The Effect of Virtual Social Network Use on Students’ Aggression: A Survey Study Using the Aggression Questionnaire (AGQ)

Abstract

This study aimed to examine the effect of virtual social network use on aggression among upper secondary school students in Yazd. This applied study used a descriptive survey design. The statistical population consisted of 7,600 upper secondary school students in Yazd during the 2023–2024 academic year, from whom 365 students were selected using Cochran’s formula and random sampling. Data were collected using a researcher-developed questionnaire assessing social media use and the 30-item Aggression Questionnaire (AGQ), which measures physical aggression, verbal aggression, anger, and hostility. Cronbach’s alpha coefficients were 0.87 for the researcher-developed questionnaire and 0.89 for the AGQ. Data were analyzed using SPSS version 26 and SmartPLS 4 through Pearson correlation analysis, comparative statistical tests, and partial least squares structural equation modeling. A significant positive relationship was found between duration of social media use and total aggression (r = 0.58, p < 0.01). Gender was significantly associated with type of violence (p < 0.05), whereas socioeconomic status was not significantly related to cyber violence (p > 0.05). In the structural model, duration of social media use significantly predicted cyber violence experience (β = 0.71), aggression-promoting attitudes (β = 0.33), and overall aggression (β = 0.18). Cyber violence experience (β = 0.58) and aggression-promoting attitudes (β = 0.42) significantly predicted overall aggression. The indirect effects of social media use on aggression through cyber violence experience (β = 0.41) and aggression-promoting attitudes (β = 0.14) were significant. The total effect of social media use on aggression was 0.73 (p < 0.001). Greater use of virtual social networks is associated with higher levels of aggression among students, and cyber violence experience and aggression-promoting attitudes appear to play important mediating roles; therefore, school-based programs focusing on media literacy, self-regulation, anger management, and cyber-violence prevention are recommended.