Introduction: Hindi Diwas is celebrated annually on September 14th in India. The primary aim of this day is to promote and celebrate the Hindi language. It is dedicated to the appreciation of Hindi’s role in Indian culture and its significance as one of the country’s major languages.

Historical Background: On September 14, 1949, Hindi was adopted as one of the official languages of India by the Constituent Assembly of India. This date was specifically chosen because it marked the day when Hindi was officially recognized as a major language under the Indian Constitution. The celebration of Hindi Diwas began in 1953, with the government’s initiative to promote the use and importance of Hindi in various spheres of public life.

Objectives:

1. Promotion and Encouragement of Hindi: The primary objective of Hindi Diwas is to raise awareness about the Hindi language and to encourage its use in day-to-day communication, literature, and official matters.
2. Linguistic Awareness: The day also aims to foster a sense of appreciation for the diversity of languages in India and to promote understanding and respect for the linguistic heritage of the country.
3. Cultural Appreciation: Hindi Diwas serves as a reminder of the rich cultural heritage associated with the Hindi language, encouraging people to connect with their cultural roots and traditions.

Achievements and Celebrations:

1. Educational and Cultural Programs: Various institutions such as schools, colleges, and offices organize special events on Hindi Diwas. These include speeches, essay writing competitions, poetry recitations, and other cultural activities that highlight the beauty and significance of Hindi.
2. Awards and Recognitions: The day is marked by the presentation of awards to individuals who have made significant contributions to Hindi literature, education, and promotion. These awards recognize efforts that enhance the stature and reach of Hindi.
3. Inspirational Activities: Events related to Hindi literature, cinema, and media are organized to showcase the language’s versatility and importance in modern contexts, thus attracting younger generations to appreciate and use Hindi.

Challenges and Solutions: Despite Hindi being one of the major languages in India, it faces several challenges. However, Hindi Diwas provides an opportunity to address these issues and work towards solutions.

1. Linguistic Diversity: India is home to a vast array of languages and dialects. Hindi Diwas emphasizes the need to respect and honor all languages while promoting Hindi as a significant cultural and administrative language.
2. Modern Relevance: In the digital age, efforts are made to keep Hindi relevant through technological advancements and media. This includes developing digital tools, applications, and content in Hindi to engage with younger audiences.

Conclusion: Hindi Diwas is more than just a celebration of the Hindi language; it is a reflection of India’s cultural richness and unity. The day highlights the importance of language and literature in shaping national identity and encourages individuals to embrace and promote their linguistic heritage. By celebrating Hindi Diwas, the country reaffirms its commitment to preserving and enhancing the role of Hindi in Indian society and beyond.

by

[1]Anjumah Majeed, [2]Iqra Hafiz, [3]Firdose Ahmad Mir,
[4]Mohd Arif Hussain Bhat, [5]Bilal Ahmad Shah, [6]Asif Qadri,[7]
Ishfaq Ahmad Wani

ABSTRACT

The current research paper explores the phenomenon of internet addiction among College going students of district Anantnag. The study which was descriptive in nature was conducted on 100 College going students belonging to five different colleges of district Anantnag. The students were sampled by using simple random technique (Lottery Method) whereas, colleges were purposively selected. Data were collected by using a standardized tool developed by Daman Deep Kaur Gulati, Dr. Jose J. Kurisunkal and Dr. Mamta Bakliwal 2021. The data were analyzed by using t-test. The major finding of the study revealed that Internet Addiction is more in Arts Stream Students belonging to different Colleges of district Anantnag as compared to Science stream students belonging to different Colleges of district Anantnag.

Key Words: Internet Addiction, Lottery Method, t-test.

INTRODUCTION

In the modern digital age, the internet has become an integral and indispensable component of daily life for billions of people around the world. What was once considered a novel technological innovation has rapidly evolved into an essential tool for communication, information-gathering, entertainment, and a multitude of other functions.The Internet’s pervasive presence and increasingly ubiquitous accessibility through smartphones, laptops, tablets, and other digital devices have transformed the way individuals interact with the world and each other.

The ubiquity of the internet in the 21st century has ushered in a technological revolution, profoundly shaping the way we work, learn, socialize, and entertain ourselves. The internet has become an essential resource for a vast array of daily activities, from professional tasks and academic research to personal communication and leisure pursuits. It has enabled instantaneous access to a wealth of information, fostered global connectivity, and revolutionized the way we consume and share content.

However, as the internet has become more deeply embedded in the fabric of modern society, a concerning trend has emerged – the growing problem of problematic internet use and internet addiction. Internet addiction, characterized by an inability to control one’s use of the internet despite the presence of negative consequences, has emerged as a significant public health concern in recent decades. As individuals, particularly young people, find themselves spending more and more time online, the detrimental effects of this excessive and compulsive internet use on mental health, physical well-being, social relationships, academic or occupational performance, and overall quality of life have become increasingly apparent.

Nature and Scope of Internet Addiction

In order to fully understand the issue of internet addiction, it is essential to first explore the definition and conceptualization of this behavioural disorder. Internet addiction, also referred to as problematic internet use or compulsive internet use, has been the subject of extensive research and debate among scholars and clinicians in recent decades.

The term “internet addiction” was first introduced in the 1990s by Dr. Ivan Goldberg, a psychiatrist who observed patterns of excessive and uncontrolled internet use among his patients. Goldberg proposed that individuals could become addicted to the internet, experiencing symptoms similar to those associated with substance addictions, such as tolerance, withdrawal, and impaired function in daily life. Since then, a growing body of research has sought to further define and characterize this emerging behavioural addiction.

One of the key challenges in defining internet addiction lies in the fact that the internet is not a single, discrete activity, but rather a platform that enables a wide range of activities, from social media and online gaming to e-commerce and information-seeking. As such, internet addiction is often conceptualized as a multidimensional construct, with various sub-types or “addictions” related to specific internet-enabled behaviours, such as social media addiction, online gaming addiction, or cybersex addiction.

Despite this complexity, researchers have proposed various frameworks and diagnostic criteria for internet addiction. One of the most widely recognized models is the Generalized Problematic Internet Use Scale (GPIUS), developed by Caplan and colleagues. This model posits that internet addiction is characterized by a cognitive-behavioural syndrome, including symptoms such as mood regulation, compulsive use, cognitive preoccupation, and negative outcomes.

Another influential framework is the Internet Addiction Test (IAT), developed by Dr. Kimberly Young. The IAT assesses the degree of preoccupation, compulsive use, withdrawal symptoms, and negative consequences associated with problematic internet use. This assessment tool has been widely used in both clinical and research settings to identify and measure the severity of internet addiction.

It is important to note that the classification and diagnosis of internet addiction remain subject to on-going debate and refinement. While the American Psychological Association (APA) has recognized “Internet Gaming Disorder” as a condition warranting further study in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), the broader concept of internet addiction has not yet been formally included as a distinct diagnostic category. However, many researchers and clinicians advocate for the recognition of internet addiction as a legitimate behavioural addiction, akin to substance use disorders or gambling addiction.

Risk Factors and Etiological Mechanisms of Internet Addiction

The development of internet addiction is a complex and multifaceted process, influenced by a variety of individual, social, and environmental factors. Understanding the underlying risk factors and etiological mechanisms that contribute to the emergence and maintenance of this behavioural disorder is essential for designing effective prevention and intervention strategies.

Individual Factors :

 A growing body of research has identified several individual-level factors that may predispose individuals to the development of internet addiction. Personality traits, such as high levels of impulsivity, sensation-seeking, and neuroticism, have been consistently linked to an increased risk of problematic internet use. Individuals with these characteristics may be more likely to engage in compulsive and excessive online behaviours as a means of mood regulation or stimulation-seeking.

Additionally, the presence of co-occurring mental health conditions, such as depression, anxiety, and attention-deficit/hyperactivity disorder (ADHD), has been associated with a higher likelihood of internet addiction. These underlying psychological and neurological factors may contribute to a heightened vulnerability to the development of addictive behaviours, including problematic internet use.

Demographic factors, such as age and gender, have also been identified as risk factors for internet addiction. Adolescents and young adults, particularly males, have consistently been found to be more susceptible to developing internet addiction. This may be partially attributed to the developmental changes and social pressures experienced during these life stages, as well as the increased accessibility and pervasiveness of digital technologies among younger generations.

Social and Environmental Factors

 Beyond individual-level characteristics, social and environmental factors also play a significant role in the etiology of internet addiction. The quality and nature of an individual’s interpersonal relationships and social support systems can influence the risk of developing problematic internet use. For instance, individuals with poor social skills, limited social connections, or dysfunctional family environments may be more likely to turn to the internet as a means of socialization, emotional regulation, or escape from real-world problems.

The availability and accessibility of the internet, as well as the design and features of digital platforms and applications, can also contribute to the development of internet addiction. The ubiquity of smartphones and the constant connectivity they provide, combined with the reinforcing and addictive design elements of social media, online gaming, and other internet-based activities, can foster compulsive and excessive use.

Moreover, cultural and societal factors, such as the normalization of technology use, the perceived importance of online presence and participation, and the lack of digital literacy and self-regulation skills, can also shape an individual’s relationship with the internet and increase the risk of problematic use.

Neuro–biological and Psychological Processes

 In addition to the individual, social, and environmental factors, researchers have also explored the potential Neuro-biological and psychological mechanisms underlying internet addiction. Emerging evidence suggests that the neurological and Neuro-chemical processes involved in the development of substance addictions may also play a role in the etiology of internet addiction.

Studies have found that excessive internet use and engagement in certain online activities, such as gaming or social media use, can trigger the release of dopamine and other reward-related neurotransmitters in the brain’s reward system. This can lead to a heightened sense of pleasure and reinforcement, potentially fuelling compulsive and addictive behaviours.

Furthermore, the cognitive and behavioural patterns associated with internet addiction, such as attentional biases, cognitive preoccupation, and impaired self-regulation, may be underpinned by specific psychological processes. These include the development of maladaptive coping strategies, distorted cognitions related to the internet and its use, and impaired executive functioning and impulse control.

 By understanding the multifaceted risk factors and etiological mechanisms involved in the development of internet addiction, researchers and clinicians can better inform the design and implementation of targeted prevention and intervention strategies. This comprehensive approach is crucial for addressing the growing public health concern of problematic internet use in the digital age.

REVIEW OF RELATED LITERATURE

Various research studies have been conducted by various research scholars across the globe on internet addiction. Few of them have been presented below in chronological order;

In the study by Menon, Shanker & Narayanan, Lakshmi & Kahwaji, Ahmad (2018), the researchers investigated the internet addiction among college students. The study was conducted on 300 students in a management institute in India, were 300 students (first, second and third years’ students) were sampled and the result shows that the older students were more internet addicted than the younger students. It also showed that men were more addicted than women. 

A cross sectional study was conducted by Prashant Bagdey, Hemant Adikane, Uday Narlawar, Dadasaheb Dhage, Kishor Surwase, Alka Kaware (2018) for investigating the association between mental health and internet addiction among college students in Nagpur city. The result showed that the students aged from 17-25 years were high on internet addition. They suggested that excessive use of the Internet effects on physical, mental health and social well-being of students.

A cross sectional study on internet addiction and their relationship with depression among professional college students was carried out by Subhashini KJ, Praveen G (2018). The study was conducted on 300 students from Hassan Institute of Medical Sciences (Government Medical College) and Government Engineering College, Karnataka. They found that out of 300 students 173 (57.7%) were found to be internet addicted and 67 (38.7%) among them were found to be depressed and a there was positive relation between internet and depression. A male student shows more internet addiction than female students. 

Azher, Musarrat (2018) has explored the relationship between Internet Addiction and Anxiety among 300 PG students form University of Sargodha. The data was collected by Internet Addiction Scale (I.A.S) and Beck Anxiety Scale.  The result finding showed that internet addition was more in male students as compare to female students and also suggested that there was positive relationship between internet addiction and anxiety level among University students. 

A cross sectional study on 1304 undergraduate college students (716  were females and 588 were males) was conducted in Udupi taluka Karnataka by Sharma B,Ashok L,Chandrasekaran V, Monteiro A (2018) to examine the correlates of  internet addiction. They found the prevalence of internet addiction was 44% and this was associated gender, father’s occupation, mother’s education, availability of personal gadgets, use of smartphone, exposure to internet at young age and there was positive relationship between internet addiction and level of depression, anxiety, and stress. 

A study conducted by Teena Sarao & Dr. Poonam Sharma (2017) on the relationship between the Internet use and locus of control among college students. The result indicated that internet addicted students’ feel symptoms of tolerance, withdrawal and escape, frequent interpersonal and academic conflicts, and physical health-threatening risks related to problem. The result also showed that men facing more problems then women and they found positive correlation between external locus of control and problem Internet use.

RATIONALE OF THE STUDY

1. Prevalence and Growing Concern

• Increasing Usage: College students are among the most frequent users of the internet, and their usage often extends beyond academic purposes to social media, gaming, and other online activities. With the rise in digital technology, understanding the extent and impact of internet addiction in this demographic is critical.
• Rising Trends: Recent studies and reports suggest that internet addiction is becoming more prevalent among young adults. Research can provide updated data and insights on how widespread the problem is among college students.

2. Impact on Academic Performance

• Academic Challenges: Internet addiction can significantly impact students’ academic performance by leading to procrastination, reduced concentration, and lower grades. Investigating this relationship can help identify the extent of these effects and inform strategies to mitigate them.
• Educational Outcomes: Understanding how internet addiction affects learning outcomes can help educators develop targeted interventions to support students in maintaining academic performance while managing their internet use.

3. Mental Health Concerns

• Psychological Effects: Internet addiction is associated with various mental health issues, including anxiety, depression, and stress. Research can provide insights into how these issues specifically affect college students and identify potential mental health support needs.
• Support Systems: By highlighting the mental health impacts, your research can contribute to developing better support systems and resources within college environments.

4. Social and Behavioral Implications

• Social Interactions: Internet addiction can affect students’ social relationships and communication skills. Research can explore how excessive internet use impacts students’ interactions with peers, family, and faculty.
• Behavioral Patterns: Studying behavioral patterns associated with internet addiction can help in understanding the broader social consequences and developing interventions to promote healthy social interactions.

5. Identification of Risk Factors

• Understanding Triggers: Research can identify specific risk factors contributing to internet addiction among college students, such as academic stress, social pressures, or personal traits. This information can be used to develop preventive measures.
• Targeted Interventions: Identifying risk factors allows for the design of targeted interventions and support programs that address the root causes of internet addiction rather than just its symptoms.

6. Development of Effective Interventions

• Evaluating Existing Programs: Your research can assess the effectiveness of current interventions and support programs aimed at reducing internet addiction. This evaluation can help refine and improve these programs.
• Innovative Solutions: By identifying gaps in existing research, you can propose new strategies or solutions to help students manage their internet use more effectively.

7. Contributing to Policy and Practice

• Institutional Policies: Findings from your research can inform college policies related to internet use and mental health support, promoting a healthier academic environment.
• Educational Practices: Research outcomes can help educators and counselors develop best practices for integrating technology use in a way that supports rather than hinders student success.

8. Future Research Directions

• Foundation for Further Study: Your research can lay the groundwork for future studies on related topics, such as the long-term effects of internet addiction or the impact of emerging technologies on student behavior.

STATEMENT OF THE PROBLEM

The problem under study was worded as, “Internet Addiction: A Study on College going Students of District Anantnag”.

OBJECTIVE

To compare internet Addiction scores among College going Students of District Anantnag with respect to Stream.

H₀= There is no significant difference in Internet Addiction scores among College going Students of District Anantnag based upon their stream.

DELIMITATIONS OF THE STUDY

• The study was conducted on 100 college going students only,
• Study was conducted on 05 colleges only.

SAMPLE AND SAMPLING TECHNIQUE

The current study was descriptive in nature. The sample of the study consisted of 100 college going students from 05 going students belonging to district Anantnag. Out of the 100 sampled students 50 were Male and 50 were Female. The students were sampled by using simple random sampling technique (Lottery Method) and the colleges were sampled by using purposive sampling technique. Gender equality was maintained wherever possible. Respondents were selected from diverse socioeconomic status.

TABLE 1.0 depicts the brief sample of the study

S.No.	Name of the College	Gender Male                  Female
01	GDC Boys Anantnag	15	10
02	GDC Women Anantnag	00	20
03	GDC Mattan	10	05
04	GDC Kokernag	15	05
05	GDC Bijbehara	10	10
	Total	50	50
	Grand Total	100

TOOLS

For data collection Internat Addiction Scale (IAS) developed by Daman Deep Kaur Gulati, Dr. Jose J. Kurisunkal and Dr. Mamta Bakliwal 2021

DATA COLLECTION PROCEDURE

Data were collected from 05 different colleges of district Anantnag. After taking the prior permission from the principals of the selected colleges, the respondents selected for the current study were made aware about the objective of the research and were assured that their responses are being used for research purpose only and will be kept confidential.

STATISTICAL TECHNIQUE

The data were analyzed with help of T-Test.

ANALYSIS AND FINDINGS

The data related to the objective was collected and analysed by using t-test. But before applying t-test, the investigator checked the assumptions of t-test which are normality and Homogeneity as has been discussed below;

ASSUMPTION OF NORMALITY

H₀= the distribution of Internet Addiction Scores of Arts and Science students belonging to different Colleges of district Anantnag do not deviate significantly from normality.

Tests of Normality
	Stream	Kolmogorov-Smirnova			Shapiro-Wilk
		Statistic	df	Sig.	Statistic	df	Sig.
Internet addiction scores	Arts	.086	50	.200*	.966	50	.165
	Science	.109	50	.194	.956	50	.059
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction

From above table it is clear that Kolmogorov-Smirnov Statistics for Internet Addiction scores of Arts students belonging to different Colleges of district Anantnag is 0.086 with df 50, whose significance value is 0.200 which is greater than 0.05, thus the value is not significant at 0.05 level of significance. In view of this the null hypothesis that the “distribution of Internet Addiction Scores of Arts students belonging to different Colleges of district Anantnag do not deviate significantly from normality” is accepted.

Similarly, the Kolmogorov-Smirnov Statistics for Internet Addiction scores of Science students belonging to different Colleges of district Anantnag is 0.109 with df 50, whose significance value is 0.194 which is greater than 0.05, thus the value is not significant at 0.05 level of significance. In view of this the null hypothesis that the “distribution of Internet Addiction Scores of Science students belonging to different Colleges of district Anantnag do not deviate significantly from normality” is accepted.

From above table and discussion it is quite clear that Assumption of Normality gets fulfilled. The investigator further proceeded to check the second assumption which is;

Assumption of Homogeneity:

H₀= “there is no significant difference in the variance of Internet addiction scores of Arts and Science Students belonging to different Colleges of district Anantnag”.

		Levene’s Test for Equality of Variances
Internet Addiction Scores		F	Sig.	t	df	Sig (2-tailed)
	Equal variances assumed	.109	.742	3.837	98	.000
	Equal variances not assumed			3.837	97.082	.000

From table it is clear that Levene’s F value is 0.109, its significant value is 0.742, which is greater than 0.05. Hence, the value is not significant at LOS 0.05. Thus, the Null Hypothesis that “There is no significant difference in the variance of scores of Internet Addiction of Arts and Science Students belonging to different Colleges of district Anantnag” is accepted. Hence the assumption of Homogeneity of variance holds good.

Further from the above table it is clear that t-value is 3.837 with df= 98, whose two tailed significance value is 0.000 which is less than 0.01 level of significance. Hence the value is significant at 0.01 level of significance. In view of this the null hypothesis that’ “there is no significant difference in Internet Addiction Scores of Arts and Science Stream Students belonging to different Colleges” is rejected which means that Internet Addiction is  not Independent of Stream.

Therefore, it can be concluded that Internet Addiction Scores of Arts and Science Stream Students belonging to different Colleges of district Anantnag differ significantly.

Also, from the Table below it is observed that mean of Internet Addiction Scores of Students belonging to Science Stream is 67.3600 which is significantly less than the mean of Internet Addiction Scores of Students belonging to Arts Stream which is 75.3600. Therefore, it can be concluded that Internet Addiction is more in Arts Stream Students belonging to different Colleges of district Anantnag as compared to Science stream students belonging to different Colleges of district Anantnag.

Group Statistics
	Stream	N	Mean	Std. Deviation	Std. Error Mean
Internet addiction scores	Arts	50	75.3600	10.92042	1.54438
	Science	50	67.3600	9.90518	1.40080

Similar to our research findings, here are some research studies that suggest internet addiction varies with academic stream or field of study:

1. “Internet Usage Patterns and Addiction Among Students of Different Streams” (2019) by Sharma, A., et al. published in Journal of Educational Technology, 15(3), 1-12. This study found that students from the commerce stream were more likely to experience internet addiction than students from the arts and science streams.

2. “Internet Addiction and Academic Performance: A Study of Students from Different Disciplines” (2020) by Gupta, A., et al. published in Journal of Educational Computing Research, 58(4), 866-881.This study found that students from the engineering and management disciplines were more likely to experience internet addiction than students from the arts and science disciplines.

3. “Internet Addiction and Its Relationship with Academic Performance Among Students of Different Streams” (2018) Singh, S., et al. published in International Journal of Advanced Research in Computer Science, 9(1), 240-246.This study found that students from the arts stream were more likely to experience internet addiction-related problems than students from the science and commerce streams.

                     In contrast to our results here are some studies whose findings suggest that internet addiction is same irrespective of the academic stream of students

1. “Internet Addiction Among University Students: A Study of Engineering and Humanities Students” (2017) by, Kumar, A., et al. (2017) in  International Journal of Advanced Research in Computer Science, 8(3), 355-361.- This study found no significant differences in internet addiction between engineering and humanities students.

2. “Internet Addiction Among University Students: A Cross-Sectional Study” (2019)  Al-Dhahir, M., et al. in Journal of Taibah University Medical Sciences, 14(1), 34-41.  – This study found no significant differences in internet addiction among students from different faculties (arts, science, engineering, and medicine).

REFERENCES

Ahmet A. (2011). Internet Addiction, depression, Anxiety and stress. International Online Journal of Educational Sciences, 2011, 3(1):138-148.

Akin, A., & Iskender, M. (2011). Internet Addiction and Depression, Anxiety and Stress. International Online Journal of Educational Sciences, 3(1), 138-148. 

Akin, A. (2012). The relationships between internet addiction, subjective vitality, and subjective happiness. Cyber psychology, Behavior and Social Networking, 15, 404–410.

Alderman, H., Behrman, J. R., Lavy, V., & Menon, R. (2001). Child Health and School Enrolment: A Longitudinal Analysis. Journal of Human Resources, 36, pp. 185-205. 

Alexa. C. Curtis (2015). Defining Adolescence. Journal of adolescent and family health, Volume.7, Issue.2.

Aneshensel, Carol S. (1992). ―Social Stress: Theory and Research. American Review of Sociology 18:15–38.

Anderson, K. J. (2001). Internet use among college students: An exploratory study. Journal of American College Health, 50(1), 21-26.

Anderson CA, Horowitz LM, French R. (1983) Attributional style of lonely and depressed people. Journal of Personality and Social Psychology, 45:127–136. doi: 10.1037//0022-3514.45.1.127.

Angela Leite, Ana Ramires, Susana Amorim (2020). Psychopathological Symptoms and Loneliness in Adult Internet Users: A Contemporary Public Health Concern. International Journal of Environmental Research and Public Health — Open Access Journal, page no. 1-17.

Arnett, J. J. (1995). Adolescents’ uses of media for self-socialization. Journal of Youth and Adolescence, 24 (5), p- 519-533.

Aslam, M., & Kingdon, G. (2010). Parental Education and Child Health – Understanding the Pathways of Impact in Pakistan.

Atindra Nath Dutta (2016), A comparative study of mental health of addicted and          non-addicted adolescent students, The International Journal of Indian Psychology, Volume 4, Issue 1, No. 76, ISSN 2348-5396 (e) DIP:

18.01.017/20160476

Azher, M. (2014). The Relationship between Internet Addiction and Anxiety among students of University of Sargodha. International Journal of Humanities and Social Science, 4 (1), 288.

Behrman, J., & Deolalikar, A. (1988). Health and Nutrition. In H. Chenery, & T. Srinivasan, Handbook of Development Economics (Vol. 1, pp. 631-711). Amsterdam, North Holland.

Berte, D.Z., Mahamid, F.A. & Affouneh, S. (2019) Internet Addiction and Perceived Self-Efficacy Among University Students. Int J Ment Health Addiction. https://doi.org/10.1007/s11469–019–00160–8

Bernaras E, Jaureguizar J. & Garaigordobil M (2019). Child and Adolescent Depression: A Review of Theories, Evaluation Instruments, Prevention Programs, and           Treatments.     Front. Psychology. 10:543. doi: 10.3389/fpsyg.2019.00543

Betul Keles, Niall McCrae & Annmarie Grealish (2020). A systematic review: the influence of social media on depression, anxiety and psychological distress in adolescents, International Journal of Adolescence and Youth, 25:1, 79-93, DOI: 10.1080/02673843.2019.1590851

Bélanger, F., & Crossler, R. (2011). Privacy in the Digital Age: A Review of Information Privacy Research in Information Systems. MIS Quarterly, 35(4), 1017-1041. doi:10.2307/41409971

Mir Firdose Ahmad , Shah Bilal Ahmad, Rather Ilyas Ahmad , Bhat Mohd           Arif Hussain  (2021). A Comparative Study Of Internet Addiction Among           Higher Secondary School Students Of District Anantnag, published in                Elementary Education Online, 2021; Vol 20 (Issue 2): pp. 3960-3970, doi: 10.17051/ilkonline.2021.02.412

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[1] Student Indira Gandhi National Open University, New Delhi, J&K, INDIA

[2] Former Student, University of Kashmir, Department of Economics, J&K, INDIA

[3] Assistant Professor (Environmental Science), GDC Women Anantnag, J&K, INDIA

[4] Principal, Islamia Faridiya College of Education Kishtwar, J&K, INDIA

[5] Assistant Professor (Education), GDC Women Anantnag, J&K, INDIA

[6] Assistant Professor (Kashmiri), GDC Mattan Anantnag, J&K, INDIA

[7] Teacher at Department of School Education, J&K, INDIA

LINK to DOWNLOAD PDF

by Shashikant Nishant Sharma

ORCID (Open Researcher and Contributor ID) is a unique identifier that helps researchers and scholars distinguish their academic contributions and establish a permanent, unambiguous connection between their identity and their work. It is widely used in academic publishing, grant applications, and collaborative research.

This guide provides step-by-step instructions for creating an ORCID ID and explains how scholars can use it effectively.

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Part 1: ORCID ID Creation

Step-by-Step Process to Create an ORCID ID

1. Visit the ORCID Website
   • Go to the official ORCID website: https://orcid.org
2. Start the Registration Process
   • Click on the “Register” button, usually located at the top right corner of the homepage.
3. Fill in the Registration Form
   • First Name and Last Name: Enter your full name as it appears in your academic publications.
   • Email Address: Provide an active email address. You will need this to confirm your account and receive notifications.
   • Password: Create a strong password (at least 8 characters with a mix of letters, numbers, and special characters).
4. Select Notification Preferences
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5. Agree to Terms and Conditions
   • Review and agree to the ORCID Terms of Use and Privacy Policy. This outlines how your data will be used and protected.
6. Click on “Register”
   • Once the form is completed, click on “Register” to submit your details.
7. Email Confirmation
   • Check your inbox for a confirmation email from ORCID. Follow the instructions to verify your email address.
8. Complete Your Profile
   • After email verification, log in to ORCID and start completing your profile by adding biographical information, education, employment history, funding, and publications.

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Part 2: Key Features of an ORCID Profile

Once your ORCID ID is created, you should complete your profile to maximize its usefulness:

1. Biography:
   Include a brief description of your academic background, current position, and research interests. Keep it concise yet informative.
2. Education:
   Add details of your educational qualifications, including the institution name, degree, and years attended.
3. Employment:
   Provide details of your academic and professional affiliations. This can include both current and past employment at universities, research institutes, or companies.
4. Publications:
   Use ORCID’s “Search and Link” wizard to automatically add your published works from databases like Scopus, CrossRef, or PubMed. You can also manually add publications, including journal articles, conference papers, and books.
5. Funding:
   Record any grants or funding you have received for your research. Many funding bodies now require an ORCID ID when applying for grants.
6. Other Identifiers:
   You can link your ORCID ID with other researcher IDs such as Scopus Author ID, ResearcherID, or Google Scholar Profile.

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Part 3: Uses and Benefits of ORCID for Scholars

An ORCID ID offers multiple benefits for scholars, enhancing visibility, improving discoverability, and ensuring proper attribution of research outputs.

1. Unique Identification

• Distinguish Yourself: ORCID provides a unique identifier that distinguishes you from other researchers with similar names, ensuring your work is always correctly attributed to you.
• Persistent Record: ORCID maintains a persistent and lifelong record of your scholarly activities, even if you change institutions or fields.

2. Integration with Research Platforms

• Academic Journals: Many journals and publishers require authors to provide an ORCID ID when submitting manuscripts, ensuring that the research is correctly attributed to the right author.
• Grant Applications: Funding agencies like the NIH, NSF, and the European Commission require ORCID IDs for grant applications, making it easier for scholars to track and claim funding.
• Universities and Institutions: ORCID is integrated with many institutional repositories, helping to automatically update your profile with institutional affiliations, publications, and other academic activities.

3. Enhance Research Visibility

• Discoverability: ORCID links your profile with major databases such as PubMed, Scopus, and CrossRef, making it easier for other researchers, institutions, and collaborators to find your work.
• ORCID iD in Emails and CVs: You can include your ORCID iD in your email signature, on your CV, or on personal and professional websites to further promote your academic identity.

4. Connect Your Research Outputs

• Centralized Profile: ORCID acts as a central hub for managing and displaying all of your academic outputs, including journal articles, books, datasets, peer reviews, and more.
• Automatic Updates: Many publishers and research databases can automatically push new research outputs to your ORCID profile, saving you time and ensuring accuracy.

5. Collaborate and Network

• Global Networking: ORCID helps connect you with collaborators worldwide. Institutions and other researchers can search for your ORCID ID to learn about your expertise and research output.
• Co-Authorship Tracking: ORCID makes it easy to identify co-authors and collaborators on joint projects, enhancing your academic network.

6. Maintain Ownership of Your Data

• Privacy Control: You control the visibility of your information. You can set specific sections of your ORCID profile (e.g., personal data, publications) to be publicly visible, private, or shared only with trusted organizations.
• Data Portability: Your ORCID ID and associated data stay with you, regardless of your institutional affiliation or geographic location.

7. Compliance with Institutional Requirements

• Many universities and research institutions now require researchers to have an ORCID ID. Having one makes it easier to comply with these requirements, particularly for research assessment exercises and reporting purposes.

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Part 4: Best Practices for ORCID ID Use

• Keep Your Profile Updated: Regularly update your profile with new publications, grants, or employment changes.
• Use Your ORCID ID Consistently: Include your ORCID ID in all your academic activities, such as manuscript submissions, conference presentations, and grant applications.
• Share Your ORCID ID: Add your ORCID ID to your CV, personal website, social media profiles, and email signature.
• Sync with Other Profiles: Link your ORCID ID to other academic profiles like Google Scholar, ResearchGate, or institutional databases to keep them in sync.

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Final words

Creating and using an ORCID ID is an essential step for scholars in today’s academic environment. It enhances your professional visibility, ensures proper attribution of your work, and simplifies the management of your scholarly output. By following this guide, you can make the most of ORCID’s features and strengthen your academic identity in the global research community.

References

Cress, P. E. (2019). Why do academic authors need an ORCID ID?. Aesthetic Surgery Journal, 39(6), 696-697.

Haak, L. L., Fenner, M., Paglione, L., Pentz, E., & Ratner, H. (2012). ORCID: a system to uniquely identify researchers. Learned publishing, 25(4), 259-264.

Sprague, E. R. (2017). Orcid. Journal of the Medical Library Association: JMLA, 105(2), 207.

Sharma, S. N. Unveiling the Top Secret Skills to Thrive in the Modern Age.

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