According to the results, 72.2% of students who participated in this study were exclusively male, which a majority of them were in age of 21–23 years (46.2%), whom 92.5% were single. Based on their parental educational level, 36.3% of their fathers and 20.3% of their mothers had academic education. About 65.1% of the students lived in dormitories. In terms of resistance, 92.5% were living in urban and 7.5% in rural area. Additionally 72.6% were studying in associated degree and Bachelor of Science while the rest 27.4% were studying in Master of Science and PhD. degree. All other socio-demographic characteristics of the participants are provided in (Table 1).
Table 2, shows the absolute and relative frequency of cell phone over use variables, stress, anxiety and depression among university students.
The results of one-way ANOVA showed that there was a statistically significant meaning between faculty (p = 0.004), major (p = 0.050), and GPA (p = 0.038) in terms of cell-phone over-use. Although, there was no statistically significant meaning between gender, age category, marital status, educational level, father’s educational level, mother’s educational level, monthly household income, student’s residence, parent’s residence, and household Size (p > 0.05).
It is also showed that there was just a statistically significant meaning between faculty (p = 0.040), in terms of the average score of stress. Although, there was no statistically significant meaning between GPA, gender, age category, marital status, educational level, father’s educational level, mother’s educational level, monthly household income, student’s residence, parent’s residence, and household Size (p > 0.05).
There was a statistically significant meaning between faculty (p = 0.004), and GPA (p = 0.015) in terms of the average score of anxiety. Although, there was no statistically significant meaning between gender, age category, marital status, educational level, father’s educational level, mother’s educational level, monthly household income, student’s residence, parent’s residence, and household Size (p > 0.05).
The results also showed that there was just a statistically significant meaning between faculty (p = 0.006) in terms of the average score of depression. Although, there was no statistically significant meaning between GPA, gender, age category, marital status, educational level, father’s educational level, mother’s educational level, monthly household income, student’s residence, parent’s residence, and household Size (p > 0.05) (Table 3).
The results of the Pearson correlation coefficient analyses between psychological variables including cell phone over use, stress, anxiety and depression are shown in (Table 4). A strong correlation was found between Cell phone over use score and Stress score (r = 0.212, p = 0.002), whereas the correlation between cell phone over use score and anxiety score was (r = 0.193, p = 0.005), and the correlation between cell phone over use score and depression score was (r = 0.153, p = 0.026).
Based on the multiple linear regression and after adjustment for the confounding effect, there was a significant relationship between cell phone over use scale on student’s stress (t = 2.614, P = 0.010); so that by increasing in each unit of cell phone over use score, the student’s stress score increases about 0.040 units. In other words, by increasing in every 25 units of cell phone over use score, the student’s stress score increases about 1 unit.
Also after adjustment for the confounding effect, there was a significant relationship between cell phone over use scale on student’s anxiety (t = 2.209, P = 0.028); so that by increasing in each unit of cell phone over use score, the student’s anxiety score increases about 0.031 units. In other words, by increasing in every 33 units of cell phone over use score, the student’s stress score increases about 1 unit.
Finally after adjustment for the confounding effect, there was not a significant relationship between cell phone over use scale on student’s depression (t = 1.790, P = 0.075); so that by increasing in each unit of cell phone over use score, the student’s anxiety score increases about 0.028 units. In other words, by increasing in every 36 units of cell phone over use score, the student’s stress score increases about 1 unit (Table 5).
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