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The moderating role of time management in the relationship between social media addiction and academic and social outcomes among university students
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DOI：10.1080/02533839.2026.2630737.png)
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Abstract
En 中文
Widespread use of social media among university students raises concerns about its impact on academic performance, social autonomy, and well-being. This study examines the direct and indirect effects of digital media addiction on academic and social outcomes, highlighting time management as a moderating factor. Data were collected from 250 students via a structured questionnaire assessing social media addiction, academic results, social well-being, time management, attitude, and electronic word of mouth (eWOM) using validated scales. Structural Equation Modeling (SEM) and PROCESS macro analyses were applied to test direct, mediated, and moderated effects. Findings reveal that social media addiction negatively influences both academic and social outcomes. However, effective time management serves as a protective factor, reducing these adverse effects. Additionally, student attitudes and eWOM were found to mediate the relationship between addiction and academic performance. The study underscores the importance of time management, digital competence, and student engagement strategies in mitigating the harmful consequences of excessive online use. These insights provide valuable implications for educational institutions, policymakers, and counselors seeking to enhance student well-being and academic success in digitally saturated learning environments.
Keywords:
Social media addiction
academic outcomes
social outcomes
time management
mediation
moderations
Journal
J
IF:
1.2
Papers:
122
Citations:
1.1K
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Cited Papers