Impact of Social Media Usage on Academic Procrastination

Abstract

This research study aims to discover the possible relationship between social media usage with academic procrastination exhibited by students. The multistage sampling technique was utilized and a sample of N=240 belonging to different educational levels (intermediate, graduate, and post-graduate), stratified by gender (boys=120 and girls=120), was drawn from various educational institutions in the Peshawar district. The researchers utilized Social Networking Time Use Scale:SONTUS (Olufadi, 2016) to measure the time spent by the subjects on social networking sites. Whereas the Academic Procrastination Scale: APS (McCloskey, 2011) was used to gauge the Academic procrastination level of the respondents. Results indicated significant positive correlation between social media usage and academic procrastination, r = 0.424; p less than 0.01. An inverse relationship of educational level with social media time usage and academic procrastination was also manifested, r=-.153; p less than0.01 and r = -.167; p less than 0.01. Moreover, there was no significant difference in academic procrastination tendency by gender F(1,238)= 1.334, P greater than .05.

Adolescent social media use: cultivating and constraining competence

“…Siebers et al ( 2022 ) note that literature exploring social media and distraction is scarce and typically focuses on adults rather than adolescents. Similarly, research investigating social media and procrastination is limited and primarily focused on emerging adults (Alblwi et al, 2021 ; Anwar et al, 2022 ; Li & Ye, 2022 ). This gap in the literature is notable when considering that, “adolescents differ from adults in their levels of reward sensitivity, impulse control, future orientation, and susceptibility to peer influence” (Icenogle & Cauffman, 2021 , p. 1011).…”

Dynamics of Social Media Engagement in Pakistan: A Comprehensive Analysis of User Trends Across Platforms

“…The applicability of these global trends to the specific context of Pakistan becomes a focal point, marked by the nation's distinctive socio-cultural tapestry. The complexity of how users engage with and utilize social media platforms in Pakistan may present unique challenges and opportunities that diverge from global norms (Ramzan et al, 2023). Understanding these distinctions is not merely an academic pursuit; it is a key consideration for businesses, content creators, and marketers seeking to navigate the digital landscape effectively (Purnama & Asdlori, 2023).A crucial side of this exploration is the impact of social media in developing countries, a theme extensively examined by Abrahim (Abrahim et al, 2019).…”

نمذجة العلاقات السببية بين يقظة الإنترنت وتعدد المهام عبر الوسائط والتجول العقلي والتسويف الأكاديمي والتحصيل الدراسي لدى طلبة الجامعة

“…‫عم‬ ‫تيـ‬ ‫وقدر‬ ‫األكاديمي‬ ‫أدائيـ‬ ‫قؿ‬ ‫يعر‬ ‫مما‬ ‫العميؽ،‬ ‫الفيـ‬ ‫و‬ ‫بفاعمية‬ ‫اسية‬ ‫الدر‬ ‫المياـ‬ ‫إتماـ‬ ‫ى‬ (Khayretdinova, 2022;Melgaard et al, 2022;Lian et al, 2022;Sumuer & Kaşıkcı, 2022) . ‫العقمي‬ ‫التجول‬ ‫و‬ ‫اإلنترنت‬ ‫يقظة‬ ‫بين‬ ‫العالقة‬ ‫إطار‬ ‫وفي‬ ‫السابقة‬ ‫اسات‬ ‫الدر‬ ‫نتائج‬ ‫كشفت‬ ‫فقد‬ : ‫عف‬ ‫إحصائية‬ ‫داللة‬ ‫ذات‬ ‫موجبة‬ ‫تباطية‬ ‫ار‬ ‫عبلقة‬ ‫وجود‬ ‫بيف‬ ‫كما‬ ‫العقمي،‬ ‫التجوؿ‬ ‫و‬ ‫نت‬ ‫اإلنتر‬ ‫يقظة‬ ‫نت‬ ‫اإلنتر‬ ‫عبر‬ ‫المتدفقة‬ ‫بالمعمومات‬ ‫المستمر‬ ‫االنشغاؿ‬ ‫يؤدي‬ ‫و‬ ‫ن‬ ‫باإلنتر‬ ‫الدائـ‬ ‫االتصاؿ‬ ‫ت‬ ‫إلى‬ ‫الفرد‬ ‫لدى‬ ‫العقمي‬ ‫التجوؿ‬ ‫مستوى‬ ‫مف‬ ‫يد‬ ‫يز‬ ‫مما‬ ‫بالمياـ‬ ‫تبطة‬ ‫المر‬ ‫غير‬ ‫باألفكار‬ ‫االنشغاؿ‬ (Johannes et al, 2018;Iqbal et al, 2022 (Odaci, 2011;Myrick, 2015;Meier et al, 2016;Reinecke, Meier, Beutel et al, 89 2018;Abiodun-Oyebanji, 2019;Nwosu et al, 2020;Latipah et al,2021;Anierobi et al, 2021;Hong et al, 2021;Rahoo et al, 2021;Türel & Dokumaci, 2022;Anwar et al, 2022;Narci, 2022 (Domoff et al, 2020;Anthony et al, 2021;Sapci et al, 2021;Bhandarkar et al, 2021;Turel& Dokumaci, 2022;Collis& Eggers, 2022;Hameed et al, 2022 (May& Elder, 2018;Wammes et al, 2019;Abiodun-Oyebanji, 2019;Domoff et al, 2020;Le Roux et al, 2021;Apriyanti& Wardoyo, 2022) . (Anierobi et al, 2021;Melgaard et al, 2022) .…”

“…‫اسي‬ ‫الدر‬ ‫التحصيؿ‬ (Moon et al, 2020;García-Ros et al, 2023;Sparfeldt & Schwabe, 2024 Klimmt et al, 2018;Johannes et al, 2018;Du et al, 2021;Freytag et al, 2021 (Throuvala et al, 2021;Anierobi et al, 2021;Hossain et al, 2022;Narci, 2022;Wiwatowska et al, 2023) . ‫اسة‬ ‫الدر‬ ‫في‬ ‫الثاني‬ ‫الفرض‬ ‫نتيجة‬ ‫وتتفق‬ ‫نت‬ ‫مع‬ ‫الحالية‬ ‫التي‬ ‫السابقة‬ ‫اسات‬ ‫الدر‬ ‫بعض‬ ‫ائج‬ ‫تباطية‬ ‫ار‬ ‫عبلقة‬ ‫وجود‬ ‫اكتشؼ‬ ‫فقد‬ ‫األكاديمي:‬ ‫التسويؼ‬ ‫و‬ ‫نت‬ ‫اإلنتر‬ ‫يقظة‬ ‫بيف‬ ‫العبلقة‬ ‫تناولت‬ ‫اصؿ‬ ‫التو‬ ‫لوسائؿ‬ ‫المفرط‬ ‫االستخداـ‬ ‫وكذلؾ‬ ‫نت،‬ ‫لئلنتر‬ ‫الدائـ‬ ‫الفحص‬ ‫و‬ ‫االتصاؿ‬ ‫بيف‬ ‫موجبة‬ ‫المياـ‬ ‫تسويؼ‬ ‫مع‬ ‫الذكي‬ ‫لمياتؼ‬ ‫الدائـ‬ ‫الفحص‬ ‫و‬ ‫نت،‬ ‫اإلنتر‬ ‫و‬ ‫االجتماعي‬ ‫طمبة‬ ‫لدى‬ ‫األكاديمي‬ ‫الجامعة‬ (Odaci, 2011;Myrick, 2015;Meier et al, 2016;Reinecke, Meier, Beutel et al, 2018;Abiodun-Oyebanji, 2019;Nwosu et al, 2020;Latipah et al, 2021;Anierobi et al, 2021;Hong et al, 2021;Rahoo et al, 2021;Türel & Dokumaci, 2022;Anwar et al, 2022;Narci, 2022 (Johannes et al, 2018;Du et al, 2021;Hong et al, 2021;Turel& Dokumaci, 2022;Le Roux& Parry, 2022;Iqbal et al, 2022 Klimmt et al, 2018;Nwosu et al, 2020;Moon et al, 2020;Latipah et al, 2021;Anierobi et al, 2021;…”

“…‫ار‬ ‫عبلقة‬ ‫وجد‬ ‫فقد‬ ‫اصؿ‬ ‫التو‬ ‫وسائؿ‬ ‫استخداـ‬ ‫في‬ ‫اط‬ ‫االفر‬ ‫و‬ ‫نت‬ ‫لئلنتر‬ ‫الدائـ‬ ‫الفحص‬ ‫و‬ ‫االتصاؿ‬ ‫بيف‬ ‫موجبة‬ ‫األكاديمي‬ ‫المياـ‬ ‫تسويؼ‬ ‫مع‬ ‫نت‬ ‫اإلنتر‬ ‫و‬ ‫االجتماعي‬(Odaci, 2011;Myrick, 2015;Meier et al, 2016; Reinecke, Meier, Beutel et al, 2018;Abiodun- Oyebanji, 2019;Nwosu et al, 2020;Latipah et al, 2021;Anierobi et al, 2021;Hong et al, 2021; Rahoo et al, 2021;Türel & Dokumaci, 2022;Anwar et al, 2022;Narci, 2022) . ‫تأثير‬ ‫نت‬ ‫لئلنتر‬ ‫الدائـ‬ ‫لمفحص‬ ‫أف‬ ‫ووجد‬ ‫األكاديمي‬ ‫التسويؼ‬ ‫في‬ ‫مباشر‬ ‫موجب‬(Meier et al, 2016) ‫و‬ ‫مذىل‬ .…”