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The goal of the study was to investigate the relationship between social media usage and academic performance among university students. A survey was conducted with 500 undergraduate students from a large public university in the United States. Participants were asked to report their average weekly time spent on social media platforms as well as their current cumulative grade point average (GPA).

The results revealed a significant negative correlation between social media usage and academic performance. Students who spent more time on social media tended to have lower GPAs compared to their peers who used social media less frequently. This finding was consistent across different academic majors and demographic groups, suggesting that the detrimental effect of excessive social media use on academic achievement is pervasive.

Further analysis indicated that the type of social media activities also played a role. Students who primarily used social media for entertainment purposes, such as browsing feeds, watching videos, and playing games, showed a stronger negative association with academic performance than those who utilized social media more for educational or professional purposes, such as networking, collaboration, and information sharing.

The study also explored potential mediating factors that may explain the link between social media usage and academic performance. One factor identified was the impact of social media on attention and concentration. Students who spent more time on social media reported greater difficulty in maintaining focus and staying on task, which in turn was linked to lower academic achievement.

Another factor was the displacement of time and energy from academic activities. The findings suggested that excessive social media use led to a reduction in time devoted to studying, attending classes, and completing assignments, ultimately contributing to poorer academic outcomes.

The results of this study have important implications for university administrators, educators, and students themselves. The findings underscore the need for interventions and strategies to help students develop healthier social media habits and maintain a balance between their online activities and academic responsibilities.

Potential interventions could include implementing digital wellness programs, providing guidance on time management and self-regulation, and integrating social media use into the curriculum in a purposeful and constructive manner. By addressing the challenges posed by excessive social media usage, universities can better support students in achieving academic success and personal well-being.

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