquo; social media use was negatively related to their loneliness. In that manner, researchers argued that the internet might serve as a protective tool for Korean adolescents in terms of mental health (Cingel et al., \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). In another longitudinal study conducted with 86.827 Japanese young adults, problematic internet use decreased over time during the pandemic, and it is reported that digital technologies, including smartphones, may have been perceived as necessary preventive measures against the pandemic\u0026rsquo;s negative effects (Hamamura et al., \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). One-to-one conversations, having online friends experiencing similar things, and positive online experiences might have helped to decrease loneliness and stress (Marciano et al., \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). It is also reported that although greater social media use is related to psychiatric symptoms, it is also related with more positive emotions and life satisfaction (Shoshani et al., \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). For example, depression increased among adolescents during the first month of COVID-19; however, it decreased in the following few months (Delawalla et al., \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). This finding was supported by the results of another longitudinal study with college students. While negative effects of social media can be seen among socially isolated students, the effects are less negative if they have social support and resilience (Fruehwirth et al., \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Overall, it could be the social support that mitigated the negative effects of excessive social media and internet use, and it might indicate that such use should not be conceptualized as inherently detrimental but rather evaluated in terms of its contextual and functional outcomes.\u003c/p\u003e \u003cp\u003eAlthough several studies mentioned that internet use might have worked as a supportive factor during COVID-19, most of them highlighted the negative outcomes. It was shown in a review that mental health problems such as depression, anxiety, or suicidal thoughts increased along with confusion and anger (Brooks et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). In a study following COVID-19, researchers reported that internet addiction was negatively related to happiness and positively correlated with aggression, while these relationships were mediated by difficulties in emotion regulation among college students (Kavakli et al., \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). In another study, adolescents\u0026rsquo; subjective well-being was negatively related with their problematic internet use behavior mediated by self-esteem (Lin et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). These reports show that, along with loneliness and quarantine during COVID-19, this isolation might have prolonged the effects on internet addiction, including psychological health issues such as depression, anxiety, low self-esteem, and poor well-being. In a study conducted with adolescents, it is reported that 12 out of 48 adolescents showed signs of internet addiction. In this study, teens who exhibit higher levels of addiction also reported higher levels of attention problems, stress, anxiety, and depression (Marin \u0026amp; De Almeida, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Considering critical neurodevelopmental changes during childhood and adolescence, it is mentioned that this excessive internet use behavior can also lead to poor learning abilities (Ran et al., \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). In fact, one research reported that internet addiction accounted for 33% of the changes in academic self-efficacy and 41% of academic engagement for college students (Khazaei et al., \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Therefore, one might argue that excessive internet use could be a powerful force in the decline of academic achievements.\u003c/p\u003e \u003cp\u003eIn T\u0026uuml;rkiye, it is also indicated that cyberbullying and internet addiction found to be correlated during COVID-19 among the youth (Sarıgedik, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Collectively, the excessive use of the internet during COVID-19 is related to psychosocial problems, including depression, anxiety, lack of satisfaction in life, neuroticism, or sense of control (Baltacı et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Chuyko et al., \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; \u0026Ccedil;unkuş K\u0026ouml;ktaş et al., \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; He et al., \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). However, the impacts of COVID-19 on mental health and well-being have not been fully explored (Ran et al., \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) let alone the changes during COVID-19. In addition, studies focusing on the effects of COVID-19 are largely limited by the absence of pre-pandemic baseline data, which constrains their ability to make direct and robust comparisons across periods. In that manner, there is a need for studies focusing on how children and adolescents\u0026rsquo; internet use has shifted following a life-threatening and altering situation, such as COVID-19.\u003c/p\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eThe Present Study\u003c/h2\u003e \u003cp\u003eGiven the unique context of COVID-19, examining shifts in children\u0026rsquo;s and adolescents\u0026rsquo; social media use is particularly important to prevent such adverse negative consequences. Such an investigation not only contributes to our understanding of how global crises shape digital habits, but also provides insights into potential developmental, educational, and psychosocial consequences. Furthermore, it offers valuable implications for families, educators, and policymakers seeking to promote healthy media engagement in times of difficulties.\u003c/p\u003e \u003cp\u003eFor this reason, examining pre-pandemic patterns of social media use -such as the methods or devices used, the purpose of social media engagement, the frequency of social media platform and internet usage- compared with during-pandemic use provides insights into how much of the time spent at home was allocated to social media and the internet. In addition, examining the possible predictors of compulsive internet use allows us to understand the paths towards addiction. In this context, the findings would help us to understand the role of such social traumas on social media and internet use and shed light on efforts to ensure that the time children spend at home and with family members is of high quality.\u003c/p\u003e \u003cp\u003eFrom this perspective, the main aim of this study was to understand changes in children\u0026rsquo;s and adolescents\u0026rsquo; online behavior during COVID-19 compared to before. In addition, we aimed to understand whether the changes of online behaviors are associated with COVID-19-related issues, such as difficulties in distant education, contact with others, and anxiety, as well as child\u0026rsquo;s grade level. Given the limited finding on this manner, no a priori hypotheses were formulated. However, this study addresses three main research questions:\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eHave social media activities and compulsive internet use changed during the COVID-19 compared to pre-pandemic levels?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eIs the child\u0026rsquo;s school level (elementary, middle, high school) related to social media and compulsive internet usage?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eAre difficulties in distant education, reduced social contact, and COVID-19\u0026ndash;related anxiety associated with compulsive internet use?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003c/div\u003e"},{"header":"Method","content":"\u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003eParticipants\u003c/h2\u003e \u003cp\u003eParticipants of this study were children and adolescents aged between 7 to 18 who had already participated in the 1st wave of a longitudinal study that aimed to investigate cognitive, social, and emotional development of children and adolescent before COVID-19. In total, 597 children and adolescents from grades 3 through 11 were included in data collection before the pandemic started (February \u0026ndash; March 2020; Time 1- T1). The second data collection point was held six months later (October \u0026ndash; November 2020; Time 2- T2) during the pandemic.\u003c/p\u003e \u003cp\u003eFor the first data collection point, all grades were included except 12th graders since they have an exam for college administration (\u003cem\u003eN\u003c/em\u003e\u0026thinsp;=\u0026thinsp;597). For the second data collection, all participants were contacted again; however, T1 4th and 8th grade students could not be included in the T2 sample due to their school change from elementary to middle and from middle to high school at T2. In addition, only the children and adolescents who completed all measurements at both times were included in the present study. In conclusion, the final sample consisted of 265 children and adolescents (\u003cem\u003eM\u003c/em\u003e\u003csub\u003e\u003cem\u003eage\u003c/em\u003e\u003c/sub\u003e=11.74, \u003cem\u003eSD\u003c/em\u003e\u0026thinsp;=\u0026thinsp;2.65), including 162 girls and 103 boys.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eMeasurements\u003c/h3\u003e\n\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003eDemographic Information Form\u003c/h2\u003e \u003cp\u003eThis form includes questions regarding age, gender, grade, and school information.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eSocial Media Use\u003c/h2\u003e \u003cp\u003eIn this form, children and adolescents were asked about their social media behavior. This form is prepared by the researchers to measure children\u0026rsquo;s and adolescents\u0026rsquo; online activities and to investigate devices they use to connect to the internet. This form includes four questions: \u003cem\u003ewhat type of electronic device they use for internet\u003c/em\u003e (e.g., computer, smart phone, or tablet), \u003cem\u003ewhat kind of activities they do online\u003c/em\u003e (e.g., social media, shopping, texting), \u003cem\u003ewhether they have their own device and internet connection\u003c/em\u003e, \u003cem\u003eor it is shared.\u003c/em\u003e In addition, participants were asked to indicate which \u003cem\u003esocial media platforms they use\u003c/em\u003e (e.g., Instagram, WhatsApp, TikTok) and to rate their daily usage duration for each platform on a 5-point scale (1\u0026thinsp;=\u0026thinsp;never, 5\u0026thinsp;=\u0026thinsp;more than 5 hours per day).\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eCompulsive Internet Use Scale\u003c/h3\u003e\n\u003cp\u003eThis scale is constructed to measure problematic internet use of children and adolescents (Meerkerk, et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2009\u003c/span\u003e). It consists of 14 items with 5-point Likert-type questions, including \u003cem\u003e\u0026ldquo;Do you find it difficult to stop using the internet when you are online?\u0026rdquo;\u003c/em\u003e with high internal consistency (\u003cem\u003eα\u003c/em\u003e\u0026thinsp;=\u0026thinsp;.89). A higher total score indicates higher compulsive behavior. The Turkish adaptation of the scale also shows a high internal consistency with Cronbach\u0026rsquo;s alpha of .91 (Kuzucu et al., \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2015\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn the present study, for T1, 3rd and 4th grade students were given a 4-point Likert questionnaire in terms of enhancing comprehensibility, while all the other grades were administered the standard form of 5-point Likert scale. However, for T2, children of all grades, including elementary school children, were given the 5-point Likert scale due to their academic advancement. Given the use of different response formats across time points, standardization was necessary to ensure comparability. For this reason, the compulsive internet use score is calculated as Z-scores for all grades and at both time points. This approach was essential to eliminate bias due to scale format variability and enable valid comparisons across grades and time points. Cronbach\u0026rsquo;s alpha is found to be .91 and .92 for each time point, for all school levels. Specifically, the scale has high internal consistency (.86 and .89 for elementary schoolers, .87 and .92 for middle schoolers, and .93 at both time points for high schoolers).\u003c/p\u003e\n\u003ch3\u003eCOVID-19 Related Questions\u003c/h3\u003e\n\u003cp\u003eTo evaluate the participants\u0026rsquo; experience of the COVID-19 pandemic, the researchers prepared a set of questions by considering the changes that the pandemic brought to their daily lives. Since COVID-19 was a new phenomenon, the development of these questions was based on the scales used in previous epidemics and on the items of \u003cem\u003eSubjective Perceptions of Illness\u003c/em\u003e measure included in G\u0026ouml;kler\u0026rsquo;s (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2008\u003c/span\u003e) PhD dissertation. These questions aimed to gather information about the COVID-19 pandemic related changes in children\u0026rsquo;s and adolescents\u0026rsquo; daily and academic lives. Questions were rated on a 4-point Likert scale (0\u0026thinsp;=\u0026thinsp;no, never and 3\u0026thinsp;=\u0026thinsp;yes, always) and consisted of three domains: difficulties in distant education, contact with others and COVID-19 anxiety. For difficulties in distant education, questions such as \u003cem\u003e\u0026ldquo;Can you follow your online classes during COVID-19?\u0026rdquo;\u003c/em\u003e and \u003cem\u003e\u0026ldquo;Do you have any difficulties paying attention to your online classes?\u0026rdquo;\u003c/em\u003e were included. For contact with others, children and adolescents were asked whether they had any kind of contact -online or face-to-face- with their friends and teachers. For the 5th graders and above, additional questions regarding the anxiety related to the pandemic (\u003cem\u003eCOVID anxiety\u003c/em\u003e) such as \u003cem\u003e\u0026ldquo;Do you worry that you get COVID?\u0026rdquo;\u003c/em\u003e and \u003cem\u003e\u0026ldquo;Do you think that someone in your family might get COVID and hospitalized?\u003c/em\u003e\u0026rdquo; were asked.\u003c/p\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003eProcedure\u003c/h2\u003e \u003cdiv id=\"Sec12\" class=\"Section3\"\u003e \u003ch2\u003eTime 1 (pre-COVID-19 pandemic)\u003c/h2\u003e \u003cp\u003e Within the scope of the main longitudinal project aimed at focusing parenting, and child and adolescent development, necessary permissions were obtained from the Ethics Committee of the Middle East Technical University. Subsequently, the Turkish Statistical Institute (T\u0026Uuml;İK) was consulted to identify schools for the data collection. To select a representative sample of T\u0026uuml;rkiye, T\u0026Uuml;İK identified 180 schools from 62 cities. Then, the Ministry of National Education (MoNE), a partner in the project, was contacted and permissions delivered to the selected schools. One class from each grade level was randomly selected, and the first ten students from the top of each class list were included in the study. Exclusion criteria included having a serious psychological or physical disorder, inability to understand and respond to the survey questions in Turkish, being an inclusion student, and refugee status. Once the students were identified, their families were contacted through class teachers and school psychological counselors, and informed consents were obtained from parents.\u003c/p\u003e \u003cp\u003eThe data collection was conducted in schools (e.g., library, conference hall, meeting room) via tablets. After completion of the survey, a small gift was provided to each participating child and the parent. Following the decision to maintain distant education beginning in March 2020, the study was suspended. Therefore, at T1, a total of 597 children and adolescents, along with their mothers, participated in the study conducted in 28 schools across 17 cities of T\u0026uuml;rkiye.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003eTime 2 (during the COVID-19 pandemic)\u003c/h2\u003e \u003cp\u003eIn March 2020, due to the pandemic, the MoNE declared distant education for all schools nationwide; thus, the second part of the data collection that took part in October-November 2020 was conducted via online assessments. Since the school system in T\u0026uuml;rkiye requires a change of schools while proceeding from elementary to middle, and middle to high school, all but 4th and 8th graders (of T1) were included. For this purpose, parents were contacted again to obtain parental consent, and they were sent an online Qualtrics link to facilitate children\u0026rsquo;s participation. For varied reasons, including being diagnosed with COVID-19, loss of a family member, moving to another city, or unwillingness to participate at T2, the final sample consisted of 265 children from 4th, 6th, 7th, 8th, 10th, 11\u003csup\u003eth,\u003c/sup\u003e and 12th grade (T2 grade level). After completion of the assessments, gifts for children and their mothers were mailed to their schools.\u003c/p\u003e \u003c/div\u003e"},{"header":"Results","content":"\u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003eSocial Media Use\u003c/h2\u003e \u003cp\u003eFirst, children and adolescents were asked what type of device they were using to connect to the internet (see Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e). To compare T1 and T2 answers, Chi-square tests were conducted to examine the difference. Smart phone use (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.005) and computer use (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.001) increased while tablet use (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.001) decreased significantly during COVID-19. Chi-square tests were rerun based on the school level. For elementary schoolers, computer use (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.05) increased significantly during COVID-19. For middle schoolers, computer use (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;=\u0026thinsp;.001) increased, while tablet use (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.005) decreased significantly during COVID-19. Lastly, for high schoolers, computer use (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;=\u0026thinsp;.001) increased, while tablet use (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.01) decreased significantly during COVID-19. So, while for all grade levels, computer use increased, for middle and high schoolers tablet use decreased.\u003c/p\u003e \u003cp\u003eSecond, children and adolescents were asked what kind of activities they do online. Chi-square tests were conducted to examine the difference from T1 to T2. Social media use (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.001), watching videos (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.001), listening to music (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.001), texting (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.001), online shopping (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.001), online searching (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.001) increased while gaming (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.001) decreased significantly during COVID-19. Chi-square tests were rerun based on the school level. For elementary schoolers, only texting (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.05) increased significantly during COVID-19. For middle schoolers, social media use (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;=\u0026thinsp;.001), watching videos (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.001), listening to music (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.001), texting (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.001), online shopping (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.001), online searching (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.001) and gaming (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.001) increased significantly during COVID-19. For high schoolers, listening to music (\u003cem\u003ep\u0026thinsp;=\u003c/em\u003e\u0026thinsp;.001), and online shopping (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;=\u0026thinsp;.001) increased while social media use (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.001) significantly decreased during COVID-19.\u003c/p\u003e \u003cp\u003eIn the next step, children and adolescents were asked whether they had their own device and internet connection or share it with others. Chi-square tests were conducted to examine the difference. Number of children who had a personal device and internet connection increased (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.001) while children with no device and no internet connection decreased during COVID-19 (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.05). Chi-square tests were rerun based on the school level. No significant results were found for elementary schoolers. For middle schoolers, number of children who had a personal device and internet connection increased (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.001) while number of children who had a shared device and internet connection decreased during COVID-19 (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.001). For high schoolers, number of children who had a personal device and internet connection increased during COVID-19 (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.05). In addition, high schoolers with a shared device and internet connection also increased during COVID-19 (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.001).\u003c/p\u003e \u003cp\u003eLastly, to analyze changes in the daily usage of social media platforms, separate paired-sample t-tests were conducted for each platform (see Table\u0026nbsp;2). The use of Instagram, Snapchat, and WhatsApp showed an increase during COVID-19. The paired-sample t-test was repeated for each school level. Among elementary school students, only WhatsApp use increased. Among middle school students, Instagram and WhatsApp use increased, while TikTok use decreased. Among high school students, Snapchat and Twitter (X) use increased.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003ePercentage of type of device, type of internet activities and type of connection\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"18\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c11\" colnum=\"11\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c12\" colnum=\"12\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c13\" colnum=\"13\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c14\" colnum=\"14\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c15\" colnum=\"15\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c16\" colnum=\"16\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c17\" colnum=\"17\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c18\" colnum=\"18\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGrade\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"4\" nameend=\"c6\" namest=\"c3\"\u003e \u003cp\u003eTotal (\u003cem\u003eN\u003c/em\u003e\u0026thinsp;=\u0026thinsp;265)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"4\" nameend=\"c10\" namest=\"c7\"\u003e \u003cp\u003eElementary (\u003cem\u003eN\u003c/em\u003e\u0026thinsp;=\u0026thinsp;54)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"4\" nameend=\"c14\" namest=\"c11\"\u003e \u003cp\u003eMiddle (\u003cem\u003eN\u003c/em\u003e\u0026thinsp;=\u0026thinsp;125)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"4\" nameend=\"c18\" namest=\"c15\"\u003e \u003cp\u003eHigh (\u003cem\u003eN\u003c/em\u003e\u0026thinsp;=\u0026thinsp;86)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003eBefore COVID-19\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003eAfter COVID-19\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003eBefore COVID-19\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003eAfter COVID-19\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003eBefore COVID-19\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c14\" namest=\"c13\"\u003e \u003cp\u003eAfter COVID-19\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c16\" namest=\"c15\"\u003e \u003cp\u003eBefore COVID-19\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c18\" namest=\"c17\"\u003e \u003cp\u003eAfter COVID-19\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003eN\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cem\u003e%\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u003cem\u003eN\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u003cem\u003e%\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u003cem\u003eN\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003e\u003cem\u003e%\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c9\"\u003e \u003cp\u003e\u003cem\u003eN\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c10\"\u003e \u003cp\u003e\u003cem\u003e%\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c11\"\u003e \u003cp\u003e\u003cem\u003eN\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c12\"\u003e \u003cp\u003e\u003cem\u003e%\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c13\"\u003e \u003cp\u003e\u003cem\u003eN\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c14\"\u003e \u003cp\u003e\u003cem\u003e%\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c15\"\u003e \u003cp\u003e\u003cem\u003eN\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c16\"\u003e \u003cp\u003e\u003cem\u003e%\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c17\"\u003e \u003cp\u003e\u003cem\u003eN\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c18\"\u003e \u003cp\u003e\u003cem\u003e%\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e\u003cb\u003eType of Device\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSmart Phone\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e233\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e88\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e237\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e89\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e37\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e69\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e43\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e \u003cp\u003e80\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e110\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c12\"\u003e \u003cp\u003e88\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c13\"\u003e \u003cp\u003e110\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c14\"\u003e \u003cp\u003e88\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c15\"\u003e \u003cp\u003e86\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c16\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c17\"\u003e \u003cp\u003e84\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c18\"\u003e \u003cp\u003e98\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTablet\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e87\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e46\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e \u003cp\u003e52\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e49\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c12\"\u003e \u003cp\u003e39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c13\"\u003e \u003cp\u003e35\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c14\"\u003e \u003cp\u003e28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c15\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c16\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c17\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c18\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eComputer\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e105\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e40\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e142\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e54\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e35\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e \u003cp\u003e52\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e49\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c12\"\u003e \u003cp\u003e39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c13\"\u003e \u003cp\u003e68\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c14\"\u003e \u003cp\u003e54\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c15\"\u003e \u003cp\u003e37\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c16\"\u003e \u003cp\u003e43\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c17\"\u003e \u003cp\u003e46\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c18\"\u003e \u003cp\u003e54\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"6\" rowspan=\"7\"\u003e \u003cp\u003e\u003cb\u003eType of Activities\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSocial media use\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e117\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e44\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e132\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e50\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e42\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c12\"\u003e \u003cp\u003e34\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c13\"\u003e \u003cp\u003e56\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c14\"\u003e \u003cp\u003e45\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c15\"\u003e \u003cp\u003e72\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c16\"\u003e \u003cp\u003e84\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c17\"\u003e \u003cp\u003e70\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c18\"\u003e \u003cp\u003e81\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWatching videos\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e176\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e66\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e179\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e68\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e35\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e65\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e34\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e \u003cp\u003e63\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e72\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c12\"\u003e \u003cp\u003e58\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c13\"\u003e \u003cp\u003e76\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c14\"\u003e \u003cp\u003e61\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c15\"\u003e \u003cp\u003e69\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c16\"\u003e \u003cp\u003e80\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c17\"\u003e \u003cp\u003e69\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c18\"\u003e \u003cp\u003e80\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eListening to music\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e142\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e54\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e168\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e63\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e37\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e \u003cp\u003e41\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e63\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c12\"\u003e \u003cp\u003e50\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c13\"\u003e \u003cp\u003e77\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c14\"\u003e \u003cp\u003e62\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c15\"\u003e \u003cp\u003e59\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c16\"\u003e \u003cp\u003e69\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c17\"\u003e \u003cp\u003e69\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c18\"\u003e \u003cp\u003e80\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTexting\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e125\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e47\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e176\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e66\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e \u003cp\u003e19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e54\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c12\"\u003e \u003cp\u003e43\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c13\"\u003e \u003cp\u003e85\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c14\"\u003e \u003cp\u003e68\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c15\"\u003e \u003cp\u003e68\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c16\"\u003e \u003cp\u003e79\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c17\"\u003e \u003cp\u003e81\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c18\"\u003e \u003cp\u003e94\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOnline shopping\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e40\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e69\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c12\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c13\"\u003e \u003cp\u003e25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c14\"\u003e \u003cp\u003e20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c15\"\u003e \u003cp\u003e29\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c16\"\u003e \u003cp\u003e34\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c17\"\u003e \u003cp\u003e41\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c18\"\u003e \u003cp\u003e48\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOnline searching\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e162\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e61\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e203\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e77\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e \u003cp\u003e56\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e85\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c12\"\u003e \u003cp\u003e68\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c13\"\u003e \u003cp\u003e99\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c14\"\u003e \u003cp\u003e79\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c15\"\u003e \u003cp\u003e64\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c16\"\u003e \u003cp\u003e75\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c17\"\u003e \u003cp\u003e74\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c18\"\u003e \u003cp\u003e86\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGaming\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e97\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e37\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e95\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e36\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e44\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e \u003cp\u003e41\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e42\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c12\"\u003e \u003cp\u003e34\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c13\"\u003e \u003cp\u003e44\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c14\"\u003e \u003cp\u003e35\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c15\"\u003e \u003cp\u003e31\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c16\"\u003e \u003cp\u003e36\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c17\"\u003e \u003cp\u003e29\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c18\"\u003e \u003cp\u003e34\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e\u003cb\u003eType of Connection\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePersonal device and internet connection\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e107\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e40\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e133\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e50\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e \u003cp\u003e28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e44\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c12\"\u003e \u003cp\u003e35\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c13\"\u003e \u003cp\u003e64\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c14\"\u003e \u003cp\u003e51\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c15\"\u003e \u003cp\u003e37\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c16\"\u003e \u003cp\u003e57\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c17\"\u003e \u003cp\u003e54\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c18\"\u003e \u003cp\u003e63\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eShared device and internet connection\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e106\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e40\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e107\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e40\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e56\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e32\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e \u003cp\u003e60\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e56\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c12\"\u003e \u003cp\u003e45\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c13\"\u003e \u003cp\u003e48\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c14\"\u003e \u003cp\u003e38\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c15\"\u003e \u003cp\u003e20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c16\"\u003e \u003cp\u003e23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c17\"\u003e \u003cp\u003e27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c18\"\u003e \u003cp\u003e31\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNo device and internet connection\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c12\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c13\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c14\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c15\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c16\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c17\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c18\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Taba\" border=\"1\"\u003e \u003ccolgroup cols=\"10\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"9\" nameend=\"c9\" namest=\"c1\"\u003e \u003cp\u003eTable\u0026nbsp;2. Social Media Platforms Usage Based on Grade\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"1\" nameend=\"c10\" namest=\"c10\"\u003e\u0026nbsp;\u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e\u003cb\u003eBefore COVID-19\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e\u003cb\u003eDuring COVID-19\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u003cb\u003et\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e\u003cb\u003edf\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e\u003cb\u003ep\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eSchool Level\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eType of Activities\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eM\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003eSD\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u003cb\u003eM\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u003cb\u003eSD\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"6\" rowspan=\"7\"\u003e \u003cp\u003eTotal (\u003cem\u003eN\u003c/em\u003e\u0026thinsp;=\u0026thinsp;265)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eInstagram\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2.02\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1.15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.37\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1.29\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-4.92\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e261\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e.000**\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYouTube\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2.55\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.95\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.56\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.98\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e264\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e.86\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSnapchat\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.29\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.57\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1.40\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.66\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-2.31\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e262\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e.02*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFacebook\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.52\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1.16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.50\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1.34\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e262\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e.18\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWhatsApp\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2.16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1.01\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.35\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1.02\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-3.35\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e262\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e.001**\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTikTok\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.73\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1.05\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1.63\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1.08\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1.41\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e262\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e.16\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTwitter (X)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.41\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1.20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.55\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-1.65\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e262\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e.10\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"6\" rowspan=\"7\"\u003e \u003cp\u003eElementary (\u003cem\u003eN\u003c/em\u003e\u0026thinsp;=\u0026thinsp;54)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eInstagram\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.66\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1.33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.59\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-1.10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e50\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e.28\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYouTube\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2.48\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.95\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.78\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.97\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-1.62\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e53\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e.11\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSnapchat\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.29\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.67\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1.19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.53\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.87\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e51\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e.39\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFacebook\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.50\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1.12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.38\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1.04\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e51\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e.30\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWhatsApp\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.37\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.63\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1.60\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.72\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-2.47\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e51\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e.02*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTikTok\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.75\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.91\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1.54\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1.04\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1.17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e51\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e.25\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTwitter (X)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.43\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1.12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.47\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e51\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"6\" rowspan=\"7\"\u003e \u003cp\u003eMiddle (\u003cem\u003eN\u003c/em\u003e\u0026thinsp;=\u0026thinsp;125)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eInstagram\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.74\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.85\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1.24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-4.81\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e124\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e.000**\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYouTube\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2.51\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.88\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.46\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.66\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e124\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e.51\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSnapchat\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.42\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1.26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.54\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-1.69\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e124\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e.09\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFacebook\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.58\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1.16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.55\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1.37\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e124\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e.17\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWhatsApp\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2.10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.90\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.34\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.92\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-2.63\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e124\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e.01*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTikTok\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.94\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1.17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1.65\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1.11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e3.28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e124\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e.001**\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTwitter (X)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.07\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.32\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1.06\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.47\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e124\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e.64\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"6\" rowspan=\"7\"\u003e \u003cp\u003eHigh (\u003cem\u003eN\u003c/em\u003e\u0026thinsp;=\u0026thinsp;86)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eInstagram\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2.91\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1.18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1.18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-1.87\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e85\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e.07\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYouTube\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2.64\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1.04\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.57\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.97\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.73\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e85\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e.47\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSnapchat\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.47\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.66\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.77\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-2.74\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e85\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e.01*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFacebook\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.42\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1.17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.49\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.42\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e85\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e.67\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWhatsApp\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1.03\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.84\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1.04\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-1.12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e85\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e.27\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTikTok\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.42\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.86\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1.66\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1.08\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-1.94\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e85\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e.06\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTwitter (X)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.49\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1.45\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.78\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-2.62\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e85\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e.01*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec16\" class=\"Section2\"\u003e \u003ch2\u003eCompulsive Internet Use\u003c/h2\u003e \u003cp\u003eAs presented in the method section, due to the changes made in Likert type, the compulsive internet use (CIU) score is calculated as Z-scores for all grades and at both time-points. Paired-sample t-test was conducted for each school level. Compulsive internet use significantly increased during COVID-19 among elementary schoolers, while decreased among high schoolers (see Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e3\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eCompulsive Internet Use\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"8\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003eBefore COVID-19\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003eDuring COVID-19\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u003cem\u003et\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u003cem\u003edf\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003e\u003cem\u003ep\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSchool Level\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003eM\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003eSD\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cem\u003eM\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u003cem\u003eSD\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eElementary\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.66\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.57\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.82\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e-3.02\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e53\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.004**\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMiddle\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.86\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.98\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e124\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.88\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.60\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.08\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.35\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1.04\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e2.28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e85\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.03*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"8\"\u003e\u003cem\u003e*p\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.05. \u003cem\u003e**p\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.01\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eAs the next step, the relationship between COVID-19-related issues and compulsive internet use was investigated. For elementary and middle schoolers, CIU during COVID-19 was positively correlated with difficulties with distant education (\u003cem\u003ep\u0026thinsp;\u0026lt;\u003c/em\u003e\u0026thinsp;.001). For high schoolers, CIU was positively correlated with contact with others (\u003cem\u003ep\u0026thinsp;\u0026lt;\u003c/em\u003e\u0026thinsp;.05) and COVID anxiety (\u003cem\u003ep\u0026thinsp;\u0026lt;\u003c/em\u003e\u0026thinsp;.001) in addition to difficulties with distant education (\u003cem\u003ep\u0026thinsp;\u0026lt;\u003c/em\u003e\u0026thinsp;.01). Based on these results, several hierarchical regression analyses were conducted to predict CIU during COVID-19 (see Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e4\u003c/span\u003e). Variables were entered hierarchically, first to control pre-pandemic compulsive internet use, followed by demographic factors (age and gender), and finally to examine the unique contribution of COVID-19 related factors, which were theoretically expected to have the strongest explanatory power. For elementary schoolers, only difficulties with distant education was related to CIU during COVID-19 (\u003cem\u003eB\u003c/em\u003e\u0026thinsp;=\u0026thinsp;.54, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.005), explaining 22% of the variance. Elementary school children with more difficulties in distant education reported higher compulsive internet use behavior. For middle schoolers, CIU before COVID-19 (\u003cem\u003eB\u003c/em\u003e\u0026thinsp;=\u0026thinsp;.54, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.001), contact with others (\u003cem\u003eB\u003c/em\u003e\u0026thinsp;=\u0026thinsp;.22, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.05), and difficulties with online education (\u003cem\u003eB\u003c/em\u003e\u0026thinsp;=\u0026thinsp;.45, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.001) were all positively associated with CIU during COVID-19, explaining 42% of the variance. Children and early adolescents with more difficulties in distant education and who contact their teachers and peers reported higher CIU. Lastly, for high schoolers, none of the COVID-19-related issues predicted CIU behavior during COVID-19. Only CIU before COVID-19 predicted CIU during COVID-19 (\u003cem\u003eB\u003c/em\u003e\u0026thinsp;=\u0026thinsp;.46, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.001), explaining 38% of the variance.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eHierarchical Regressions for Compulsive Internet Use During COVID-19\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"26\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c11\" colnum=\"11\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c12\" colnum=\"12\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c13\" colnum=\"13\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c14\" colnum=\"14\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c15\" colnum=\"15\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c16\" colnum=\"16\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c17\" colnum=\"17\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c18\" colnum=\"18\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c19\" colnum=\"19\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c20\" colnum=\"20\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c21\" colnum=\"21\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c22\" colnum=\"22\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c23\" colnum=\"23\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c24\" colnum=\"24\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c25\" colnum=\"25\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c26\" colnum=\"26\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colspan=\"8\" nameend=\"c9\" namest=\"c2\"\u003e \u003cp\u003eElementary\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"10\" nameend=\"c19\" namest=\"c10\"\u003e \u003cp\u003eMiddle\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"7\" nameend=\"c26\" namest=\"c20\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariables\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003eB\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003eSE\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cem\u003eβ\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003eCI\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u003cem\u003eR\u003c/em\u003e\u003csup\u003e\u003cem\u003e2\u003c/em\u003e\u003c/sup\u003e\u003csub\u003e\u003cem\u003eadj\u003c/em\u003e\u003c/sub\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003e\u003cem\u003eF\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"3\" nameend=\"c11\" namest=\"c9\"\u003e \u003cp\u003e\u003cem\u003eB\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c13\" namest=\"c12\"\u003e \u003cp\u003e\u003cem\u003eSE\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c14\"\u003e \u003cp\u003e\u003cem\u003eβ\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c16\" namest=\"c15\"\u003e \u003cp\u003eCI\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c17\"\u003e \u003cp\u003e\u003cem\u003eR\u003c/em\u003e\u003csup\u003e\u003cem\u003e2\u003c/em\u003e\u003c/sup\u003e\u003csub\u003e\u003cem\u003eadj\u003c/em\u003e\u003c/sub\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c18\"\u003e \u003cp\u003e\u003cem\u003eF\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c20\" namest=\"c19\"\u003e \u003cp\u003e\u003cem\u003eB\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c21\"\u003e \u003cp\u003e\u003cem\u003eSE\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c22\"\u003e \u003cp\u003e\u003cem\u003eβ\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c24\" namest=\"c23\"\u003e \u003cp\u003eCI\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c25\"\u003e \u003cp\u003e\u003cem\u003eR\u003c/em\u003e\u003csup\u003e\u003cem\u003e2\u003c/em\u003e\u003c/sup\u003e\u003csub\u003e\u003cem\u003eadj\u003c/em\u003e\u003c/sub\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c26\"\u003e \u003cp\u003e\u003cem\u003eF\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eStep 1\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.05\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e3.54\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c14\" namest=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c17\"\u003e \u003cp\u003e.33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c18\"\u003e \u003cp\u003e62.21**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c20\" namest=\"c19\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c21\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c22\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c23\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c24\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c25\"\u003e \u003cp\u003e.32\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c26\"\u003e \u003cp\u003e40.47**\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCIU Before COVID-19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.56\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e.54**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e.09\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c14\" namest=\"c13\"\u003e \u003cp\u003e.47\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e \u003cp\u003e.37\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e \u003cp\u003e.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c17\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c18\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c20\" namest=\"c19\"\u003e \u003cp\u003e.46**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c21\"\u003e \u003cp\u003e.09\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c22\"\u003e \u003cp\u003e.48\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c23\"\u003e \u003cp\u003e.28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c24\"\u003e \u003cp\u003e64\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c25\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c26\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eStep 2\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.01\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e1.22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c14\" namest=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c17\"\u003e \u003cp\u003e.33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c18\"\u003e \u003cp\u003e21.06**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c20\" namest=\"c19\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c21\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c22\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c23\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c24\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c25\"\u003e \u003cp\u003e.34\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c26\"\u003e \u003cp\u003e15.67**\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAge\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.57\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e.08\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c14\" namest=\"c13\"\u003e \u003cp\u003e.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e \u003cp\u003e.15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c17\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c18\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c20\" namest=\"c19\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.09\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c21\"\u003e \u003cp\u003e.10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c22\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.08\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c23\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c24\"\u003e \u003cp\u003e.11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c25\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c26\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.65\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.04\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e.15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c14\" namest=\"c13\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.02\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e \u003cp\u003e.25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c17\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c18\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c20\" namest=\"c19\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.35\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c21\"\u003e \u003cp\u003e.19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c22\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c23\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.73\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c24\"\u003e \u003cp\u003e.04\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c25\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c26\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eStep 3\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e4.03**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c14\" namest=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c17\"\u003e \u003cp\u003e.42\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c18\"\u003e \u003cp\u003e15.63**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c20\" namest=\"c19\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c21\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c22\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c23\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c24\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c25\"\u003e \u003cp\u003e.38\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c26\"\u003e \u003cp\u003e9.49**\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCOVID-19 anxiety\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e.09\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e.09\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c14\" namest=\"c13\"\u003e \u003cp\u003e.07\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e \u003cp\u003e.28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c17\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c18\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c20\" namest=\"c19\"\u003e \u003cp\u003e.15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c21\"\u003e \u003cp\u003e.13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c22\"\u003e \u003cp\u003e.11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c23\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c24\"\u003e \u003cp\u003e.41\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c25\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c26\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eContact with others\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-1.15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.46\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e.22*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e.10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c14\" namest=\"c13\"\u003e \u003cp\u003e.16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e \u003cp\u003e.02\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e \u003cp\u003e.43\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c17\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c18\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c20\" namest=\"c19\"\u003e \u003cp\u003e.12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c21\"\u003e \u003cp\u003e.16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c22\"\u003e \u003cp\u003e.07\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c23\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c24\"\u003e \u003cp\u003e.44\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c25\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c26\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDifficulties with distant education\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.54**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.54\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.82\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e \u003cp\u003e.45**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e \u003cp\u003e.12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c14\" namest=\"c13\"\u003e \u003cp\u003e.30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e \u003cp\u003e.21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e \u003cp\u003e.68\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c17\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c18\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c20\" namest=\"c19\"\u003e \u003cp\u003e.33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c21\"\u003e \u003cp\u003e.17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c22\"\u003e \u003cp\u003e.18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c23\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.02\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c24\"\u003e \u003cp\u003e.67\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c25\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c26\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"26\" nameend=\"c26\" namest=\"c1\"\u003e \u003cp\u003e\u003cem\u003eNote\u003c/em\u003e. Only values in Step 3 are reported.\u003c/p\u003e \u003cp\u003e*\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.05. **\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.01\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis study aimed to investigate the changes in social media and compulsive internet use among children and adolescents during COVID-19 in T\u0026uuml;rkiye. For this purpose, children and adolescents who had already participated in a longitudinal study before COVID-19 were contacted and asked about their social media behavior during the pandemic. Results showed that social media and compulsive internet use have changed during COVID-19 compared to before, and changes differed based on the grade.\u003c/p\u003e \u003cdiv id=\"Sec18\" class=\"Section2\"\u003e \u003ch2\u003eChanges in Social Media and Internet Use\u003c/h2\u003e \u003cp\u003eFirst, children and adolescents were asked what type of device they use to connect to the internet. Results showed that smartphone and computer use increased while tablet use decreased. Many studies reported that usage of smartphones among teens increased during COVID-19 (Ay Yılmaz et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Given that students were unable to socialize outdoors and continued their classes through distant education, the rise in smartphone and computer use was an expected outcome. On the other hand, tablet use decreased. Due to the increase in smartphones and computers, children and adolescents may have preferred to use their tablets less and use more practical devices for their online classes.\u003c/p\u003e \u003cp\u003eSecond, activities performed online showed a notable rise during the pandemic compared to the pre-pandemic period. Results showed that the number of children using the internet for social media, watching videos, listening to music, texting, shopping, and searching increased significantly. It is reported that during this time, family conflicts and psychological problems are frequently observed, and emotional and behavioral difficulties in children further aggravate the situation (Aral et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). This might have led children and adolescents to engage in more online behaviors. Students who could not socialize with their peers in person or attend school spent more time in virtual environments during the COVID-19 period. However, playing games decreased during COVID-19. This might be because children and adolescents used the internet to socialize, to search for the news, or for their academic achievement, rather than for entertainment. In addition, it might be because parents started to spend more time with their children at home. In that case, parental supervision might have increased, and children would not have time for gaming for long hours. For elementary schoolers, it is found that only texting has increased. It shows that even for young children, the internet holds a critical position for socializing. This might also be because of having some online groups, including friends from school or groups with their teacher, to keep up with their community.\u003c/p\u003e \u003cp\u003eIn parallel with this, the number of students who owned an internet-connected device also increased. However, when it comes to comparison based on grades, fewer high schoolers reported that they have their own device with an internet connection, while elementary and middle school students reported more personal devices. It is possible that all children stayed at home during COVID-19, and with economic difficulties, many parents might not have the opportunity to buy devices for each child, so that adolescents might have had to share their own devices with their younger siblings and other family members. Although UNICEF reported in 2020 that more than two-thirds of children and adolescents do not have internet access, in this study, we found that almost all children have at least one type of (personal or shared) connection.\u003c/p\u003e \u003cp\u003eWhen looking at the social media platforms children use, significant increases were found in Instagram, Snapchat, and WhatsApp usage. Instagram has become one of the most frequently used social media platforms. It is thought that children who could not socialize outside used this platform to maintain connections with the outside world. It is argued that with social isolation during the pandemic, time spent online, and social media use increased significantly (Baltacı et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Paschke et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Likewise, WhatsApp use also increased, serving both as a means of socialization and a tool for distant education activities. WhatsApp groups formed among friends, teachers, and parents became particularly popular and were used very frequently. In addition, Snapchat has become a valuable tool for socializing and contacting friends as well. We also found that the use of social media platforms differed by age. For elementary schoolers, only WhatsApp use increased. This finding is parallel with the fact that only texting is also increased for elementary schoolers. So, it is possible to say that younger children might use the internet for contacting others while texting and using WhatsApp. Another important finding is that the use of Twitter (X) increased only among high schoolers, along with other social media platforms. In another study conducted with college students a similar result has been found regarding younger adults spending more time online with social media platforms (Bonsaksen et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). This might indicate that along with age social media usage might increase and adolescents might have realized what is happening in the world, so that they wanted to use the internet for news, developments, and current politics with the situation rather than only for socializing. This is especially important to understand adolescents\u0026rsquo; social media behavior since they need more peer contact compared to younger children. However, along with the other activities and platforms, teens seem not to forget about the world\u0026rsquo;s reality.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec19\" class=\"Section2\"\u003e \u003ch2\u003eChanges in Compulsive Internet Use and Its Relation to Other Variables\u003c/h2\u003e \u003cp\u003eWe found that compulsive internet use increased only among primary school students from pre-pandemic to during the COVID-19 period, whereas high school students\u0026rsquo; compulsive use showed decline. There are almost no studies on the social media use of younger children during COVID-19, and to the best of our knowledge, no studies focusing on internet addiction of elementary schoolers. In this regard, this finding holds an important value to comprehend children\u0026rsquo;s online habits during childhood. This result is particularly important because it shows how much risk the younger children are at during challenging times. Since COVID-19 lead to changes in people\u0026rsquo;s lives, this increase might not progress back to the way it was before COVID-19. It may be explained by the fact that older students were already familiar with the internet and had established internet-related behaviors before the pandemic, while younger children were newly exposed to internet use, often compelled by distant education and they had reduced opportunities for socialization. In addition, children who had no permission to access the internet before were obligated to participate in distant education. With new devices, routines and connections, younger children may easily adapt to the internet while facing the risk of compulsive behavior. Moreover, during early childhood, prefrontal cortex is still developing (Moriguchi \u0026amp; Hiraki, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2013\u003c/span\u003e), so elementary schoolers might not have enough regulation skills to protect themselves from the risks. In this context, parental monitoring becomes particularly important; however, parents working from home may simultaneously serve as role models for digital media use while also facing multiple demands that constrain the time and attention they can devote to monitoring their children\u0026rsquo;s media activities.\u003c/p\u003e \u003cp\u003eFor high schoolers, compulsive internet use slightly decreased, it is possible that they do not have enough time as they used to, because they might have to share their own device with their younger siblings. This sharing process is culturally favorable, and teens might not have any other choice during this time because other family members needed to use the devices and the internet as well. In addition, social media is a space of freedom for teens (Wasinski \u0026amp; Tomczyk, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2015\u003c/span\u003e), so they share their daily lives, thoughts and likes, photos and videos including important moments. Considering staying at home during COVID-19, teens might choose not to share their in-home activities. Lastly, the college entrance exam at the end of the 12th grade might pressure them more than the usual since they needed to stay away from their schools and study routine.\u003c/p\u003e \u003cp\u003eLastly, we found that compulsive internet use is positively related to difficulties in distant education for all grades. This is because children who might have a problem with their connection might have spent more time online to fix the problem, or they might have skipped the classes and gone online. In either case, it is important to keep in mind that even though online education comes with many opportunities, including reaching all populations or socializing during a lockdown, it might also hold a risk factor regarding internet addiction, especially for younger children. Other studies have also reported that during the pandemic, students had difficulties with their academic engagement and school arrangements (Khazaei et al., \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Ran et al., \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). For high schoolers, contact with others and COVID-19 anxiety were also positively correlated with compulsive internet use. Teens who want to contact their friends and are aware of the risks that COVID-19 holds might find themselves on the internet searching, scrolling, and socializing.\u003c/p\u003e \u003cp\u003eThe regression analyses indicated that for elementary schoolers, compulsive internet use during COVID-19 was only associated with difficulties encountered with distant education. For middle schoolers, compulsive internet use during COVID-19 was predicted by previous compulsive internet use, difficulties with distant education, and contact with others. For high schoolers, compulsive internet use before COVID-19 was the only predictor of compulsive internet use during the pandemic. As noted earlier, the increase in time spent in front of computers or smartphones and difficulties for online education contributed to greater internet use, especially for younger children. It also seems likely that children in middle school who could not socialize in person relied on the internet to communicate with one another and share their concerns during this period. For high schooler, the only predictor was their own internet behavior from an earlier period, which is consistent with the literature findings. In a study conducted with 326,397 adolescents aged 11, 13, and 15 from 28 different countries, it is reported that social media use has increased by 2.8% from 2018 to 2022 (Marino et al., \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). From another perspective, it is expected that compulsive internet use shows an increase with age. In a study focusing on problematic internet use 1,5 years after COVID, it is reported that almost 44% of 1477 teens showed a high level of problematic internet use, and it increased with age (Paulus et al., \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). This might be consistent with that children and adolescents who have a prior habit of internet addiction might also hold a greater risk for the future.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec20\" class=\"Section2\"\u003e \u003ch2\u003eStrengths and Limitations\u003c/h2\u003e \u003cp\u003eThis study has important strengths. First, to the best of our knowledge, this is the first study longitudinally considering changes in internet use before and during the pandemic for children and adolescents aged between 7 to 18 in T\u0026uuml;rkiye. Many of the studies have reported retrospective results, and several of them focused on college students. This study is considered valuable in terms of focusing on children and adolescents in all grades, especially younger children, considering both pre-COVID and during-COVID data. Rather than only considering the situation during the pandemic, this study includes data before the pandemic, which is important to make an actual comparison and observe the effects of COVID-19 directly. Moreover, data were collected from 17 different cities across T\u0026uuml;rkiye, which reflects the diversity of the sample.\u003c/p\u003e \u003cp\u003eAlthough this research has important findings and unique contributions to the literature, it also has some limitations. First, T1 data was collected face-to-face, but because of COVID, the second time point data was collected online. Although online data collection holds several practical solutions including reaching distant families, enabling completion in free time, and preventing missing data, it does not allow full control over the data collection environment. This might have led to a difference in method and should be considered while evaluating the results. Moreover, we could not reach many of the participants from time 1, especially 4th and 8th graders, because they had changed their schools during the pandemic. Lastly, at T1, the compulsive internet use scale was given to elementary schoolers with a 4-point Likert type (to be consistent with other scales that were given to children at T1); however, at T2, it was changed to a 5-Likert type consistent with the literature and other scales. Therefore, analysis regarding compulsive internet use has been done with z-scores. This might increase the error; thus, it should also be considered while interpreting the results.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec21\" class=\"Section2\"\u003e \u003ch2\u003eImplications for Future Research\u003c/h2\u003e \u003cp\u003eThis study contains several implications regarding the online behaviors of children and adolescents. Younger children are at risk for compulsive internet use, as the results suggested. In all grades, COVID-19 has significant effects on changes in online behavior and usage of social media platforms. Many parents, teachers, and school administrations might be aware of these risks and the fact that significant life changes can lead to many mental and behavioral problems for children and adolescents. It is also important to note that difficulties with online education might direct children to risky behaviors, including cyberbullying and addiction, which in turn might result in poor well-being and other psychosocial problems. Children and adolescents should be informed regarding the risks of addiction and guided towards the beneficial sides of the internet including protection from loneliness and connecting with peers rather than exposure to negative content (Marciano et al., \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Overall, studying previous disasters and worldwide pandemics can prepare us for the next one (Bahn, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Thus, these results might give us a clue regarding what the future holds and allow us to take precautions. Particularly, considering today\u0026rsquo;s technological world, all people, especially children and adolescents, are at risk for internet addiction, and consequently mental health problems. As researchers and adults, we need to be careful and be aware of the risks, and develop social policies, interventions, and teaching opportunities to try to prevent the negative outcomes.\u003c/p\u003e \u003c/div\u003e"},{"header":"Conclusion","content":"\u003cp\u003eIn conclusion, the current study provides longitudinal evidence that children\u0026rsquo;s and adolescents\u0026rsquo; social media use and compulsive internet use changed meaningfully during the COVID-19 pandemic, with distinct patterns emerging across developmental stages. While overall online engagement increased, compulsive internet use increased primarily among elementary school children, highlighting younger children\u0026rsquo;s heightened vulnerability under conditions of distant education and restricted social interaction. Difficulties with distant education emerged as a key factor of compulsive internet use, highlighting the interrelated nature of academic demands and digital behavior, especially during crisis periods. For adolescents, pre-pandemic internet use patterns were the strongest predictor of compulsive use during the pandemic, suggesting continuity in individual differences, despite the contextual disruption. Taken together, these findings emphasize the importance of developmentally sensitive approaches to digital media guidance and potential intervention. Supporting children\u0026rsquo;s adaptive technology use, particularly during large-scale disruptions, remains as a critical task for families, educators, and policymakers.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAcknowledgements:\u003c/strong\u003e Many thanks to children and adolescents, their parents, and school administrations. In addition, we thank our project team and undergraduate students for collecting the data during challenging times. We also thank our project partner Ministry of National Education and T\u0026Uuml;BİTAK for funding.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor contributions:\u0026nbsp;\u003c/strong\u003eAll authors contributed to the study conception, design, material preparation, and data collection. Data analysis was performed by Ilknur Coban. The first draft of the manuscript, including abstract, introduction, method, results and discussion, was written by Ilknur Coban, and the first revision was completed by Sevgi Tunay Aytekin. All remaining authors commented on previous versions of the manuscript. All authors read and approved of the final manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Availability:\u003c/strong\u003e The data supporting this study\u0026rsquo;s findings are available on request from the corresponding author. The data is not publicly available due to privacy or ethical restrictions.\u003c/p\u003e\n\u003cp\u003eOn behalf of all authors, the corresponding author states that there is no conflict of interest.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eDisclosures:\u0026nbsp;\u003c/strong\u003eEthical approval was obtained from Middle East Technical University Social Sciences Ethical Board and required permissions was obtained from Republic of T\u0026uuml;rkiye Ministry of National Education.\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eAll children and adolescents and their parents have signed informed consent at both time points.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding Information:\u003c/strong\u003e This research was supported by T\u0026Uuml;BİTAK (The Scientific and Technological Research Council of T\u0026uuml;rkiye). \u003cem\u003eProject number\u003c/em\u003e: 118K033-118K034-118K035 and 120K385.\u0026nbsp;\u003c/p\u003e\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAral N, Aysu B, Kadan G (2020) Covid 19 s\u0026uuml;recinde \u0026ccedil;ocuklar: Gelişimsel ihtiya\u0026ccedil;lar ve \u0026ouml;neriler. \u0026Ccedil;AK\u0026Uuml; Sosyal Bilimler Enstit\u0026uuml;s\u0026uuml; Dergisi 11(2):360\u0026ndash;379. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.academia.edu/download/92378775/1147457.pdf\u003c/span\u003e\u003cspan address=\"https://www.academia.edu/download/92378775/1147457.pdf\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAy Yılmaz Y, Aydoğdu F, Ko\u0026ccedil;t\u0026uuml;rk N (2022) COVID-19 d\u0026ouml;neminde ergenlerin akıllı telefon alışkanlıklarına ve internet bağımlılık durumlarına sistematik bir bakış. 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Cyberpsychology Behav 1(3):237\u0026ndash;244\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[{"identity":"d1ca4e6e-0882-4cf1-a06e-e7345fa2bd8f","identifier":"10.13039/501100004410","name":"Türkiye Bilimsel ve Teknolojik Araştirma Kurumu","awardNumber":"118K033-118K034-118K035 and 120K385","order_by":0}],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"Tekirdag Namik Kemal University","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":true,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Social media, compulsive internet use, COVID-19, children, adolescents, distant education","lastPublishedDoi":"10.21203/rs.3.rs-8657843/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8657843/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eCOVID-19 has led to many challenges including distant education and quarantine which affected daily lives of children and their families. During this challenging time, children spend almost all their time at home, in front of computers, or smart phones. This study examines how COVID-19 are related with children\u0026rsquo;s and adolescents\u0026rsquo; social media use. Participants were children and adolescents who had already participated in the 1st wave of a longitudinal study that started before COVID-19. A total of 265 children and adolescents (162 girls, 103 boys) from grades 3 to 11 completed a survey including demographics, social media and compulsive internet use. They were also asked about difficulties with distant education, contact with others during COVID-19, and COVID-19 related anxiety. Findings indicated that time spent online has increased during COVID-19. Moreover, COVID-19 anxiety, communicating with teachers and friends, and difficulties with distant education have been found to be positively correlated with compulsive internet use. Only for elementary schoolers, compulsive internet use significantly increased and was related to difficulties with distant education. While time spent online increased across all age groups, compulsive internet use increased only among elementary school children, indicating their greater vulnerability during distant education and limited social interaction. Findings indicate implications for parents, teachers, and schools in terms of children\u0026rsquo;s social media use during the tough times. In the context of the new technological world, it is crucial to evaluate internet use and to consider the impact of the pandemic, as these factors hold significant implications for future research.\u003c/p\u003e","manuscriptTitle":"Social Media and Compulsive Internet Use among Children and Adolescents Before and During COVID-19 in Türkiye","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-01-22 07:39:06","doi":"10.21203/rs.3.rs-8657843/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"9f6f6c5d-9b5a-47ff-ab3d-4dfbfd00aefc","owner":[],"postedDate":"January 22nd, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":61559175,"name":"Psychology"}],"tags":[],"updatedAt":"2026-01-22T07:39:07+00:00","versionOfRecord":[],"versionCreatedAt":"2026-01-22 07:39:06","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8657843","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8657843","identity":"rs-8657843","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}