The dataset titled "Social Media and Academic Performance of Undergraduates" comprises responses from undergraduate students regarding their use of social media and its perceived influence on their academic performance. The survey includes demographic details such as age, gender, and level of study, as well as responses to various Likert-scale questions that assess patterns of social media usage, purposes for using social media (e.g., communication, academic work, or entertainment), frequency of use, and its impact on study time, concentration, and academic outcomes. The dataset is structured to allow analysis of possible correlations between social media behaviors and academic performance indicators.

How many people use social media?

              Social media usage is one of the most popular online activities. In 2024, over five billion people were using social media worldwide, a number projected to increase to over six billion in 2028.

              Who uses social media?
              Social networking is one of the most popular digital activities worldwide and it is no surprise that social networking penetration across all regions is constantly increasing. As of January 2023, the global social media usage rate stood at 59 percent. This figure is anticipated to grow as lesser developed digital markets catch up with other regions
              when it comes to infrastructure development and the availability of cheap mobile devices. In fact, most of social media’s global growth is driven by the increasing usage of mobile devices. Mobile-first market Eastern Asia topped the global ranking of mobile social networking penetration, followed by established digital powerhouses such as the Americas and Northern Europe.

              How much time do people spend on social media?
              Social media is an integral part of daily internet usage. On average, internet users spend 151 minutes per day on social media and messaging apps, an increase of 40 minutes since 2015. On average, internet users in Latin America had the highest average time spent per day on social media.

              What are the most popular social media platforms?
              Market leader Facebook was the first social network to surpass one billion registered accounts and currently boasts approximately 2.9 billion monthly active users, making it the most popular social network worldwide. In June 2023, the top social media apps in the Apple App Store included mobile messaging apps WhatsApp and Telegram Messenger, as well as the ever-popular app version of Facebook.

A global survey conducted in the third quarter of 2024 found that the main reason for using social media was to keep in touch with friends and family, with over 50.8 percent of social media users saying this was their main reason for using online networks. Overall, 39 percent of social media users said that filling spare time was their main reason for using social media platforms, whilst 34.5 percent of respondents said they used it to read news stories. Less than one in five users were on social platforms for the reason of following celebrities and influencers.

              The most popular social network

              Facebook dominates the social media landscape. The world's most popular social media platform turned 20 in February 2024, and it continues to lead the way in terms of user numbers. As of February 2025, the social network had over three billion global users. YouTube, Instagram, and WhatsApp follow, but none of these well-known brands can surpass Facebook’s audience size.
              Moreover, as of the final quarter of 2023, there were almost four billion Meta product users.

              Ever-evolving social media usage

              The utilization of social media remains largely gratuitous; however, companies have been encouraging users to become paid subscribers to reduce dependence on advertising profits. Meta Verified entices users by offering a blue verification badge and proactive account protection, among other things. X (formerly Twitter), Snapchat, and Reddit also offer users the chance to upgrade their social media accounts for a monthly free.

How much time do people spend on social media?

              As of 2024, the average daily social media usage of internet users worldwide amounted to 143 minutes per day, down from 151 minutes in the previous year. Currently, the country with the most time spent on social media per day is Brazil, with online users spending an average of three hours and 49 minutes on social media each day. In comparison, the daily time spent with social media in
              the U.S. was just two hours and 16 minutes. Global social media usageCurrently, the global social network penetration rate is 62.3 percent. Northern Europe had an 81.7 percent social media penetration rate, topping the ranking of global social media usage by region. Eastern and Middle Africa closed the ranking with 10.1 and 9.6 percent usage reach, respectively.
              People access social media for a variety of reasons. Users like to find funny or entertaining content and enjoy sharing photos and videos with friends, but mainly use social media to stay in touch with current events friends. Global impact of social mediaSocial media has a wide-reaching and significant impact on not only online activities but also offline behavior and life in general.
              During a global online user survey in February 2019, a significant share of respondents stated that social media had increased their access to information, ease of communication, and freedom of expression. On the flip side, respondents also felt that social media had worsened their personal privacy, increased a polarization in politics and heightened everyday distractions.

This database is comprised of 603 participants who provided self-report data online in their school classrooms. The data was collected in 2016 and 2017. The dataset is comprised of 208 males (34%) and 395 females (66%). Their ages ranged from 12 to 15 years. Their age in years at baseline is provided. The majority were born in Australia. Data were drawn from students at two Australian independent secondary schools. The data contains total responses for the following scales: The Intolerance of Uncertainty Scale (IUS-12; Short form; Carleton et al, 2007) is a 12-item scale measuring two dimensions of Prospective and Inhibitory intolerance of uncertainty. Two subscales of the Children’s Automatic Thoughts Scale (CATS; Schniering & Rapee, 2002) were administered. The Peronalising and Social Threat were each composed of 10 items. UPPS Impulsive Behaviour Scale (Whiteside & Lynam, 2001) which is comprised of 12 items. Dispositional Envy Scale (DES; Smith et al, 1999) which is comprised of 8 items. Spence Children’s Anxiety Scale (SCAS; Spence, 1998) which is comprised of 44 items. Three subscales totals included were the GAD subscale (labelled SCAS_GAD), the OCD subscale (labelled SCAS_OCD) and the Social Anxiety subscale (labelled SCAS_SA). Each subscale was comprised of 6 items. Avoidance and Fusion Questionnaire for Youth (AFQ-Y; Greco et al., 2008) which is comprised of 17 items. Distress Disclosure Index (DDI; Kahn & Hessling, 2001) which is comprised of 12 items. Repetitive Thinking Questionnaire-10 (RTQ-10; McEvoy et al., 2014) which is comprised of 10 items. The Brief Fear of Negative Evaluation Scale, Straightforward Items (BFNE-S; Rodebaugh et al., 2004) which is comprised of 8 items. Short Mood and Feelings Questionnaire (SMFQ; Angold et al., 1995) which is comprised by 13 items. The Self-Compassion Scale Short Form (SCS-SF; Raes et al., 2011) which is comprised by 12 items. The subscales include Self Kindness, Self Judgment, Social Media subscales - These subscale scores were based on social media questions composed for this project and also drawn from three separate scales as indicated in the table below. The original scales assessed whether participants experience discomfort and a fear of missing out when disconnected from social media (taken from the Australian Psychological Society Stress and Wellbeing Survey; Australian Psychological Society, 2015a), style of social media use (Tandoc et al., 2015b) and Fear of Missing Out (Przybylski et al., 2013c). The items in each subscale are listed below. Pub_Share Public Sharing When I have a good time it is important for me to share the details onlinec On social media how often do you write a status updateb On social media how often do you post photosb Surveillance_SM On social media how often do you read the newsfeed On social media how often do you read a friend’s status updateb On social media how often do you view a friend’s photob On social media how often do you browse a friend’s timelineb Upset Share On social media how often do you go online to share things that have upset you? Text private On social media how often do you Text friends privately to share things that have upset you? Insight_SM Social Media Reduction I use social media less now because it often made me feel inadequate FOMO I am afraid that I will miss out on something if I don’t stay connected to my online social networksa. I feel worried and uncomfortable when I can’t access my social media accountsa. Neg Eff of SM I find it difficult to relax or sleep after spending time on social networking sitesa. I feel my brain ‘burnout’ with the constant connectivity of social mediaa. I notice I feel envy when I use social media.
I can easily detach from the envy that appears following the use of social media (reverse scored) DES_SM Envy Mean acts online Feeling envious about another person has led me to post a comment online about another person to make them laugh Feeling envious has led me to post a photo online without someone’s permission to make them angry or to make fun of them Feeling envious has prompted me to keep another student out of things on purpose, excluding her from my group of friends or ignoring them. Substance Use: Two items measuring peer influence on alcohol consumption were adapted from the SHAHRP “Patterns of Alcohol Use” measure (McBride, Farringdon & Midford, 2000). These items were “When I am with friends I am quite likely to drink too much alcohol” and “Substances (alcohol, drugs, medication) are the immediate way I respond to my thoughts about a situation when I feel distressed or upset. Angold, A., Costello, E. J., Messer, S. C., & Pickles, A. (1995). Development of a short questionnaire for use in epidemiological studies of depression in children and adolescents. International Journal of Methods in Psychiatric Research, 5(4), 237–249. Australian Psychological Society. (2015). Stress and wellbeing in Australia survey. https://www.headsup.org.au/docs/default-source/default-document-library/stress-and-wellbeing-in-australia-report.pdf?sfvrsn=7f08274d_4 Greco, L.A., Lambert, W. & Baer., R.A. (2008) Psychological inflexibility in childhood and adolescence: Development and evaluation of the Avoidance and Fusion Questionnaire for Youth. Psychological Assessment, 20, 93-102. https://doi.org/10.1037/1040-3590.20.2.9 Kahn, J. H., & Hessling, R. M. (2001). Measuring the tendency to conceal versus disclose psychological distress. Journal of Social and Clinical Psychology, 20(1), 41–65. https://doi.org/10.1521/jscp.20.1.41.22254 McBride, N., Farringdon, F. & Midford, R. (2000) What harms do young Australians experience in alcohol use situations. Australian and New Zealand Journal of Public Health, 24, 54–60 https://doi.org/10.1111/j.1467-842x.2000.tb00723.x McEvoy, P.M., Thibodeau, M.A., Asmundson, G.J.G. (2014) Trait Repetitive Negative Thinking: A brief transdiagnostic assessment. Journal of Experimental Psychopathology, 5, 1-17. Doi. 10.5127/jep.037813 Przybylski, A. K., Murayama, K., DeHaan, C. R., & Gladwell, V. (2013). Motivational, emotional, and behavioral correlates of fear of missing out. Computers in human behavior, 29(4), 1841-1848. https://doi.org/10.1016/j.chb.2013.02.014 Raes, F., Pommier, E., Neff, K. D., & Van Gucht, D. (2011). Construction and factorial validation of a short form of the self-compassion scale. Clinical Psychology and Psychotherapy, 18(3), 250-255. https://doi.org/10.1002/cpp.702 Rodebaugh, T. L., Woods, C. M., Thissen, D. M., Heimberg, R. G., Chambless, D. L., & Rapee, R. M. (2004). More information from fewer questions: the factor structure and item properties of the original and brief fear of negative evaluation scale. Psychological assessment, 16(2), 169. https://doi.org/10.1037/10403590.16.2.169 Schniering, C. A., & Rapee, R. M. (2002). Development and validation of a measure of children’s automatic thoughts: the children’s automatic thoughts scale. Behaviour Research and Therapy, 40(9), 1091-1109. . https://doi.org/10.1016/S0005-7967(02)00022-0 Smith, R. H., Parrott, W. G., Diener, E. F., Hoyle, R. H., & Kim, S. H. (1999). Dispositional envy. Personality and Social Psychology Bulletin, 25(8), 1007-1020. https://doi.org/10.1177/01461672992511008 Spence, S. H. (1998). A measure of anxiety symptoms among children. Behaviour Research and Therapy, 36(5), 545-566. https://doi.org/10.1016/S0005-7967(98)00034-5 Tandoc, E. C., Ferrucci, P., & Duffy, M. (2015). Facebook use, envy, and depression among college students: Is facebooking depressing? Computers in Human Behavior, 43, 139–146. https://doi.org/10.1016/j.chb.2014.10.053 Whiteside, S.P. & Lynam, D.R. (2001) The five factor model and impulsivity: using a structural model of personality to understand impulsivity. Personality and Individual Differences 30,669-689. https://doi.org/10.1016/S0191-8869(00)00064-7 The data was collected by Dr Danielle A Einstein, Dr Madeleine Fraser, Dr Anne McMaugh, Prof Peter McEvoy, Prof Ron Rapee, Assoc/Prof Maree Abbott, Prof Warren Mansell and Dr Eyal Karin as part of the Insights Project. The data set has the option of downloading an excel file (composed of two worksheet tabs) or CSV files 1) Data and 2) Variable labels.

This data set belongs to:Beyens, I., Pouwels, J. L., van Driel, I. I., Keijsers, L., & Valkenburg, P. M. (2020). The effect of social media on well-being differs from adolescent to adolescent. Scientific Reports. doi:10.1038/s41598-020-67727-7The design, sampling and analysis plan of the study are available on the Open Science Framework (OSF) at https://osf.io/nhks2.For more information, please contact the authors at i.beyens@uva.nl or info@project-awesome.nl.

This database is comprised of 951 participants who provided self-report data online in their school classrooms. The data was collected in 2016 and 2017. The dataset is comprised of 509 males (54%) and 442 females (46%). Their ages ranged from 12 to 16 years (M = 13.69, SD = 0.72). Seven participants did not report their age. The majority were born in Australia (N = 849, 89%). The next most common countries of birth were China (N = 24, 2.5%), the UK (N = 23, 2.4%), and the USA (N = 9, 0.9%). Data were drawn from students at five Australian independent secondary schools. The data contains item responses for the Spence Children’s Anxiety Scale (SCAS; Spence, 1998) which is comprised of 44 items. The Social media question asked about frequency of use with the question “How often do you use social media?”. The response options ranged from constantly to once a week or less. Items measuring Fear of Missing Out were included and incorporated the following five questions based on the APS Stress and Wellbeing in Australia Survey (APS, 2015). These were “When I have a good time it is important for me to share the details online; I am afraid that I will miss out on something if I don’t stay connected to my online social networks; I feel worried and uncomfortable when I can’t access my social media accounts; I find it difficult to relax or sleep after spending time on social networking sites; I feel my brain burnout with the constant connectivity of social media. Internal consistency for this measure was α = .81. Self compassion was measured using the 12-item short-form of the Self-Compassion Scale (SCS-SF; Raes et al., 2011). The data set has the option of downloading an excel file (composed of two worksheet tabs) or CSV files 1) Data and 2) Variable labels. References: Australian Psychological Society. (2015). Stress and wellbeing in Australia survey. https://www.headsup.org.au/docs/default-source/default-document-library/stress-and-wellbeing-in-australia-report.pdf?sfvrsn=7f08274d_4 Raes, F., Pommier, E., Neff, K. D., & Van Gucht, D. (2011). Construction and factorial validation of a short form of the self-compassion scale. Clinical Psychology and Psychotherapy, 18(3), 250-255. https://doi.org/10.1002/cpp.702 Spence, S. H. (1998). A measure of anxiety symptoms among children. Behaviour Research and Therapy, 36(5), 545-566. https://doi.org/10.1016/S0005-7967(98)00034-5

The C-19GA20 dataset was gathered online in April 2020 from school and university students between 14 to 24 years of age. It provides insightful information about the students’ mental health, social lives, attitude towards Covid-19, impact of the Covid-19 Pandemic on students’ education, and their experience with online learning. The data includes 5 major groups of variables: 1) Socio-demographic data - age group, gender, current place of stay, study level in their institution 2) 4 items for information regarding connectivity to the internet during the lockdown - device availability for exclusive use, internet bandwidth, top 5 online tools used most commonly, and screen time. 3) 9 items measured the impact of Covid-19 on the students’ social lives - their current situation of living, number of people around them where they live, their feelings towards meeting their friends, visiting their institution of study, events that would have been held offline. Students were asked about their top 5 past time activities during the lockdown and the amount of time they spend on social media online. 4) 6 items to gauge their experience with online learning during the lockdown - questions about feeling connected to their peers, maintaining discipline, structured learning, and the stress/burden felt by them due to online learning in the lockdown 5) 11 items to comprehensively gather information about the students’ mental health - how well have they adapted to stay-at-home instructions, their overall mood in the lockdown, feelings towards Covid 19, their prime concerns regarding their academic schedule, being updated and informed about Covid 19, the impact of social media on their beliefs. Finally, the students were asked to write about how they feel the pandemic has changed them as a person and affected their thinking process, and the students were asked to share a one-line message for the world during the lockdown.

During a 2024 survey among marketers worldwide, around 86 percent reported using Facebook for marketing purposes. Instagram and LinkedIn followed, respectively mentioned by 79 and 65 percent of the respondents.

              The global social media marketing segment

              According to the same study, 59 percent of responding marketers intended to increase their organic use of YouTube for marketing purposes throughout that year. LinkedIn and Instagram followed with similar shares, rounding up the top three social media platforms attracting a planned growth in organic use among global marketers in 2024. Their main driver is increasing brand exposure and traffic, which led the ranking of benefits of social media marketing worldwide.

              Social media for B2B marketing

              Social media platform adoption rates among business-to-consumer (B2C) and business-to-business (B2B) marketers vary according to each subsegment's focus. While B2C professionals prioritize Facebook and Instagram – both run by Meta, Inc. – due to their popularity among online audiences, B2B marketers concentrate their endeavors on Microsoft-owned LinkedIn due to its goal to connect people and companies in a corporate context.

Studies have identified high rates and severe consequences of Internet Addiction/Pathological Internet Use (IA/PIU) in university students. However, most research concerning IA/PIU in U.S. university students has been conducted within a quantitative research paradigm, and frequently fails to contextualize the problem of IA/PIU. To address this gap, we conducted an exploratory qualitative study using the focus group approach and examined 27 U.S. university students who self-identified as intensive Internet users, spent more than 25 hours/week on the Internet for non-school or non-work-related activities and who reported Internet-associated health and/or psychosocial problems. Students completed two IA/PIU measures (Young’s Diagnostic Questionnaire and the Compulsive Internet Use Scale) and participated in focus groups exploring the natural history of their Internet use; preferred online activities; emotional, interpersonal, and situational triggers for intensive Internet use; and health and/or psychosocial consequences of their Internet overuse. Students’ self-reports of Internet overuse problems were consistent with results of standardized measures. Students first accessed the Internet at an average age of 9 (SD = 2.7), and first had a problem with Internet overuse at an average age of 16 (SD = 4.3). Sadness and depression, boredom, and stress were common triggers of intensive Internet use. Social media use was nearly universal and pervasive in participants’ lives. Sleep deprivation, academic under-achievement, failure to exercise and to engage in face-to-face social activities, negative affective states, and decreased ability to concentrate were frequently reported consequences of intensive Internet use/Internet overuse. IA/PIU may be an underappreciated problem among U.S. university students and warrants additional research.

Description. This project contains the dataset relative to the Galatanet survey, conducted in 2009 and 2010 at the Galatasaray University in Istanbul (Turkey). The goal of this survey was to retrieve information regarding the social relationships between students, their feeling regarding the university in general, and their purchase behavior. The survey was conducted during two phases: the first one in 2009 and the second in 2010.

The dataset includes two kinds of data. First, the answers to most of the questions are contained in a large table, available under both CSV and MS Excel formats. An description file allows understanding the meaning of each field appearing in the table. Note the
survey form is also contained in the archive, for reference (it is in French and Turkish only, though). Second, the social network of students is available under both Pajek and Graphml formats. Having both individual (nodal attributes) and relational (links) information in the same dataset is, to our knowledge, rare and difficult to find in public sources, and this makes (to our opinion) this dataset interesting and valuable.

All data are completely anonymous: students' names have been replaced by random numbers. Note that the survey is not exactly the same between the two phases: some small adjustments were applied thanks to the feedback from the first phase (but the datasets have been normalized since then). Also, the electronic form was very much improved for the second phase, which explains why the answers are much more complete than in the first phase.

The data were used in our following publications:

1. Labatut, V. & Balasque, J.-M. (2010). Business-oriented Analysis of a Social Network of University Students. In: International Conference on Advances in Social Network Analysis and Mining, 25-32. Odense, DK : IEEE. ⟨hal-00633643⟩ - DOI: 10.1109/ASONAM.2010.15
2. An extended version of the original article: Labatut, V. & Balasque, J.-M. (2013). Informative Value of Individual and Relational Data Compared Through Business-Oriented Community Detection. Özyer, T.; Rokne, J.; Wagner, G. & Reuser, A. H. (Eds.), The Influence of Technology on Social Network Analysis and Mining, Springer, 2013, chap.6, 303-330. ⟨hal-00633650⟩ - DOI: 10.1007/978-3-7091-1346-2_13
3. A more didactic article using some of these data just for illustration purposes: Labatut, V. & Balasque, J.-M. (2012). Detection and Interpretation of Communities in Complex Networks: Methods and Practical Application. Abraham, A. & Hassanien, A.-E. (Eds.), Computational Social Networks: Tools, Perspectives and Applications, Springer, chap.4, 81-113. ⟨hal-00633653⟩ - DOI: 10.1007/978-1-4471-4048-1_4

Citation. If you use this data, please cite article [1] above:

@InProceedings{Labatut2010,
author = {Labatut, Vincent and Balasque, Jean-Michel},
title = {Business-oriented Analysis of a Social Network of University Students},
booktitle = {International Conference on Advances in Social Networks Analysis and Mining},
year = {2010},
pages = {25-32},
address = {Odense, DK},
publisher = {IEEE Publishing},
doi = {10.1109/ASONAM.2010.15},
}

Contact. 2009-2010 by Jean-Michel Balasque (jmbalasque@gsu.edu.tr) & Vincent Labatut (vlabatut@gsu.edu.tr)

License. This dataset is open data: you can redistribute it and/or use it under the terms of the Creative Commons Zero license (see `license.txt`).

Universities are now observed using social media communications channels for a variety of purposes, including marketing, student recruitment, student support and alumni communication. This paper presents an investigation into the use of the Twitter social media platform by universities in Australia, using publicly available Twitter data over a two year period. A social media network visualisation method is developed to make visible the interactions between a university and its stakeholders in the Twitter environment. This analysis method provides insights into the differing ways Australian universities are active on Twitter, and how universities might more effectively use the platform to achieve their individual objectives for institutional social media communications.

ABSTRACT

The Albero study analyzes the personal transitions of a cohort of high school students at the end of their studies. The data consist of (a) the longitudinal social network of the students, before (n = 69) and after (n = 57) finishing their studies; and (b) the longitudinal study of the personal networks of each of the participants in the research. The two observations of the complete social network are presented in two matrices in Excel format. For each respondent, two square matrices of 45 alters of their personal networks are provided, also in Excel format. For each respondent, both psychological sense of community and frequency of commuting is provided in a SAV file (SPSS). The database allows the combined analysis of social networks and personal networks of the same set of individuals.

INTRODUCTION

Ecological transitions are key moments in the life of an individual that occur as a result of a change of role or context. This is the case, for example, of the completion of high school studies, when young people start their university studies or try to enter the labor market. These transitions are turning points that carry a risk or an opportunity (Seidman & French, 2004). That is why they have received special attention in research and psychological practice, both from a developmental point of view and in the situational analysis of stress or in the implementation of preventive strategies.

The data we present in this article describe the ecological transition of a group of young people from Alcala de Guadaira, a town located about 16 kilometers from Seville. Specifically, in the “Albero” study we monitored the transition of a cohort of secondary school students at the end of the last pre-university academic year. It is a turning point in which most of them began a metropolitan lifestyle, with more displacements to the capital and a slight decrease in identification with the place of residence (Maya-Jariego, Holgado & Lubbers, 2018).

Normative transitions, such as the completion of studies, affect a group of individuals simultaneously, so they can be analyzed both individually and collectively. From an individual point of view, each student stops attending the institute, which is replaced by new interaction contexts. Consequently, the structure and composition of their personal networks are transformed. From a collective point of view, the network of friendships of the cohort of high school students enters into a gradual process of disintegration and fragmentation into subgroups (Maya-Jariego, Lubbers & Molina, 2019).

These two levels, individual and collective, were evaluated in the “Albero” study. One of the peculiarities of this database is that we combine the analysis of a complete social network with a survey of personal networks in the same set of individuals, with a longitudinal design before and after finishing high school. This allows combining the study of the multiple contexts in which each individual participates, assessed through the analysis of a sample of personal networks (Maya-Jariego, 2018), with the in-depth analysis of a specific context (the relationships between a promotion of students in the institute), through the analysis of the complete network of interactions. This potentially allows us to examine the covariation of the social network with the individual differences in the structure of personal networks.

PARTICIPANTS

The social network and personal networks of the students of the last two years of high school of an institute of Alcala de Guadaira (Seville) were analyzed. The longitudinal follow-up covered approximately a year and a half. The first wave was composed of 31 men (44.9%) and 38 women (55.1%) who live in Alcala de Guadaira, and who mostly expect to live in Alcala (36.2%) or in Seville (37.7%) in the future. In the second wave, information was obtained from 27 men (47.4%) and 30 women (52.6%).

DATE STRUCTURE AND ARCHIVES FORMAT

The data is organized in two longitudinal observations, with information on the complete social network of the cohort of students of the last year, the personal networks of each individual and complementary information on the sense of community and frequency of metropolitan movements, among other variables.

Social network

The file “Red_Social_t1.xlsx” is a valued matrix of 69 actors that gathers the relations of knowledge and friendship between the cohort of students of the last year of high school in the first observation. The file “Red_Social_t2.xlsx” is a valued matrix of 57 actors obtained 17 months after the first observation.

The data is organized in two longitudinal observations, with information on the complete social network of the cohort of students of the last year, the personal networks of each individual and complementary information on the sense of community and frequency of metropolitan movements, among other variables.

In order to generate each complete social network, the list of 77 students enrolled in the last year of high school was passed to the respondents, asking that in each case they indicate the type of relationship, according to the following values: 1, “his/her name sounds familiar"; 2, "I know him/her"; 3, "we talk from time to time"; 4, "we have good relationship"; and 5, "we are friends." The two resulting complete networks are represented in Figure 2. In the second observation, it is a comparatively less dense network, reflecting the gradual disintegration process that the student group has initiated.

Personal networks

Also in this case the information is organized in two observations. The compressed file “Redes_Personales_t1.csv” includes 69 folders, corresponding to personal networks. Each folder includes a valued matrix of 45 alters in CSV format. Likewise, in each case a graphic representation of the network obtained with Visone (Brandes and Wagner, 2004) is included. Relationship values range from 0 (do not know each other) to 2 (know each other very well).

Second, the compressed file “Redes_Personales_t2.csv” includes 57 folders, with the information equivalent to each respondent referred to the second observation, that is, 17 months after the first interview. The structure of the data is the same as in the first observation.

Sense of community and metropolitan displacements

The SPSS file “Albero.sav” collects the survey data, together with some information-summary of the network data related to each respondent. The 69 rows correspond to the 69 individuals interviewed, and the 118 columns to the variables related to each of them in T1 and T2, according to the following list:

• Socio-economic data.

• Data on habitual residence.

• Information on intercity journeys.

• Identity and sense of community.

• Personal network indicators.

• Social network indicators.

DATA ACCESS

Social networks and personal networks are available in CSV format. This allows its use directly with UCINET, Visone, Pajek or Gephi, among others, and they can be exported as Excel or text format files, to be used with other programs.

The visual representation of the personal networks of the respondents in both waves is available in the following album of the Graphic Gallery of Personal Networks on Flickr: <https://www.flickr.com/photos/25906481@N07/albums/72157667029974755>.

In previous work we analyzed the effects of personal networks on the longitudinal evolution of the socio-centric network. It also includes additional details about the instruments applied. In case of using the data, please quote the following reference:

• Maya-Jariego, I., Holgado, D. & Lubbers, M. J. (2018). Efectos de la estructura de las redes personales en la red sociocéntrica de una cohorte de estudiantes en transición de la enseñanza secundaria a la universidad. Universitas Psychologica, 17(1), 86-98. https://doi.org/10.11144/Javeriana.upsy17-1.eerp

The English version of this article can be downloaded from: https://tinyurl.com/yy9s2byl

CONCLUSION

The database of the “Albero” study allows us to explore the co-evolution of social networks and personal networks. In this way, we can examine the mutual dependence of individual trajectories and the structure of the relationships of the cohort of students as a whole. The complete social network corresponds to the same context of interaction: the secondary school. However, personal networks collect information from the different contexts in which the individual participates. The structural properties of personal networks may partly explain individual differences in the position of each student in the entire social network. In turn, the properties of the entire social network partly determine the structure of opportunities in which individual trajectories are displayed.

The longitudinal character and the combination of the personal networks of individuals with a common complete social network, make this database have unique characteristics. It may be of interest both for multi-level analysis and for the study of individual differences.

ACKNOWLEDGEMENTS

The fieldwork for this study was supported by the Complementary Actions of the Ministry of Education and Science (SEJ2005-25683), and was part of the project “Dynamics of actors and networks across levels: individuals,

Social media companies are starting to offer users the option to subscribe to their platforms in exchange for monthly fees. Until recently, social media has been predominantly free to use, with tech companies relying on advertising as their main revenue generator. However, advertising revenues have been dropping following the COVID-induced boom. As of July 2023, Meta Verified is the most costly of the subscription services, setting users back almost 15 U.S. dollars per month on iOS or Android. Twitter Blue costs between eight and 11 U.S. dollars per month and ensures users will receive the blue check mark, and have the ability to edit tweets and have NFT profile pictures. Snapchat+, drawing in four million users as of the second quarter of 2023, boasts a Story re-watch function, custom app icons, and a Snapchat+ badge.

Depression is one of the most critical mental health issues worldwide, and it is often overlooked in developing countries like Bangladesh. Social media platforms provide a vast amount of user-generated text that can help in identifying depressive symptoms. However, the lack of a standardized corpus for Bangla and code-mixed texts makes research in this area challenging.

Content

This dataset contains 2,235 social media text samples, carefully annotated for depressive and non-depressive categories.

• Depressive: 1,119 samples
• Non-Depressive: 1,116 samples
• Languages: Bangla (বাংলা) and code-mixed English
• Sources: Combination of manually crawled posts + partially derived from existing Kaggle resources, followed by expert annotation and verification

Acknowledgements

This dataset was developed as part of the research paper:
From Social Media to Mental Health Insights: A Hybrid CNN-LSTM Model for Depression Detection in Bangladesh
2024 IEEE International Conference on Computing, Applications and Systems (COMPAS), Bangladesh.
DOI: 10.1109/COMPAS.2024.10797102

Citation

If you use this dataset, please cite:

Dataset Citation (APA):
Banik, T., Uddin, A., Asgar, S., Nawar, S., Hosen, M. H., & Saha, A. (2024). Bangladesh Depression Detection Dataset from Social Media (BDDS-2235). East Delta University, Bangladesh.

Dataset Citation (BibTeX): bibtex @dataset{banik2024bdds, author = {Tuntusree Banik and Altaf Uddin and Safa Asgar and Sadia Nawar and Md. Hamid Hosen and Arnob Saha}, title = {Bangladesh Depression Detection Dataset from Social Media (BDDS-2235)}, year = {2024}, publisher = {East Delta University}, note = {Collected and annotated for IEEE COMPAS 2024 paper: From Social Media to Mental Health Insights: A Hybrid CNN-LSTM Model for Depression Detection in Bangladesh}, url = {https://doi.org/10.1109/COMPAS.2024.10797102} }

When the COVID-19 pandemic began, U.S. college students reported increased anxiety and depression. This study examines mental health among U.S college students during the subsequent 2020–2021 academic year by surveying students at the end of the fall 2020 and the spring 2021 semesters. Our data provide cross-sectional snapshots and longitudinal changes. Both surveys included the PSS, GAD-7, PHQ-8, questions about students’ academic experiences and sense of belonging in online, in-person, and hybrid classes, and additional questions regarding behaviors, living circumstances, and demographics. The spring 2021 study included a larger, stratified sample of eight demographic groups, and we added scales to examine relationships between mental health and students’ perceptions of their universities’ COVID-19 policies. Our results show higher-than-normal frequencies of mental health struggles throughout the 2020–2021 academic year, and these were substantially higher for female college students, but by spring 2021, the levels did not vary substantially by race/ethnicity, living circumstances, vaccination status, or perceptions of university COVID-19 policies. Mental health struggles inversely correlated with scales of academic and non-academic experiences, but the struggles positively correlated with time on social media. In both semesters, students reported more positive experiences with in-person classes, though all class types were rated higher in the spring semester, indicating improvements in college students’ course experiences as the pandemic continued. Furthermore, our longitudinal data indicate the persistence of mental health struggles across semesters. Overall, these studies show factors that contributed to mental health challenges among college students as the pandemic continued.

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To examine the impact of conversational chatbots on electronic learning in Bulgaria, an online survey was conducted using a Google Forms-based questionnaire from May 14 to May 31, 2023. The survey link was distributed via email and social media to student organizations and groups, resulting in 131 complete responses during the study period. With the recent advancements in large language models, generative AI chatbots have gained popularity due to their enhanced capabilities in natural language processing. The majority of respondents (89%) reported having prior experience using conversational chatbots as an educational tool. The respondents evaluated their AI chatbot experience based on criteria such as frequency of use, perceived usefulness, trust and security, and facilitating conditions. The findings indicate that students who are aware of the capabilities and benefits of smart chatbots are more likely to use them frequently. The second part of this study aims to evaluate the effectiveness of educational chatbots in handling university learning tasks, particularly in the field of mathematics. Two mathematics tasks were chosen and solved using different conversational chatbots. Here we can find information about cases where chatbots make mistakes and the types of errors. Further analysis provides valuable insights into the efficacy of chatbots in supporting mathematics learning at the university level. Among the seven evaluated conversational chatbots, ChatGPT Plus demonstrated the highest overall performance.

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During a January 2024 global survey among marketers, nearly 60 percent reported plans to increase their organic use of YouTube for marketing purposes in the following 12 months. LinkedIn and Instagram followed, respectively mentioned by 57 and 56 percent of the respondents intending to use them more. According to the same survey, Facebook was the most important social media platform for marketers worldwide.