Abstract:
The main purpose of the study was to examine the influences of social media usage on
psychosocial adjustments of secondary school students in Mirab Badawacho District of
Hadiya Zone, Southern Nations Nationalities and People Regional State, Ethiopia. A sample
of 336 students male=214 & female=122) was selected by utilizing stratified Random
Sampling techniques. For this study, questionnaire and interview was employed for data
collection from the participants. In this study, correlational research designs was employed.
Inferential statics mainly Pearson correlation coefficient, linear regression, one-way ANOVA
and independent sample t-test were used to analyze the data. Finding of this study in terms of
status of social media usage in the study area shows that most of the respondents strongly
agreed by social media usage in the study area. Furthermore the obtained standard deviations
from the often spend more time on social media usage and the finding Pearson correlational
coefficient analysis revealed that Facebook,WhatsApp and viber usage have a significant
negative relationship with students self-esteem, significantly positive relationship with
psychosocial problem, such as depression, social anxiety and social connectedness. Linear
regression analysis yielded that Facebook usage was the most promint factor to students
self-esteem and social connectedness. Facebook and viber usage were the most contributing
negatively variables students psychosocial adjustment. WhatsAspp and viber were fou
nd contributing factor to students social anxiety viber,WhatsApp and Facebook usage were
identified as the first, second and third contributing factor students depression. Result
ofANOVA and t-test analysis yielded that there was statically significance mean difference
among three types of social media (Facebook,WhatsApp and Viber) usage in terms of
psychosocial adjustments among students.Furthemore t-test result revealed that there was
statically a significance grade level, age and gender mean difference of secondary school
students in terms of psychosocial adjustments. However, there was no statistical significant
age difference of participation psychosocial adjustments among students. Based on the
findings, it was recommended that there should be awareness creative and encouragement to
use the appropriate social media site for educational purpose in secondary school students
