Direct and Indirect Effects of Social Media on Academic Engagement: The Role of Content Consumption and Self-Regulation

Abstract

This study explores how social media usage affects academic engagement and distraction among Indonesian university students. Drawing on the Theory of Planned Behavior and Social Cognitive Theory, it examines the mediating roles of content consumption and time management, and the moderating roles of self-regulation and purpose of use. Data from 200 undergraduates were analyzed using structural equation modeling. Results show that social media positively influences academic engagement when used purposefully and managed effectively, but excessive use leads to distraction. Taken together, findings suggest that universities should actively promote digital literacy and self-regulation to maximize the academic benefits of social media.

Keywords

social media usage academic engagement academic performance content consumption time management self-regulation digital literacy

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