Student motivations for social media use and their effects on academic performance- a meditational approach in emerging market

Abstract

Purpose

Due to the incredible criticisms by scholars of the excessive use of social media networks, this study aims to explore students’ motivation for social media use (SMU) and its effects on academic performance (AP) in the light of uses and gratification theory.

Design/methodology/approach

Using the simple random and snowball sampling techniques, this study has considered 299 responses and critically analyzed them using structural equation modeling through the AMOS version 24. The mediation analysis has been done to explore the effective use of social media networks.

Findings

The results reveal that video clip watching and nonacademic learning intentions significantly influence SMU and AP. Besides, socialization through friends and family connections has tremendously fostered SMU intention, while it could not benefit AP. This study found an exceptional result that the entertainment intention of the students did not influence SMU but dramatically impacted their AP. Again, SMU has robust effects on enhancing students’ academic achievement. This study also concluded the results of the mediation analysis.

Practical implications

The learners, professionals, higher education policymakers, etc. may benefit from following this study's guidelines for using social media networks.

Social implications

This study may tremendously contribute to changing the mindset of youth from addiction to SMU and improving AP.

Originality/value

The prime novelty of this study is to justify the mediation analysis for SMU to explore whether it can truly influence students’ AP and critically examine the deep insight of certain factors associated with SMU.

Citation

Kalam, A., Goi, C.L. and Tiong, Y.Y. (2023), "Student motivations for social media use and their effects on academic performance- a meditational approach in emerging market", Interactive Technology and Smart Education, Vol. 20 No. 3, pp. 313-334. https://doi.org/10.1108/ITSE-09-2022-0115