Exploring the Bright and Dark Sides of Social Media Use on Academic Performance: Contrasting Effects on Actual vs. Perceived Performance

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2024-12-22 DOI:10.1111/jcal.13111

Miao Chao, Weiyi Sun, Jie Liu, Jiahui Ding, Ye Zhu

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引用次数: 0

Abstract

Background

The use of social media among students has become debatable concern due to both positive and negative effects on academic performance. Yet, understanding of the diverse patterns of social media use and their influence on actual and perceived academic performance remains limited.

Objectives

This study distinguishes between academic and excessive social media usage that predicts academic performance while considering academic motivation as a predictive antecedent variable.

Methods

A sample of 887 high school students participated in this study through an online questionnaire. The research model was evaluated using the structural equation modelling approach.

Results and Conclusions

The results revealed that academic motivation prompts academic social media usage and reduces excessive use. Additionally, academic usage positively impacts perceived academic performance but has no impact on actual performance. Paradoxically, although excessive use doesn't affect perceived academic performance, there is an observed negative impact on actual academic performance. These findings provide valuable insights for students and educators, illuminating the limitations of academic social media usage and highlighting the detrimental effects of excessive social media use.

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探索社交媒体使用对学习成绩的利弊：对实际表现和感知表现的对比影响

由于对学习成绩的积极和消极影响，学生使用社交媒体已经成为一个有争议的问题。然而，对社交媒体使用的各种模式及其对实际和感知的学习成绩的影响的理解仍然有限。本研究将学习动机作为预测前因变量，区分了学术和过度使用社交媒体对学习成绩的预测。方法采用在线问卷调查的方式对887名高中生进行调查。采用结构方程建模方法对研究模型进行了评价。结果与结论研究结果表明，学术动机促进了学术社交媒体的使用，并减少了过度使用。此外，学习使用对感知学习成绩有正向影响，但对实际学习成绩没有影响。矛盾的是，虽然过度使用并不影响感知的学习成绩，但观察到对实际学习成绩的负面影响。这些发现为学生和教育工作者提供了有价值的见解，阐明了学术社交媒体使用的局限性，并强调了过度使用社交媒体的有害影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope