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Objective: To measure a multivariate analysis of social media addiction and cognitive‐behavioral physical activity associated with several sociodemographic characteristics in adolescent girls. Design and Methods: A cross‐sectional study. The sample consisted of adolescent girls studying in a vocational high‐school in the Middle‐Black‐Sea region in Türkiye (n = 333). A questionnaire, Social Media Addiction Scale‐for‐Adolescents (SMAS‐A), and Cognitive‐Behavioral Physical Activity Questionnaire (CBPAQ) were used to collect the data. Results: The mean age was 15.35 (SD = 1.15), and 29.4% were the ninth‐class students. Of the adolescent girls, 85.9% were social‐media users, 59.8% used the internet 2‐hours‐or‐more/daily, 67.9% declared themselves as moderately‐active. The mean scores of the SMAS‐A and the CBPAQ were 3.40 (SD = 1.61) and 21.03 (SD = 7.64), respectively. There was a significantly‐negative correlation between cognitive‐behavioral physical activity and social‐media addiction levels. The One‐Way MANOVA results showed significant differences in the academic level, family income, mother education, and physical activity measurement application usage affected to cognitive‐behavioral physical activity. Social media usage habit affected to the social media addiction level. Conclusions: Daily internet usage time and self‐declared physical activity level were the mutually affected factors. School nurses should act to improve healthy social media usage habits to promote well‐being and encourage the positive attitudes towards regular physical activity in this population. [ABSTRACT FROM AUTHOR]

Aim: The aim of this randomised controlled study was to determine the effect of Health Belief Model (HBM)‐based health education programme in late adolescent period on coping with premenstrual syndrome (PMS). Methods: Thirty women both in the intervention and control groups were included. The HBM‐based education programme was applied to cope with PMS. The intervention and control groups were followed up for three cycles in terms of PMS symptoms. The data were collected by a questionnaire and the Premenstrual Syndrome Scale. Results: There was a statistically significant difference between the pre‐test mean scores and the first, second and third follow‐up mean scores; and between the first follow‐up mean score and the second and the third follow‐up mean scores in the repeated measurements of the intervention group (p <.05). The mean scores of the intervention group were found to be significantly lower than the control group in the second and third follow‐ups (p <.05). Conclusion: In conclusion, HBM‐based health education was effective for coping with PMS. It is recommended for dealing with PMS to use HBM‐based education programmes, to motivate the students for life style changes, and to identify the obstacles and the benefits perceived about PMS. [ABSTRACT FROM AUTHOR]