questionnaire on impact of social media on students

(2011). According to Iwamoto and Chun (2020), anxiety and depression are the negative emotions that an individual may develop when some source of stress is present. For instance, Kuh (Citation2009) states that student effort and time that a student spends in academic activities to achieve the desired academic results is called student engagement. The engagement of a student is the passion, concentration, and hope that they reveal during their study (Posner and Posner Citation2009). Social Media have many serious problems and lead to significant issues for students, especially regarding their privacy or security, and cause distraction of studies. Self-image and depressive tendencies among adolescent Facebook users. Soc. 2020, 74, 304-319. Thailand 98, S81S90. Please refer to the 'Licensing' tab on the article menu bar for information on the reuse conditions associated with this license type. Copyright 2022 Chen and Xiao. Also in China, Wang et al. Thus, it is necessary to know how the growing usage of social networks is associated with students affective health on different aspects. This consistent use of social media is not expected to leave students psychological, affective and emotional states untouched. These effects have been explored more among school students in the age range of 1318 than university students (above 18), but some studies were investigated among college students as well. The data were collected with the help of a questionnaire designed for gathering the students' opinions about the digital technologies and social media. 15, 99669981. Citation2020) and engagement (Junco Citation2012). (Citation2017). Citation2017). Social media has both, positive and negative effects. Also, the affective influences of social media should not be generalized but they need to be interpreted from an ecological or contextual perspective. doi: 10.1353/jip.2015.0013, Fredrickson, B. L. (2001). 52, 494504. Recent investigations of using social media show that approximately 3 billion individuals worldwide are now communicating via social media (Iwamoto and Chun, 2020). (2012). For years, the research picture on how social media affects teen mental health has been murky. Citation2020) in academia. As described by Iwamoto and Chun (2020), when students are affected by social media posts, especially due to the increasing reliance on social media use in life, they may be encouraged to begin comparing themselves to others or develop great unrealistic expectations of themselves or others, which can have several affective consequences. This paper highlights. As many conditions of the educational settings do not allow for having control groups or randomization, probably, experimental studies do not help with this. The body of research on the effect of social media on students affective and emotional states has led to mixed results. The survey questionnaire was administered to students at NIT, Tanzania. Telemed. For instance, social media usage of students may increase the students intrinsic motivation leading to the students academic engagement and student creativity. Psychological counseling programs can be initiated at schools or universities to check upon the latest state of students mental and emotional health influenced by the pervasive use of social media. Recently, the concept of cyberbullying has gained popularity due to the extensive use of social media (Byrne, Vessey, and Pfeifer Citation2018; Lowry et al. This disscussion lead us to understand that social media usage by the students is definitely linked with the students creativity. 6, 7783. J. Then, this good or bad mood is easily shared with others in a flash through the social media. Research studies have identified an association in among social media usage and learning (Tarantino, McDonough, and Hua Citation2013) and students academic engagement (Koranteng, Wiafe, and Kuada Citation2018; Rutherford Citation2010). In the case of the latter, learners might develop unrealistic expectations of themselves by comparing themselves to others. University of Economics Ho Chi Minh City, Vietnam, Ho Chi Minh City University of Economics and Law, Vietnam. Social Media and Student Engagement This seems to be essential as different affective factors such as anxiety, stress, self-esteem, and the like have a developmental nature. (2012) explored the relations between depression and the identity associated with the use of the popular social media, the Facebook. To establish construct validity, factor loadings of all the items of the variables of our study were computed. Youth 25, 7993. Table 3 reports the values of descriptive statistics and inter-correlations. A constant observation of how other students or peers are showing their instances of achievement leads to higher self-evaluation (Stapel and Koomen, 2000). 33, 815828. when it is at +1SD (effect=0.01, LLCI: 0.056, ULCI: 0.002) than at lower level of cyberbullying, i.e. Probably a new line of research can be initiated to explore the co-development of teacher and learner psychological traits under the influence of social media use in longitudinal studies. The use of social media allow students to satisfy their curiosity (Thomas and Vinuales Citation2017). Face it, dont Facebook it: Impacts of social media addiction on mindfulness, coping strategies and the consequence on emotional exhaustion. Considering the increasing influence of social media on education, the present paper aims to focus on the affective variables such as depression, stress, and anxiety, and how social media can possibly increase or decrease these emotions in student life. Chukwuere and Chukwuere (2017) maintained that social media platforms continue to be the major source of changing mood among general populations. This can be uniting and dividing. All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Intrinsic motivation is positively associated with student outcomes (Bempechat and Shernoff Citation2012; Saeed and Zyngier Citation2012). Pers. As a result, they might feel anxious or depressed. These researchers also showed that social media sources can exert negative affective impacts on teenagers, as they can induce more envy and social comparison. 61, 111. It should be mentioned that the susceptibility of affective variables to social media should be interpreted from a dynamic lens. 3099067 Student motivation is an important factor that enhances student engagement (Martin Citation2007) and creativity (Hennessey Citation2015; Malik et al. Comp. The most salient risk factors of psychological distress, anxiety, and depression based on the systematic review were activities such as repeated checking for messages, personal investment, the time spent on social media, and problematic or addictive use. 9, 108112. This stress-provoking effect of social media has been also pinpointed by Weng and Menczer (2015), who contended that social media becomes a main source of stress because people often share all kinds of posts, comments, and stories ranging from politics and economics, to personal and social affairs. This growing population of social media users is spending more and more time on social network groupings, as facts and figures show that individuals spend 2 h a day, on average, on a variety of social media applications, exchanging pictures and messages, updating status, tweeting, favoring, and commenting on many updated socially shared information (Abbott, 2017). Instead, a handful of research scholars have also suggested a relationship between students intrinsic motivation and innovation and creativity (Gu, He, and Liu Citation2017; Jaquith Citation2011; Moneta and Siu Citation2002). Also, these mixed positive and negative effects are similar to the findings of several other relevant studies on general populations psychological and emotional health. But the effects of social media appear neither . J. Pers. Social Media as Educational Tool - Students Questionnaire 1. Results indicate that CR and CA of all the constructs were higher than the threshold value of 0.70, and AVE values were higher than the threshold value of 0.50 as recommended by past studies (Fornell and Larcker Citation1981; Hair et al. (2018). It should be reminded that the alleged socially supportive and communicative promises of the prevalent use of social networking in student life might not be fully realized in practice. Mathewson (2020) attributed these divergent positive and negative effects to the different theoretical frameworks adopted in different studies and also the different contexts (different countries with whole different educational systems). learning environment for students. On the other hand, it should be noted that by feeling positive, learners might take full advantage of the affordances of the social media and; thus, be able to follow their learning goals strategically. Charoensukmongkol (2018) reckoned that the mental health and well-being of the global population can be at a great risk through the uncontrolled massive use of social media. There will be implications for pre- and in-service teacher training and professional development programs and all those involved in student affairs. Potentials, Pitfalls, and Future Directions in Creativity Research, Sources of Method Bias in Social Science Research and Recommendations on how to Control it, I Hate Everything About you: A Qualitative Examination of Cyberbullying and on-Line Aggression in a College Sample, Technology use, Self-Directed Learning, Student Engagement and Academic Performance: Examining the Interrelations, Involvement in Traditional and Electronic Bullying among Adolescents, Technology Acceptance Model (TAM) and Social Media Usage: an Empirical Study on Facebook, A Self-Determination Theory Perspective on Student Engagement, Learning Environments That Support Student Creativity: Developing the SCALE, Social Media at the University: a Demographic Comparison, Using Online Social Media to Support Preservice Student Engagement, How Motivation Influences Student Engagement: a Qualitative Case Study, Computer-based Technology and Student Engagement: a Critical Review of the Literature, Cyberbullying, School Bullying, and Psychological Distress: A Regional Census of High School Students, Knowledge Management, Social Media and Employee Creativity, Intrinsic Motivation and Engagement as Active Ingredients in Garden-Based Education: Examining Models and Measures Derived from Self-Determination Theory, Fostering Student Creativity Through Teacher Behaviors, Staying Back and Dropping out: The Relationship Between Grade Retention and School Dropout, Scholarly use of Social Media and Altmetrics: A Review of the Literature, Social Media as an Open-Learning Resource in Medical Education: Current Perspectives, Openness to Experience Enhances Creativity: The Mediating Role of Intrinsic Motivation and the Creative Process Engagement, Effects of Student Engagement with Social Media on Student Learning: A Review of Literature, Understanding the Role of Social Influence in Piquing Curiosity and Influencing Attitudes and Behaviors in a Social Network Environment, A Dynamic Longitudinal Examination of Social Media use, Needs, and Gratifications among College Students, Cyberbullying in Higher Education: A Literature Review, Unfolding Deconstructive Effects of Negative Shocks on Psychological Contract Violation, Organizational Cynicism, and Turnover Intention, Evaluating Student Motivation and Engagement in the Chinese EFL Writing Context, Linking Empowering Leadership and Employee Creativity: The Influence of Psychological Empowerment, Intrinsic Motivation, and Creative Process Engagement. *Correspondence: Miao Chen, chenmiao@njupt.edu.cn; Xin Xiao, wdfhgovfeo@126.com, The Roles of Social Media in Education: Affective, Behavioral, and Cognitive Dimensions, View all For instance, relationships will be weak for students who face severe bullying on the social media platform. We believe that social media platforms such as Researcchgate, Academia.edu, Linkedin, Facebook research groups, etc provide such a learning community to the students, which facilitates their engagement in academic activities. Thus, significantly more research is needed in different contexts and cultures to compare the results. Raising learners awareness of this fact that individuals should develop their own path of development for learning, and not build their development based on unrealistic comparison of their competences with those of others, can help them consider positive values for their activities on social media and, thus, experience positive emotions. A review of the research findings on the relationship between social media and students affective traits revealed both positive and negative findings. Christenson, Reschly, and Wylie (Citation2012) argue that the idea of academic engagement has been grown from students attention in the classroom to a full construct that is based on emotional, cognitive, and behavioural parts that further lead to students motivation for learning. Ann. In our model, we take student use of social media as a factor that boosts student intrinsic motivation to learn, therefore, facilitating his/her engagement and creativity. Demographics information of the sample. Conditional indirect effects at specific value of moderator. Exemplary works of research on these affective variables are reviewed here. The study is conducted using self designed interview schedule on 100 students of class IX and X from annually flood affected regions of Baksa district. CyberTher. The finding implies that the students, teachers, and academic institutes need to find out the ways of how to avoid cyberbullying. Allied Sci. The teachers role as well as the curriculum developers role are becoming more important than ever, as they can significantly help to moderate the adverse effects of the pervasive social media use on students mental and emotional health. Individ. Depressed adolescents positive and negative use of social media. 79, 10681087. Researchers argue that when an individual's intrinsic motivation is absent, the individual pays less attention to the work because of the lack of interest and enjoyment (Grant and Ashford Citation2008; Zhang and Bartol Citation2010).

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