Social Media Usage and Academic Performance: Evidence from Myanmar Students in China

Social Media Usage and Academic Performance: Evidence from Myanmar Students in China | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Social Media Usage and Academic Performance: Evidence from Myanmar Students in China PYAE PHYO MON This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6578686/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This cross-sectional study examines the impact of social media usage on the academic performance of Myanmar students in Chinese universities, using the Technology Acceptance Model (TAM) as the theoretical framework. Structural Equation Modeling (SEM) was employed to analyze data from an online survey of 250 Myanmar students in China. The study identifies that social media usage (SMU) positively influences academic performance (AP), with academic engagement (AE) and time management (TM) acting as key mediators. Additionally, demographic factors such as age and gender moderate these relationships. Older students derive more benefits from social media in their academic performance compared to younger students, while female students demonstrate better time management skills, contributing to superior academic outcomes. The findings highlight the significant role of social media in enhancing academic performance, emphasizing the mediation of academic engagement and time management and the moderation by demographic factors. This study provides valuable insights into the educational potential of social media, particularly in multicultural academic settings, and emphasizes the importance of considering demographic variables in shaping the impact of technology on students’ academic performance. Special Education Management Social Media Usage Academic Performance Technology Acceptance Model Academic Engagement Time Management Structural Equation Modeling Figures Figure 1 Figure 2 1. Introduction and Background of the Study 1.1 Study Background Social media has become an integral component of individuals’ daily activities. The term "social media" encompasses applications that facilitate user communication, allow the editing, sharing, and creation of visual, audio, or textual content, and enable the labeling, recommending, and categorizing of existing content (Ogundele et al., 2023 ). Platforms such as WeChat, widely used in China, allow students to engage with professors, participate in academic discussions, and access learning materials outside traditional classroom settings. Despite its ubiquity, the impact of social media on academic performance remains underexplored, particularly among international students. In China, while social media is predominantly used for academic purposes, Myanmar students face distinct challenges in adapting to educational platforms due to the absence of specialized social media tools in their home country. This gap in digital education platforms motivates this study, which seeks to explore the role of social media in enhancing the academic performance of Myanmar students studying in China. International students often navigate unique academic environments, requiring effective learning strategies and self-regulation. Social media has been identified as both a potential enabler and a source of distraction, depending on how students manage their time and engagement. Effective time management and academic engagement, as active processes through which students control and direct their learning, have been linked to improved academic outcomes. This study addresses the need for a clearer understanding of how these factors mediate the relationship between social media usage and academic performance, with particular attention to demographic differences such as age and gender. 1.2 Aim of the Study The primary aim of this study is to investigate how social media usage influences the academic performance of Myanmar students in China, focusing on the role of academic engagement and time management as mediators. The study also examines how demographic variables such as age and gender moderate this relationship. This research specifically addresses three key questions: RQ1. To what extent do various factors influence social media among Myanmar students in China? RQ2. What is the relationship between social media usage and academic performance, and what role do academic engagement and time management play as mediators? RQ3. How do demographic factors (gender, age) moderate the influence of social media usage on academic performance? To address these questions, data were collected through an online survey targeting 250 Myanmar students in China, and analyzed using SEM via STATA-18. The results of this study are expected to contribute to both theoretical and practical knowledge by identifying the mechanisms through which social media impacts academic success, particularly for international students. Quantitative research method was applied to approach the specific findings: consist with TAM, PEU and PU emerged as significant antecedent variables influencing SMU; SMU was found to significantly affect AP, with AE and TM serving as mediating variables in this relationship; demographic factors, such as age and gender, were shown to moderate the relationship between SMU and AP, highlighting their role in shaping these dynamics among Myanmar students in China. The findings could inform interventions aimed at improving educational outcomes by promoting effective social media usage, tailored to the needs of international learners. This study contributes to the understanding of how SMU can enhance AP, particularly among international students. This study advances the TAM by addressing the gap in prior research, which often overlooked the mediation of behavioral intention when linking PEU and PU to SMU. Utilizing SEM, the study enhances methodological rigor in examining the relationship between SMU and AP among international students in China. It is among the first to validate SMU's role within the TAM framework in relation to AP and contributes to developing a robust framework for measuring academic success across diverse educational contexts. The study highlights the need for educational institutions to foster environments that maximize the benefits of social media while addressing its potential distractions through effective TM strategies. Educators play a critical role by providing clear guidelines, supporting responsible SMU, and recommending purposeful activities, helping students engage constructively. Such policies can proactively mitigate negative effects and encourage the productive use of social media for academic success. The findings have the potential to guide further research on the role of social media in education, especially in diverse cultural contexts. 2. Theoretical Background and Literature Review 2.1 Technology Acceptance Model The Technology Acceptance Model, developed by Fred Davis in 1986, is a widely used framework to understand the factors influencing individuals' acceptance and use of technology. According to TAM, two key factors—Perceived Ease of Use (PEU) and Perceived Usefulness (PU)—impact users’ behavioral intentions and actual technology use. PEU refers to the degree to which an individual believes using a technology will require little effort, while PU refers to the belief that using the technology will improve performance (Alamri et al., 2020; Davis et al., 1989). TAM has been extensively applied in education to explore students’ engagement with various technologies. Research shows that both PEU and PU significantly influence students' intentions to use technology for educational purposes (Binyamin et al., 2020; Doleck et al., 2017). Existing studies often overlook foreign students’ challenges with unfamiliar social media platforms. Cultural and contextual factors significantly affect their PEU and PU. Limited research examines how cross-cultural transitions influence these perceptions and their impact on academic performance, highlighting a critical gap in current knowledge. TAM provides a valuable framework for understanding students’ perceptions of social media as a tool for academic success. PU influences students’ willingness to engage with social media for academic tasks if they believe these platforms enhance learning, collaboration, and access to information (Alamri et al., 2020). Similarly, PEU plays a critical role: students are more likely to adopt social media if they find it easy to integrate into their academic routines. While TAM has been widely applied to conventional e-learning technologies, few studies have examined its application to social media platforms in education. This creates a gap in understanding how students' perceptions of PEU and PU affect their academic performance when using social media for academic purposes. This study applies the TAM to examine the relationship between SMU and AP among international students. It explores how PEU and PU shape social media engagement for academic purposes, considering cultural and contextual factors. By addressing these gaps, the research extends TAM's scope and provides a deeper understanding of how social media supports foreign students' academic success amidst cross-cultural and technological transitions. 2.2 The Role of Social Media in Academic Performance of University Students Social media is increasingly used in higher education, enabling the distribution of teaching materials, the conduction of student satisfaction surveys, and the promotion of campus events to enhance AE (Gori et al., 2020). These functions have transformed student learning and instructor teaching methods, influencing academic experiences (Boateng & Amankwaa, 2016). The social support gained from networking helps students adjust to academic life (DeAndrea et al., 2012). Most studies focus on domestic students using familiar platforms, neglecting challenges faced by foreign students adapting to unfamiliar tools like WeChat. For international students in China, cultural and technological transitions significantly impact social media's role in fostering AE and improving AP, motivating this study's focus. Research suggests that engagement, supported by social media, is associated with better academic outcomes (Mou et al., 2024). This relationship is especially pertinent to our study, which aims to explore how social media usage directly influences Grade Point Average (GPA). The literature indicates that social media can increase academic involvement through enhanced collaboration and interaction with peers and professors (Junco, 2012). These gaps motivate our focus on engagement as a key factor, exploring how foreign students’ social media interactions are influenced by cross-cultural differences and how these interactions impact academic outcomes. Moreover, effective TM is vital for academic success (Chaturvedi, 2016), with studies showing that students who manage their time well tend to achieve higher grades (Khan et al., 2020). This study examines how cultural differences and unfamiliar platforms affect foreign students' ability to balance academic demands, specifically exploring how students' use of social media affects their TM practices and, consequently, their academic performance. This body of literature motivates our investigation into the complex ways SMU impacts AP, particularly in the context of foreign students. By focusing on social media’s role in AE and TM, this study seeks to address gaps in understanding how these factors interact in cross-cultural and technological transitions. Specifically, we aim to uncover how cultural and contextual factors shape SMU’s influence on GPA and to provide insights that inform strategies to leverage social media for enhanced academic success among international students. 2.3 Moderating Effects of Demographic Factors between the Relationship of Social Media Usage and Academic Performance Demographic factors, particularly age and gender, are critical in moderating the relationship between SMU and AP. These factors significantly influence how social media impacts academic outcomes, making their investigation essential, especially in the context of international students who face unique cultural and technological challenges. This study seeks to address gaps in prior research by exploring how age and gender moderate the relationship between SMU and AP. (1) Age as a Moderator Age influences how SMU affects AP, with younger students typically utilizing social media platforms for interaction and communication within their social networks (Whiting & Williams, 2013). However, existing research has not sufficiently explored age as a moderator in the context of international students adapting to unfamiliar social media platforms. This is because older students often have more developed TM and self-regulation skills, which may enable them to balance social media use with academic commitments more effectively (Harnadi et al., 2024). Additionally, age has been shown to influence the relationship between emotional intelligence and social adjustment, indicating that older students are more adept at managing their academic life alongside social media engagement (Ishak et al., 2011). These insights inspire the present study to explore how age moderates the relationship between SMU and AP, hypothesizing that older students may experience a more significant positive impact on AP through their enhanced ability to manage social media distractions. Motivated by these gaps, this study hypothesizes that older students will experience a more significant positive impact of SMU on AP due to their advanced ability to manage distractions and adapt to new cultural and technological environments. By focusing on age as a moderator, the study aims to provide insights into how international students at different stages of maturity navigate the academic use of social media. (2) Gender as a Mediated Moderator Gender also plays a critical role in moderating the relationship between SMU and AP, particularly through TM. Research indicates that males often exhibit higher levels of social media addiction, which can negatively impact their AP (Ogundele et al., 2023). In contrast, females tend to demonstrate superior TM skills, such as better planning and organization, which can help mitigate the potential negative effects of social media distractions (Bhattacharya et al., 2022). However, few studies have examined these dynamics in the context of international students, where cultural expectations and unfamiliar platforms may influence how gender-related differences manifest. This study hypothesizes that gender moderates the mediating effect of TM on the relationship between SMU and AP, with females benefiting more from effective TM. It explores how cultural and contextual challenges impact gender differences, offering insights into how international students balance academic and social demands. In summary, both age and gender significantly moderate the relationship between SMU and AP. Age influences how effectively students benefit from SMU, with older students potentially gaining greater advantages due to their maturity, self-regulation, and ability to adapt to unfamiliar platforms. Gender impacts the effectiveness of TM in mitigating social media distractions, with females demonstrating stronger TM skills that support better AP. These demographic factors are particularly relevant for understanding the dynamics of SMU and AP in the context of foreign students facing cultural and technological transitions. By addressing these gaps, this study aims to provide actionable insights into how demographic factors shape the academic success of international students, informing targeted interventions to enhance AP in the digital age. 3. Hypothesis Development and Conceptual Framework 3.1 The Relationship between Perceived Ease of Use and Perceived Usefulness Research indicates that students who perceive social media as easy to use are more likely to find it useful, suggesting a positive correlation between PEU and PU (Lane & Coleman, 2012). PEU positively influences PU (Al-Ammary et al., 2014). Additionally, PEU is as a significant antecedent of PU, rather than a parallel or direct determinant of technology acceptance (Lee et al., 2003). This implies that PEU indirectly affects the acceptance of social media through its impact on PU. Based on these findings, the following hypothesis is proposed: Hypothesis 1 (H1): Perceived ease of use is positively associated with perceived usefulness. 3.2 The Relationship between Perceived Usefulness and Social Media Usage Previous research has established that social influence significantly enhances the PU of social media platforms (Al-Ammary et al., 2014; Lee et al., 2011). Additionally, PU has been shown to positively impact the extent of SMU among individuals (Devaraj et al., 2008). These studies suggest that as individuals recognize the usefulness of social media, their engagement with these platforms increases. Based on the review of existing literature, the following hypothesis is proposed: Hypothesis 2 (H2): Perceived usefulness is positively associated with social media usage. 3.3 The Relationship between Perceived Ease of Use and Social Media Usage Perceived ease of use indirectly influences the acceptance of SMU through its impact on PU (Lee et al., 2003). According to (Devaraj et al., 2008), PEU is positively related to SMU and also exerts an indirect effect on the intention to use social media via PU. These studies suggest that when individuals find social media platforms easy to use, they are more likely to perceive them as useful, which in turn increases their usage intentions. Based on the review of existing literature, the following hypothesis is proposed: Hypothesis 3 (H3): Perceived ease of use is indirectly associated with social media usage through perceived usefulness. 3.4 Relationship between Social Media Usage and Academic Performance of University Students Social media serves as a pivotal tool in higher education, facilitating communication, collaborative learning, and the dissemination of academic materials (Mahdiuon et al., 2020). On the positive side, social media enhances learning outcomes by promoting information sharing, fostering student engagement, and supporting collaborative projects (Elkaseh et al., 2016; Sabaghi Nia et al., 2022). Additionally, social networking provides essential social support that helps new students adapt to academic environments and encourages open learning through group discussions and idea exchange (DeAndrea et al., 2012). However, excessive use can distract students from their academic responsibilities, leading to engagement in non-educational activities such as casual conversations and procrastination (Cao et al., 2024; Goet, 2022). This raises concerns about effectively regulating social media usage to mitigate its negative effects (Cao et al., 2024). Conversely, some studies demonstrate a significant positive correlation between SMU and AP, suggesting that appropriate use can support educational objectives and enhance academic achievements (Jacobsen & Forste, 2011; Peter, 2015). Other research, however, finds no significant relationship, attributing it to the predominant use of social media for leisure rather than academic purposes (Hameed et al., 2022). Given these mixed findings, it is essential to empirically examine the relationship between SMU and AP. Therefore, the following hypothesis is proposed: Hypothesis 4 (H4): Social media usage is related to academic performance. 3.5 Academic Engagement as a Mediator Engagement with social media can lead to positive academic outcomes, notably increased AE (Turel & Serenko, 2012). Social media platforms facilitate virtual interactions between students and their classmates and teachers, regardless of geographical location (Hameed et al., 2022; Owusu-Acheaw & Larson, 2015). Effective learning occurs when students engage in appropriate cognitive processes; therefore, AE is a crucial determinant of AP (Ashraf et al., 2021). Moreover, empirical studies have demonstrated a positive and significant relationship between the educational use of social media and student engagement (Junco et al., 2011). Furthermore, student engagement in educational processes is significantly associated with improved AP (Mahdiuon et al., 2020). These findings suggest that SMU influences AE, which in turn affects AP. Additionally, students who enter university later or are less prepared for college education can attain higher grades through increased AE (Kuh et al., 2008). Based on the reviewed literature, the following hypothesis is proposed: Hypothesis 5 (H5): Academic engagement mediates the relationship between social media usage and academic performance. 3.6 Time Management as a Mediator Extensive research has demonstrated that increased time spent on social media is significantly associated with challenges in TM among students, indicating a negative relationship between social media involvement and the ability to effectively manage time (Olebara et al., 2021). TM is fundamental to students' commitment to academic activities, improved AP, and the achievement of educational goals (Chukwu et al., 2022). Effective TM is positively correlated with strategic learning and academic achievement, as it allows students to allocate sufficient time for studying and engaging in academic tasks (Liu et al., 2022). Conversely, excessive use of social media can detract from AP by diverting attention away from dedicated study time (Owusu-Acheaw & Larson, 2015). However, the literature presents mixed findings regarding the impact of TM on AP. While some studies highlight the positive effects of effective TM, others report a negative or negligible influence on academic achievement and increased academic stress (Agormedah et al., 2021). Additionally, excessive SMU can lead to distractions and reduced focus, further impairing students' AP (Agustian et al., 2023). These conflicting results underscore the complexity of the relationship between SMU, TM, and AP. Given these varied findings, it is imperative to empirically investigate the mediating role of TM in the relationship between SMU and AP. Therefore, the following hypothesis is proposed: Hypothesis 6 (H6): Time management mediates the relationship between social media usage and academic performance. 3.7 Age as a Moderator between Social media Usage and Academic Performance Debates continue regarding the consequences of social networking sites on youth development and academic outcomes among college students (Ahmed1 et al.). The younger generation often employs social media for various purposes that may enhance their academic performance and bolster self-confidence (Ali et al., 2021). However, other research indicates no significant association between learners’ age and the degree to which social media affects AP (Obiso, 2024). These conflicting findings highlight a gap in the literature concerning the moderating effect of age on the relationship between SMU and AP. To address this gap, the following hypothesis is proposed: Hypothesis 7 (H7): Age moderates the influence of social media usage on academic performance. 3.8 Gender as a Mediated Moderator between Social Media Usage and Academic Performance via Time Management Research consistently shows that female students possess superior TM skills compared to their male counterparts, which correlates with higher academic achievement among females (Khan et al., 2021). Additionally, studies indicate that female students exhibit lower levels of time wastage and achieve better academic success than male students (Gayef et al., 2017). TM acts as a mediating variable that influences AP, while gender serves as a moderating variable that affects the strength and direction of this mediation (Agormedah et al., 2021). Given that female students generally exhibit better TM skills, gender is posited to moderate the mediating effect of TM on the relationship between SMU and AP. Based on these observations, the following hypothesis is proposed: Hypothesis 8 (H8): Gender moderates the mediating effect of time management on the relationship between social media usage and academic performance. 3.9 Research Conceptual Framework In summary of the aforementioned relationships, the conceptual framework for this study is illustrated in Figure 1. This framework integrates the Technology Acceptance Model with social media usage behaviors and students’ academic performance, emphasizing the interconnections among the included variables. By synthesizing TAM with the specific behaviors related to SMU, the framework delineates how PEU and PU influence SMU, which in turn affects AP through mediating factors such as AE and TM. Additionally, demographic factors like age and gender are incorporated as moderating variables that influence these relationships. This comprehensive framework provides a structured basis for examining the multifaceted impacts of social media on university students' academic outcomes. 4. Research Methodology 4.1 Research Design In the present study, research was conducted among Myanmar students to examine the proposed hypotheses. A quantitative research design was employed, utilizing a structured questionnaire specifically developed for this study to gather relevant data. This methodological approach facilitated the systematic evaluation of the hypotheses by quantifying participants' responses. Additionally, the study analyzed real-world scenarios to understand how participants responded to the current academic and social media environments. By leveraging quantitative techniques, the research aimed to provide empirical evidence on the relationships between SMU, AE, TM, and AP among Myanmar students in Chinese universities. 4.2 Total Population and Sampling The target population for this study consisted of Myanmar students enrolled in universities across China. Due to the lack of precise data on the total number of Myanmar students in Chinese higher education institutions, the sample size was determined using a standard formula that accounts for desired precision, confidence level, and population variability. Specifically, a 95% confidence level, a 5% margin of error, and a population proportion of 50% were selected to ensure a reliable and representative sample. The estimated population of Myanmar students in China ranged between 500 and 1,000 individuals. Using the Finite Population Correction (FPC) factor method, the required sample size was calculated to be between 218 and 279 participants. For this study, a sample of 250 Myanmar students was selected, providing a balanced representation for hypothesis testing and ensuring that the findings are both statistically significant and generalizable to the broader population of Myanmar students in Chinese universities. 4.3 Data Collection and Survey Design This study employed a cross-sectional design, utilizing an online survey administered via the Credamo platform to Myanmar students enrolled in universities across China between September and November 2024. The sample comprised 250 university students from approximately 25 fields of study, representing institutions located in around 30 cities across China. To achieve the research objectives, a quantitative approach was employed to obtain comprehensive insights. A structured questionnaire, comprising two main sections, was developed. The first section gathered demographic information such as gender, age, field of study, current education level, GPA, attendance record, participation in academic activities, daily time spent on social media, and the primary social media platforms used. The second section utilized a five-point Likert scale, ranging from 1 (Strongly Disagree) to 5 (Strongly Agree), to assess key constructs such as PEU, PU, SMU, AP, AE, and TM. All items in the questionnaire were derived from established scholarly literature, as detailed in Table 2. This methodological framework ensures a rigorous assessment of the hypotheses by systematically capturing both demographic variables and key constructs related to social media usage and academic performance. 5. Data Analysis and Results 5.1 Descriptive Statistics The study conducted a descriptive analysis to assess the frequency distributions and proportions of the respondents. Table 1 presents demographic data from 250 respondents, with a predominant female representation (71.6%) compared to male students (28.4%). The largest age group comprised young adults aged 26-30 years (30.4%), followed by those aged over 35 years (28.0%) and 31-35 years (27.2%). A small proportion (0.4%) was below 20 years of age. In terms of education level, the majority were highly educated, with over 89% holding Master's or Ph.D. degrees, 9.3% possessing Bachelor's degrees, and 1.6% having diplomas. AP, as indicated by GPA, showed that 47.2% of students achieved a GPA between 3.5 and 4.0, 32.4% between 3.0 and 3.49, and only 4.8% had a GPA below 2.5. Attendance records were generally high, with 47.2% reporting a "Good" attendance record and 45.2% achieving "Excellent" attendance. Only 7.6% had an average attendance record, and no respondents reported "Poor" or "Very Poor" attendance. Participation in academic activities varied, with 22.0%. Regarding SMU, the majority of students (68.0%) reported spending 2-5 hours daily on social media, while 18.4% indicated spending more than 5 hours, and only 1.2% spent up to 1 hour. The most frequently used platform was YouTube, with 207 users, followed by WeChat (171 users), Instagram, Facebook, WhatsApp, and LinkedIn. Table 1 Descriptive Statistics of Demographic Characteristics Item Measurement Frequency (n = 250) Proportion (%) Gender 250 100 Male 71 28.4 Female 179 71.6 Age Group 250 100 Up to 20 years old 1 0.4 21 - 25 years old 35 14 26 - 30 years old 76 30.4 31 - 35 years old 68 27.2 Over 35 years old 70 28 Education Level 250 100 Diploma 4 1.6 Bachelor's 23 9.2 Master's 156 62.4 Ph.D 67 26.8 Grade Point Average 250 100 (GPA) Below 2 6 2.4 2 - 2.49 6 2.4 2.5 - 2.99 39 15.6 3 - 3.49 81 32.4 3.5 - 4 118 47.2 Attendance Record 250 100 Very Poor (Missed many sessions per day) 0 0 Poor (Missed several sessions per day) 0 0 Average (Attended most sessions per day but missed a few) 19 7.6 Good (Attended almost all sessions per day) 118 47.2 Excellent (Attended all sessions per day without any absences) 113 45.2 Participation in 250 100 Academic Activities 0 activity 25 10 1 activity 46 18.4 2 activities 55 22 3 activities 50 20 4 activities 19 7.6 5 activities 22 8.8 More than 5 activities 33 13.2 Time Spends on 250 100 Social Media per Up to 1 hour 3 1.2 Day 1 - 2 hours 31 12.4 2 - 3 hours 62 24.8 3 - 4 hours 54 21.6 4 - 5 hours 54 21.6 More than 5 hours 46 18.4 Most Frequently Use YouTube 207 As the most frequent use social media of respondents are more than one platform, we can describe as the number of users by each platform. Social Media WeChat 171 Instagram 65 Facebook 49 WhatsApp 35 LinkedIn 25 Table 2 presents a summary of the constructs measured using five-point Likert scale questions. PEU was generally rated positively, with students perceiving social media platforms as user-friendly and easy to learn. The mean scores ranged from 4.05 to 4.26, with low variability (standard deviations between 0.66 and 0.74). PU was also highly rated, indicating that students view social media as beneficial for academic purposes, such as staying informed, facilitating discussions, and sharing resources (mean scores between 3.88 and 4.15; SD = 0.57–0.62). SMU was widespread and frequent, with mean scores ranging from 3.54 to 3.92 and standard deviations between 0.62 and 0.69, reflecting substantial daily engagement. AE scores ranged from 3.48 to 3.82 (SD = 0.60–0.69), suggesting that social media positively contributes to the dissemination of knowledge and enhances academic performance. TM presented notable challenges, particularly during study sessions, with mean scores ranging from 2.79 to 3.62 and higher standard deviations between 0.96 and 1.02. The lower mean score for TM3 specifically suggests that some students face distractions that negatively impact their study time. In contrast, AP was rated positively, with mean scores ranging from 3.97 to 4.26 and low variability (SD = 0.52–0.60), indicating that students perceive social media as a valuable tool for enhancing AP. Table 2 Descriptive Statistics of Five-point Likert Questions Construct Questions Proportion (%) Mean Stand. Dev. SD D N A AS Perceived Ease of Use (PEU) PEU1 It is easy for me to learn how to use social media platforms. - 0.80 9.60 63.20 26.40 4.08 0.72 PEU2 I find that the process of using social media is clear, understandable and straight forward. - - 17.20 68.00 14.80 4.26 0.74 PEU3 It would be easy to become skillful at using social media platforms. - 0.80 20.80 67.60 10.80 4.05 0.70 PEU4 I find that social media platforms are easy to use. - 1.60 13.60 71.60 13.20 4.22 0.66 Perceived Usefulness (PU) PU1 Social media helps to keep up with news and technology. - - 4.00 66.40 29.60 4.15 0.61 PU2 Social media helps students be informed about various events. - - 11.20 66.80 22.00 3.98 0.57 PU3 Social media helps students to be generally educated and knowledgeable. - 0.80 14.40 66.40 18.40 4.02 0.62 PU4 Social media allows students to discuss academic topics with the professors and peers. - 0.40 17.20 67.20 15.20 3.88 0.58 PU5 Social media allows for easy sharing of learning materials among students. - 0.40 9.20 65.60 24.80 3.96 0.58 Social Media Usage (SMU) SMU1 I use social media several times a day. - 0.80 24.00 66.80 8.40 3.82 0.62 SMU2 I daily spend more than 2 hours on social media. - 1.20 26.00 62.40 10.40 3.92 0.65 SMU3 I use social media to stay connected with friends and family every day. - 2.40 18.00 64.80 14.80 3.79 0.67 SMU4 I often use social media for various purposes. - 1.60 30.40 55.60 12.40 3.83 0.64 SMU5 I feel comfortable when I access social media when I want to use. - 2.00 24.00 62.80 11.20 3.54 0.69 Academic Engagement (AE) AE1 I often actively participate in class discussions and activities on social media. 0.40 4.80 46.80 42.80 5.20 3.48 0.69 AE2 I make use of social media to disseminate knowledge to my classmates. - 1.20 25.20 64.40 9.20 3.82 0.60 AE3 I engage in academic discussions on social media, and this has improved my academic performance. - 2.40 26.40 62.40 8.80 3.78 0.63 AE4 I use social media for the learning process that help me to increase my GPA score. 0.40 5.20 40.00 49.20 5.20 3.54 0.69 Time Management (TM) TM1 I didn't chat with friends when a lecture was ongoing. 3.60 20.40 35.20 33.60 7.20 3.20 0.97 TM2 I was not watching movies online rather than completing book study time activities. 4.80 22.40 32.00 32.80 8.00 3.17 1.02 TM3 I think I was not getting distracted during study time because of being entertained by funny online posts. 6.00 37.60 30.80 22.40 3.20 2.79 0.96 TM4 I was not arriving late sometimes to lectures due to internet browsing. 3.60 13.20 15.60 52.40 15.20 3.62 1.01 Academic Performance (AP) AP1 I am satisfied in my current academic performance. - - 22.00 48.00 30.00 4.26 0.52 AP2 My academic grades have been above average. - - 17.60 38.40 44.00 4.11 0.57 AP3 I actively participate in academic activities to improve my academic performance. 1.20 20.40 50.80 23.60 4.00 4.02 0.60 AP4 I think that using social media in the course would make it easier for me to study for tests and exams. - 1.20 18.40 54.40 26.00 3.97 0.58 AP5 I find that using social media in the course would make it easier for me to do my assignments. - - 13.20 51.60 35.20 4.15 0.58 SD = Strongly Disagree, D = Disagree, N = Neutral, A = Agree, SA = Strongly Agree From the results of Table 1 and 2, the data indicate a predominantly young, highly educated female student population with strong AP and excellent attendance records. Participation in academic activities varies, while SMU is extensive, especially on platforms like YouTube and WeChat. Students generally perceive social media as both easy to use and highly beneficial for academic purposes. However, TM remains a challenge for some, as indicated by reported distractions impacting study time. Overall, SMU positively influences AP, reflecting high satisfaction and perceived improvements in grades. 5.2 Inferential Statistics To address the primary objectives of this study, STATA-18, a robust statistical and data science software, was utilized for data analysis. The research model, which explores the relationships between social media usage, academic performance, and potential mediators and moderators, was rigorously tested through inferential statistical methods. 5.2.1 Measurement Model The measurement model was evaluated to ensure the validity and reliability of the constructs. This involved assessing the factor structure, internal consistency, and both convergent and discriminant validity of the measurement instruments. The reliability of the Likert-scale items was assessed using Cronbach’s alpha coefficients. In this study, PEU construct yielded a Cronbach’s alpha of 0.69, which is marginally below the acceptable threshold, suggesting the need for potential refinement of its items. Other constructs demonstrated satisfactory reliability, with PU and SMU achieving Cronbach’s alpha values of 0.80 and 0.76, respectively. Convergent validity was evaluated using the Average Variance Extracted (AVE) metric, which assesses the proportion of variance captured by each construct relative to measurement error. While most constructs achieved acceptable AVE values—PEU (0.56), AE (0.55), and TM (0.52)—PU (0.40) and SMU (0.43) fell below the recommended threshold. This indicates that convergent validity may not be fully established for PU and SMU, potentially necessitating the revision of measurement items or the inclusion of additional indicators to enhance validity. Generally, the Cronbach’s alpha and AVE values for the constructs are mostly within acceptable ranges, as presented in Table 3. To assess multicollinearity within the measurement model, Variance Inflation Factor (VIF) and tolerance tests were conducted. VIF values ranged from 1.18 to 1.93, well below the upper threshold of 5, indicating no problematic multicollinearity. Tolerance values, calculated as 1/VIF, ranged from 0.5181 to 0.8621, all above the minimum acceptable value of 0.10, further confirming the absence of multicollinearity issues within the measurement model. These results, as summarized in Table 3, provide evidence that the measurement model is not adversely affected by multicollinearity. Table 3 Cronbach’s Alpha, AVE, VIF, Tolerance Construct Item Cronbach's Alpha AVE VIF Tolerance = 1/VIF Perceived Ease of Use (PEU) 0.69 0.56 PEU1 1.61 0.6211 PEU2 1.37 0.7299 PEU3 1.27 0.7874 PEU4 1.18 0.8475 Perceived Usefulness (PU) 0.80 0.40 PU1 1.93 0.5181 PU2 1.79 0.5587 PU3 1.51 0.6623 PU4 1.44 0.6944 PU5 1.41 0.7092 Social Media Usage (SMU) 0.76 0.43 SMU1 1.84 0.5435 SMU2 1.72 0.5814 SMU3 1.41 0.7092 SMU4 1.40 0.7143 SMU5 1.40 0.7143 Academic Engagement (AE) 0.70 0.55 AE1 1.58 0.6329 AE2 1.51 0.6623 AE3 1.22 0.8197 AE4 1.21 0.8264 Time Management (TM) 0.71 0.52 TM1 1.58 0.6329 TM2 1.36 0.7353 TM3 1.33 0.7519 TM4 1.30 0.7692 Academic Performance (AP) 0.82 0.36 AP1 1.76 0.5682 AP2 1.75 0.5714 AP3 1.66 0.6024 AP4 1.61 0.6211 AP5 1.55 0.6452 N = 250, PEU = Perceived Ease of Use, PU = Perceived Usefulness, SMU = Social Media Usage, AE = Academic Engagement, TM = Time Management, Academic performance = AP Overall, the reliability and validity assessments demonstrate that most constructs exhibit acceptable internal consistency and convergent validity, as indicated by Cronbach’s alpha and AVE values. However, PU and SMU have AVE values below the recommended threshold of 0.5, suggesting the need for further refinement. Additionally, multicollinearity tests confirm that the measurement model is free from significant multicollinearity issues, reinforcing its robustness. Overall, the measurement model is reliable and valid, with minor areas for improvement. 5.2.2 Structural Model Following the validation of the measurement model, structural path analysis was conducted to examine the direct and indirect effects of AMU on AP, as well as the roles of mediators and moderators within the model. Subsequently, the structural model was estimated through hypothesis testing, adhering to the methodologies proposed by (Elkaseh et al., 2016). This process facilitated the identification of significant relationships among the variables, providing empirical support for the proposed hypotheses. This study utilized SEM to examine the relationships between SMU and AP, employing latent variables to represent the key constructs. Based on TAM, two external variables were integrated to support SMU. Additionally, potential mediators and moderators, including AE, TM, age, and gender, were incorporated into the model. Figure 2 illustrates the SEM path diagram, and Table 4 presents the detailed path analysis results. The findings indicate significant direct and indirect effects among the variables, supporting the proposed hypotheses and demonstrating the robustness of the theoretical framework. The SEM results, presented in Figure 2 and summarized in Table 4, provide insights into the relationships among the study constructs. PEU has a significant positive direct effect on PU (β = 0.504, p < 0.001), suggesting that increases in PEU are associated with a 0.504-unit rise in PU. PU significantly and positively influences SMU (β = 0.600, p < 0.001), indicating that higher perceptions of PU result in a 0.600-unit increase in SMU. In contrast, the direct effect of PEU on SMU is not statistically significant (β = 0.065, p = 0.307), indicating that the relationship between PEU and SMU is fully mediated by PU. Table 4 Path Analysis Results Path Coefficient Std. Error Z-value P-value PEU → PU 0.504 0.054 9.340 < 0.001 PU → SMU 0.600 0.064 9.380 < 0.001 PEU → SMU 0.065 0.063 1.020 0.307 SMU → AP 0.225 0.072 3.110 0.002 SMU → AE 0.792 0.040 19.980 < 0.001 AE → AP 0.315 0.071 4.430 < 0.001 SMU → TM -0.182 0.092 -1.980 0.047 TM → AP -0.111 0.031 -3.560 < 0.001 Gender → AP 0.098 0.046 2.120 0.034 Age_group → AP -0.042 0.020 -2.060 0.039 INT_TM_GEN → AP -0.159 0.059 -2.700 0.007 INT_SMU_AGE → AP 0.150 0.046 3.300 0.001 N = 250, PEU = Perceived Ease of Use, PU = Perceived Usefulness, SMU = Social Media Usage, AE = Academic Engagement, TM = Time Management, Academic performance = AP Furthermore, the path analysis results are described as Table 4. SMU positively impacts AP (β = 0.225, p = 0.002), suggesting that each unit increase in SMU corresponds to a 0.225-unit improvement in AP. Additionally, SMU has a strong positive effect on AE (β = 0.792, p < 0.001), which, in turn, enhances AP. Conversely, SMU exerts a negative influence on TM (β = -0.182, p = 0.047), indicating that higher levels of SMU are associated with a 0.182-unit decrease in TM. Furthermore, TM negatively affects AP (β = -0.111, p < 0.001), suggesting that poorer TM is linked to lower AP. This counterintuitive finding warrants further investigation to uncover potential underlying factors and ensure accurate interpretation. Then, demographic variables also demonstrate significant effects. Age Group negatively impacts AP (β = -0.042, p = 0.039), with older respondents generally exhibiting lower academic achievement compared to younger respondents. However, the interaction between SMU and Age Group (INT_SMU_AGE) significantly positively influences AP (β = 0.150, p = 0.001), indicating that the positive effect of SMU on AP is more pronounced among older students. Gender positively influences AP (β = 0.098, p = 0.034), indicating that male students tend to exhibit higher academic performance than their female counterparts. Moreover, the interaction between TM and Gender (INT_TM_GEN) negatively impacts AP (β = -0.159, p = 0.007), suggesting that the negative relationship between TM and AP is more pronounced among female students than male students. According to the path analysis results, the final decisions of hypothesis testing results are summarized as Table5. Table 5 Hypothesis Testing Results Hypothesis Description Decision H1 Perceived ease of use is positively associated with perceived usefulness. Supported H2 Perceived usefulness is positively associated with social media usage. Supported H3 Perceived usefulness is indirectly associated with social media usage through perceived usefulness. Supported H4 Social media usage is related to academic performance. Supported H5 Academic engagement mediates the relationship between social media usage and academic performance. Supported H6 Time management mediates the relationship between social media usage and academic performance. Supported H7 Age moderates the influence of social media usage on academic performance. Supported H8 Gender moderates the mediating effect of time management on the relationship between social media usage and academic performance. Supported Overall, all proposed hypotheses are supported, as summarized in Table 5, demonstrating the robustness of the model in elucidating the relationships between SMU and AP, with AE and TM acting as mediators, and age and gender serving as moderators. 6. Discussions of Findings 6.1 Main Findings This study identifies key factors that can enhance students' AP in the context of the modern social media landscape. AE emerges as a significant mediator between SMU and AP, exhibiting a positive relationship. Conversely, TM serves as a negative mediator, with increased SMU correlating with a reduction in effective TM, which in turn may impede AP. Furthermore, the moderating effects of gender and age underscore the importance of considering demographic differences when utilizing social media as an educational tool. These findings suggest that the implications of this research are twofold: they provide valuable insights for policymakers and educators to develop context-specific strategies, while also offering students guidance on how to optimize SMU to improve AP. 6.2 Theoretical Implication Firstly, unlike previous studies that directly linked PEU and PU to the actual use of social media without considering the mediation of behavioral intention, this study addresses this gap within the framework of the TAM. By establishing a connection between factors influencing the acceptance and usage of social media and academic outcomes, the research expands the scope of TAM, offering an advancement to the traditional TAM paradigm. Furthermore, the use of SEM to explore the relationship between SMU and AP among international students in China enhances the methodological rigor of the study. By establishing a reliable association between social media usage patterns and academic achievement, this study underscores the importance of incorporating multifaceted approaches to gain nuanced insights into this relationship. Notably, it represents one of the first efforts to validate the role of SMU within the TAM framework in relation to AP. Moreover, through a comprehensive review and integration of relevant literature, the research contributes to the development of a robust, methodologically sound framework for measuring academic success across diverse educational settings. 6.3 Practical Implication The research suggests that educational institutions should cultivate environments that optimize the benefits of social media while mitigating its potential for distraction through effective TM strategies. By emphasizing the positive effects of SMU, this study raises awareness among students about the importance of TM and AE. Encouraging students to utilize social media for academic purposes can contribute to improved AP. Students can enhance their TM skills by reducing unnecessary online socializing, controlling usage duration, and managing frequency (Sun & Chao, 2024). Furthermore, educators play a pivotal role in guiding students toward responsible SMU by providing clear, explicit guidelines on appropriate practices and supporting effective TM. Teachers can promote purposeful engagement by offering targeted recommendations for beneficial activities. The implementation of such educational policies not only serves as a proactive measure to mitigate the negative effects associated with inappropriate social media use but also fosters the responsible and constructive use of social media among students. 7. Conclusions 7.1 Recommendations Based on the findings of this study, we offer three key recommendations. First, educational administrators and policymakers should implement management strategies for students' social media use that address critical factors such as self-regulated time management, the types of social media engagement, the frequency of use, and the role of academic engagement via social media. Second, students should actively manage their time allocation and social media usage frequency while adhering to institutional guidelines designed to support academic success. Finally, social media operators should enhance their sense of social responsibility by aligning with social policies aimed at promoting technological advancement and ensuring the constructive use of social media for educational purposes. 7.2 Limitations and Future Research Studies Beyond the theoretical and practical implications of this research, several limitations must be acknowledged. First, the study's sample was limited to Myanmar students studying in China, which may not fully capture the diversity of perceptions across different nationalities and cultural backgrounds. To broaden the scope of this research, future studies could include students from a wider range of countries and cultural contexts. Second, this research was conducted within Chinese universities and employed a cross-sectional approach, focusing on a specific set of predictor and mediator variables measured at a single point in time. Future research could expand on this by adopting a longitudinal design to explore how social media usage influences students’ academic performance over time. Third, the present study examined academic performance through two mediators—time management and academic engagement—and two demographic moderators—age and gender. Future studies could investigate additional mediators (e.g., learning experience, self-motivation) and moderators (e.g., field of study, education level, cultural adaptation) to provide a more comprehensive understanding of the dynamics at play. Lastly, while this study explored several factors related to social media usage, further research could delve deeper into additional predisposing factors, such as personality traits or digital literacy, that may further influence the relationship between social media use and academic outcomes. Declarations Ethics Approval Statement: This study was approved by the Institutional Review Board (IRB) of Beihang University, China, under approval number IRB-BUAA-SEM-2024-0209. The IRB reviewed the study protocol and confirmed that it adheres to ethical standards for research involving human participants. Participant Consent Statement: All participants provided informed consent prior to their involvement in the study. They were informed of the purpose of the research, their right to withdraw at any time without penalty, and assured of the confidentiality of their responses. Acknowledgements I would like to start the acknowledgement section by expressing my sincere gratitude to my thesis supervisor, Professor Zhao Jichang, Associate Professor at the School of Economics and Management, Beihang University. His mentorship, expertise, and unwavering commitment to excellence were invaluable in the entire paper publishing process. Additionally, I would also like to thank all the professors and friends at Beihang University for their help and support during the paper publication and the teachers at the School of Economics and Management for their timely announcements and for keeping everyone updated on the news. Moreover, I would like to appreciate and thank all the Myanmar students in China as they help me to provide valuable data and insights for this research in return participation of my Master’s Degree in Management Science and Engineering. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6578686","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":451113099,"identity":"6419a5d0-9b65-4abc-98b8-1b37ec955ac2","order_by":0,"name":"PYAE PHYO MON","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA7klEQVRIiWNgGAWjYLACxgYI9RjKNyBaC7MxyVrYpInSYi6R/PBx4Y7DcrrtvceqC9vs5BnYm7dJMNTcwanFckaasfHMM4eNzc6cS7s9sy3ZsIHnWJkEw7FnOLUY3Egwk+ZtO5y47UaO2W3eNmbGBokcMwnGhsN4tKR//w3TUszbVm/fIP+GkJYcM2aYFjCjQYIHvxbLnjfF0jPb0oF+OWMsPePc8eQ2nrRii4RjuLWYs6dv/FzYZi1ndrzH8HNBWbVtP/vhjTc+1OBxmEACAzMDQzNChA1EJODUANTCfwCkpQ6PklEwCkbBKBjxAAD+T1YjDxhvLAAAAABJRU5ErkJggg==","orcid":"https://orcid.org/0009-0003-1287-2519","institution":"Beihang University","correspondingAuthor":true,"prefix":"","firstName":"PYAE","middleName":"PHYO","lastName":"MON","suffix":""}],"badges":[],"createdAt":"2025-05-02 13:13:29","currentVersionCode":1,"declarations":{"humanSubjects":true,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":true,"humanSubjectConsent":true,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-6578686/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6578686/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":82222779,"identity":"29207de4-35ff-4a7e-9ad4-05d89fe6270d","added_by":"auto","created_at":"2025-05-08 02:56:46","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":62996,"visible":true,"origin":"","legend":"\u003cp\u003eConceptual Framework\u003c/p\u003e","description":"","filename":"Figure1.png","url":"https://assets-eu.researchsquare.com/files/rs-6578686/v1/54c752ad8c8eb36493e86562.png"},{"id":82222928,"identity":"bfc4ca49-f251-4540-a7b7-39e452ba4e6a","added_by":"auto","created_at":"2025-05-08 03:04:46","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":84795,"visible":true,"origin":"","legend":"\u003cp\u003eSEM Path Diagram\u003c/p\u003e\n\u003cp\u003eWhere;\u003c/p\u003e\n\u003cp\u003eINT_SMU_AGE = Interaction of social media usage and age group\u003c/p\u003e\n\u003cp\u003eINT_TM_GEN = Interaction of time management and gender\u003c/p\u003e","description":"","filename":"Figure2.png","url":"https://assets-eu.researchsquare.com/files/rs-6578686/v1/1314abe79f75e7bebd518bfc.png"},{"id":82223511,"identity":"8d6d3103-5f4a-4a82-8338-21e706e2e482","added_by":"auto","created_at":"2025-05-08 03:20:47","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1848878,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6578686/v1/0c363095-0c2f-4f3c-ade4-d9a9f151ec93.pdf"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003e\u003cstrong\u003eSocial Media Usage and Academic Performance: Evidence from Myanmar Students in China\u003c/strong\u003e\u003c/p\u003e","fulltext":[{"header":"1. Introduction and Background of the Study","content":"\u003cdiv id=\"Sec2\" class=\"Section2\"\u003e \u003ch2\u003e1.1 Study Background\u003c/h2\u003e \u003cp\u003eSocial media has become an integral component of individuals\u0026rsquo; daily activities. The term \"social media\" encompasses applications that facilitate user communication, allow the editing, sharing, and creation of visual, audio, or textual content, and enable the labeling, recommending, and categorizing of existing content (Ogundele et al., \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Platforms such as WeChat, widely used in China, allow students to engage with professors, participate in academic discussions, and access learning materials outside traditional classroom settings. Despite its ubiquity, the impact of social media on academic performance remains underexplored, particularly among international students. In China, while social media is predominantly used for academic purposes, Myanmar students face distinct challenges in adapting to educational platforms due to the absence of specialized social media tools in their home country. This gap in digital education platforms motivates this study, which seeks to explore the role of social media in enhancing the academic performance of Myanmar students studying in China. International students often navigate unique academic environments, requiring effective learning strategies and self-regulation. Social media has been identified as both a potential enabler and a source of distraction, depending on how students manage their time and engagement. Effective time management and academic engagement, as active processes through which students control and direct their learning, have been linked to improved academic outcomes. This study addresses the need for a clearer understanding of how these factors mediate the relationship between social media usage and academic performance, with particular attention to demographic differences such as age and gender.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e1.2 Aim of the Study\u003c/h2\u003e \u003cp\u003eThe primary aim of this study is to investigate how social media usage influences the academic performance of Myanmar students in China, focusing on the role of academic engagement and time management as mediators. The study also examines how demographic variables such as age and gender moderate this relationship. This research specifically addresses three key questions:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eRQ1. To what extent do various factors influence social media among Myanmar students in China?\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eRQ2. What is the relationship between social media usage and academic performance, and what role do academic engagement and time management play as mediators?\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eRQ3. How do demographic factors (gender, age) moderate the influence of social media usage on academic performance?\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003eTo address these questions, data were collected through an online survey targeting 250 Myanmar students in China, and analyzed using SEM via STATA-18. The results of this study are expected to contribute to both theoretical and practical knowledge by identifying the mechanisms through which social media impacts academic success, particularly for international students. Quantitative research method was applied to approach the specific findings: consist with TAM, PEU and PU emerged as significant antecedent variables influencing SMU; SMU was found to significantly affect AP, with AE and TM serving as mediating variables in this relationship; demographic factors, such as age and gender, were shown to moderate the relationship between SMU and AP, highlighting their role in shaping these dynamics among Myanmar students in China. The findings could inform interventions aimed at improving educational outcomes by promoting effective social media usage, tailored to the needs of international learners.\u003c/p\u003e \u003cp\u003eThis study contributes to the understanding of how SMU can enhance AP, particularly among international students. This study advances the TAM by addressing the gap in prior research, which often overlooked the mediation of behavioral intention when linking PEU and PU to SMU. Utilizing SEM, the study enhances methodological rigor in examining the relationship between SMU and AP among international students in China. It is among the first to validate SMU's role within the TAM framework in relation to AP and contributes to developing a robust framework for measuring academic success across diverse educational contexts. The study highlights the need for educational institutions to foster environments that maximize the benefits of social media while addressing its potential distractions through effective TM strategies. Educators play a critical role by providing clear guidelines, supporting responsible SMU, and recommending purposeful activities, helping students engage constructively. Such policies can proactively mitigate negative effects and encourage the productive use of social media for academic success. The findings have the potential to guide further research on the role of social media in education, especially in diverse cultural contexts.\u003c/p\u003e \u003c/div\u003e"},{"header":"2. Theoretical Background and Literature Review","content":"\u003ch2\u003e2.1 Technology Acceptance Model\u003c/h2\u003e\n\u003cp\u003eThe Technology Acceptance Model, developed by Fred Davis in 1986, is a widely used framework to understand the factors influencing individuals\u0026apos; acceptance and use of technology. According to TAM, two key factors\u0026mdash;Perceived Ease of Use (PEU) and Perceived Usefulness (PU)\u0026mdash;impact users\u0026rsquo; behavioral intentions and actual technology use. PEU refers to the degree to which an individual believes using a technology will require little effort, while PU refers to the belief that using the technology will improve performance (Alamri et al., 2020; Davis et al., 1989). TAM has been extensively applied in education to explore students\u0026rsquo; engagement with various technologies. Research shows that both PEU and PU significantly influence students\u0026apos; intentions to use technology for educational purposes (Binyamin et al., 2020; Doleck et al., 2017). Existing studies often overlook foreign students\u0026rsquo; challenges with unfamiliar social media platforms. Cultural and contextual factors significantly affect their PEU and PU. Limited research examines how cross-cultural transitions influence these perceptions and their impact on academic performance, highlighting a critical gap in current knowledge. TAM provides a valuable framework for understanding students\u0026rsquo; perceptions of social media as a tool for academic success. PU influences students\u0026rsquo; willingness to engage with social media for academic tasks if they believe these platforms enhance learning, collaboration, and access to information (Alamri et al., 2020). Similarly, PEU plays a critical role: students are more likely to adopt social media if they find it easy to integrate into their academic routines. While TAM has been widely applied to conventional e-learning technologies, few studies have examined its application to social media platforms in education. This creates a gap in understanding how students\u0026apos; perceptions of PEU and PU affect their academic performance when using social media for academic purposes. This study applies the TAM to examine the relationship between SMU and AP among international students. It explores how PEU and PU shape social media engagement for academic purposes, considering cultural and contextual factors. By addressing these gaps, the research extends TAM\u0026apos;s scope and provides a deeper understanding of how social media supports foreign students\u0026apos; academic success amidst cross-cultural and technological transitions.\u0026nbsp;\u003c/p\u003e\n\u003ch2\u003e2.2 The Role of Social Media in Academic Performance of University Students\u003c/h2\u003e\n\u003cp\u003eSocial media is increasingly used in higher education, enabling the distribution of teaching materials, the conduction of student satisfaction surveys, and the promotion of campus events to enhance AE (Gori et al., 2020). These functions have transformed student learning and instructor teaching methods, influencing academic experiences (Boateng \u0026amp; Amankwaa, 2016). The social support gained from networking helps students adjust to academic life (DeAndrea et al., 2012). Most studies focus on domestic students using familiar platforms, neglecting challenges faced by foreign students adapting to unfamiliar tools like WeChat. For international students in China, cultural and technological transitions significantly impact social media\u0026apos;s role in fostering AE and improving AP, motivating this study\u0026apos;s focus. Research suggests that engagement, supported by social media, is associated with better academic outcomes (Mou et al., 2024). This relationship is especially pertinent to our study, which aims to explore how social media usage directly influences Grade Point Average (GPA). The literature indicates that social media can increase academic involvement through enhanced collaboration and interaction with peers and professors (Junco, 2012). These gaps motivate our focus on engagement as a key factor, exploring how foreign students\u0026rsquo; social media interactions are influenced by cross-cultural differences and how these interactions impact academic outcomes. Moreover, effective TM is vital for academic success (Chaturvedi, 2016), with studies showing that students who manage their time well tend to achieve higher grades (Khan et al., 2020). This study examines how cultural differences and unfamiliar platforms affect foreign students\u0026apos; ability to balance academic demands, specifically exploring how students\u0026apos; use of social media affects their TM practices and, consequently, their academic performance. This body of literature motivates our investigation into the complex ways SMU impacts AP, particularly in the context of foreign students. By focusing on social media\u0026rsquo;s role in AE and TM, this study seeks to address gaps in understanding how these factors interact in cross-cultural and technological transitions. Specifically, we aim to uncover how cultural and contextual factors shape SMU\u0026rsquo;s influence on GPA and to provide insights that inform strategies to leverage social media for enhanced academic success among international students.\u003c/p\u003e\n\u003ch2\u003e2.3 Moderating Effects of Demographic Factors between the Relationship of Social Media Usage and Academic Performance\u003c/h2\u003e\n\u003cp\u003eDemographic factors, particularly age and gender, are critical in moderating the relationship between SMU and AP. These factors significantly influence how social media impacts academic outcomes, making their investigation essential, especially in the context of international students who face unique cultural and technological challenges. This study seeks to address gaps in prior research by exploring how age and gender moderate the relationship between SMU and AP.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e(1) Age as a Moderator\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAge influences how SMU affects AP, with younger students typically utilizing social media platforms for interaction and communication within their social networks (Whiting \u0026amp; Williams, 2013). However, existing research has not sufficiently explored age as a moderator in the context of international students adapting to unfamiliar social media platforms. This is because older students often have more developed TM and self-regulation skills, which may enable them to balance social media use with academic commitments more effectively (Harnadi et al., 2024). Additionally, age has been shown to influence the relationship between emotional intelligence and social adjustment, indicating that older students are more adept at managing their academic life alongside social media engagement (Ishak et al., 2011). These insights inspire the present study to explore how age moderates the relationship between SMU and AP, hypothesizing that older students may experience a more significant positive impact on AP through their enhanced ability to manage social media distractions. Motivated by these gaps, this study hypothesizes that older students will experience a more significant positive impact of SMU on AP due to their advanced ability to manage distractions and adapt to new cultural and technological environments. By focusing on age as a moderator, the study aims to provide insights into how international students at different stages of maturity navigate the academic use of social media.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e(2) Gender as a Mediated Moderator\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eGender also plays a critical role in moderating the relationship between SMU and AP, particularly through TM. Research indicates that males often exhibit higher levels of social media addiction, which can negatively impact their AP (Ogundele et al., 2023). In contrast, females tend to demonstrate superior TM skills, such as better planning and organization, which can help mitigate the potential negative effects of social media distractions (Bhattacharya et al., 2022). However, few studies have examined these dynamics in the context of international students, where cultural expectations and unfamiliar platforms may influence how gender-related differences manifest. This study hypothesizes that gender moderates the mediating effect of TM on the relationship between SMU and AP, with females benefiting more from effective TM. It explores how cultural and contextual challenges impact gender differences, offering insights into how international students balance academic and social demands.\u003c/p\u003e\n\u003cp\u003eIn summary, both age and gender significantly moderate the relationship between SMU and AP. Age influences how effectively students benefit from SMU, with older students potentially gaining greater advantages due to their maturity, self-regulation, and ability to adapt to unfamiliar platforms. Gender impacts the effectiveness of TM in mitigating social media distractions, with females demonstrating stronger TM skills that support better AP. These demographic factors are particularly relevant for understanding the dynamics of SMU and AP in the context of foreign students facing cultural and technological transitions. By addressing these gaps, this study aims to provide actionable insights into how demographic factors shape the academic success of international students, informing targeted interventions to enhance AP in the digital age.\u003c/p\u003e"},{"header":"3.\tHypothesis Development and Conceptual Framework","content":"\u003ch2\u003e3.1 The Relationship between Perceived Ease of Use and Perceived Usefulness\u003c/h2\u003e\n\u003cp\u003eResearch indicates that students who perceive social media as easy to use are more likely to find it useful, suggesting a positive correlation between PEU and PU (Lane \u0026amp; Coleman, 2012). PEU positively influences PU (Al-Ammary et al., 2014). Additionally, PEU is as a significant antecedent of PU, rather than a parallel or direct determinant of technology acceptance (Lee et al., 2003). This implies that PEU indirectly affects the acceptance of social media through its impact on PU. Based on these findings, the following hypothesis is proposed:\u003c/p\u003e\n\u003cp\u003eHypothesis 1 (H1): Perceived ease of use is positively associated with perceived usefulness.\u003c/p\u003e\n\u003ch2\u003e3.2 The Relationship between Perceived Usefulness and Social Media Usage\u003c/h2\u003e\n\u003cp\u003ePrevious research has established that social influence significantly enhances the PU of social media platforms (Al-Ammary et al., 2014; Lee et al., 2011). Additionally, PU has been shown to positively impact the extent of SMU among individuals (Devaraj et al., 2008). These studies suggest that as individuals recognize the usefulness of social media, their engagement with these platforms increases. Based on the review of existing literature, the following hypothesis is proposed:\u003c/p\u003e\n\u003cp\u003eHypothesis 2 (H2): Perceived usefulness is positively associated with social media usage.\u003c/p\u003e\n\u003ch2\u003e3.3 The Relationship between Perceived Ease of Use and Social Media Usage\u003c/h2\u003e\n\u003cp\u003ePerceived ease of use indirectly influences the acceptance of SMU through its impact on PU (Lee et al., 2003). According to (Devaraj et al., 2008), PEU is positively related to SMU and also exerts an indirect effect on the intention to use social media via PU. These studies suggest that when individuals find social media platforms easy to use, they are more likely to perceive them as useful, which in turn increases their usage intentions. Based on the review of existing literature, the following hypothesis is proposed:\u003c/p\u003e\n\u003cp\u003eHypothesis 3 (H3): Perceived ease of use is indirectly associated with social media usage through perceived usefulness.\u003c/p\u003e\n\u003ch2\u003e3.4 Relationship between Social Media Usage and Academic Performance of University Students\u003c/h2\u003e\n\u003cp\u003eSocial media serves as a pivotal tool in higher education, facilitating communication, collaborative learning, and the dissemination of academic materials (Mahdiuon et al., 2020). On the positive side, social media enhances learning outcomes by promoting information sharing, fostering student engagement, and supporting collaborative projects (Elkaseh et al., 2016; Sabaghi Nia et al., 2022). Additionally, social networking provides essential social support that helps new students adapt to academic environments and encourages open learning through group discussions and idea exchange (DeAndrea et al., 2012). However, excessive use can distract students from their academic responsibilities, leading to engagement in non-educational activities such as casual conversations and procrastination (Cao et al., 2024; Goet, 2022). This raises concerns about effectively regulating social media usage to mitigate its negative effects (Cao et al., 2024). Conversely, some studies demonstrate a significant positive correlation between SMU and AP, suggesting that appropriate use can support educational objectives and enhance academic achievements (Jacobsen \u0026amp; Forste, 2011; Peter, 2015). Other research, however, finds no significant relationship, attributing it to the predominant use of social media for leisure rather than academic purposes (Hameed et al., 2022). Given these mixed findings, it is essential to empirically examine the relationship between SMU and AP. Therefore, the following hypothesis is proposed:\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eHypothesis 4 (H4): Social media usage is related to academic performance.\u003c/p\u003e\n\u003ch2\u003e3.5 Academic Engagement as a Mediator\u003c/h2\u003e\n\u003cp\u003eEngagement with social media can lead to positive academic outcomes, notably increased AE (Turel \u0026amp; Serenko, 2012). Social media platforms facilitate virtual interactions between students and their classmates and teachers, regardless of geographical location (Hameed et al., 2022; Owusu-Acheaw \u0026amp; Larson, 2015). Effective learning occurs when students engage in appropriate cognitive processes; therefore, AE is a crucial determinant of AP (Ashraf et al., 2021). Moreover, empirical studies have demonstrated a positive and significant relationship between the educational use of social media and student engagement (Junco et al., 2011). Furthermore, student engagement in educational processes is significantly associated with improved AP (Mahdiuon et al., 2020). These findings suggest that SMU influences AE, which in turn affects AP. Additionally, students who enter university later or are less prepared for college education can attain higher grades through increased AE (Kuh et al., 2008). Based on the reviewed literature, the following hypothesis is proposed:\u003c/p\u003e\n\u003cp\u003eHypothesis 5 (H5): Academic engagement mediates the relationship between social media usage and academic performance.\u003c/p\u003e\n\u003ch2\u003e3.6 Time Management as a Mediator\u003c/h2\u003e\n\u003cp\u003eExtensive research has demonstrated that increased time spent on social media is significantly associated with challenges in TM among students, indicating a negative relationship between social media involvement and the ability to effectively manage time (Olebara et al., 2021). TM is fundamental to students\u0026apos; commitment to academic activities, improved AP, and the achievement of educational goals (Chukwu et al., 2022). Effective TM is positively correlated with strategic learning and academic achievement, as it allows students to allocate sufficient time for studying and engaging in academic tasks (Liu et al., 2022). Conversely, excessive use of social media can detract from AP by diverting attention away from dedicated study time (Owusu-Acheaw \u0026amp; Larson, 2015). However, the literature presents mixed findings regarding the impact of TM on AP. While some studies highlight the positive effects of effective TM, others report a negative or negligible influence on academic achievement and increased academic stress (Agormedah et al., 2021). Additionally, excessive SMU can lead to distractions and reduced focus, further impairing students\u0026apos; AP (Agustian et al., 2023). These conflicting results underscore the complexity of the relationship between SMU, TM, and AP. Given these varied findings, it is imperative to empirically investigate the mediating role of TM in the relationship between SMU and AP. Therefore, the following hypothesis is proposed:\u003c/p\u003e\n\u003cp\u003eHypothesis 6 (H6): Time management mediates the relationship between social media usage and academic performance.\u003c/p\u003e\n\u003ch2\u003e3.7 Age as a Moderator between Social media Usage and Academic Performance\u003c/h2\u003e\n\u003cp\u003eDebates continue regarding the consequences of social networking sites on youth development and academic outcomes among college students (Ahmed1 et al.). The younger generation often employs social media for various purposes that may enhance their academic performance and bolster self-confidence (Ali et al., 2021). However, other research indicates no significant association between learners\u0026rsquo; age and the degree to which social media affects AP (Obiso, 2024). These conflicting findings highlight a gap in the literature concerning the moderating effect of age on the relationship between SMU and AP. To address this gap, the following hypothesis is proposed:\u003c/p\u003e\n\u003cp\u003eHypothesis 7 (H7): Age moderates the influence of social media usage on academic performance.\u003c/p\u003e\n\u003ch2\u003e3.8 Gender as a Mediated Moderator between Social Media Usage and Academic Performance via Time Management\u003c/h2\u003e\n\u003cp\u003eResearch consistently shows that female students possess superior TM skills compared to their male counterparts, which correlates with higher academic achievement among females (Khan et al., 2021). Additionally, studies indicate that female students exhibit lower levels of time wastage and achieve better academic success than male students (Gayef et al., 2017). TM acts as a mediating variable that influences AP, while gender serves as a moderating variable that affects the strength and direction of this mediation (Agormedah et al., 2021). Given that female students generally exhibit better TM skills, gender is posited to moderate the mediating effect of TM on the relationship between SMU and AP. Based on these observations, the following hypothesis is proposed:\u003c/p\u003e\n\u003cp\u003eHypothesis 8 (H8): Gender moderates the mediating effect of time management on the relationship between social media usage and academic performance.\u003c/p\u003e\n\u003ch2\u003e3.9 Research Conceptual Framework\u003c/h2\u003e\n\u003cp\u003eIn summary of the aforementioned relationships, the conceptual framework for this study is illustrated in Figure 1. This framework integrates the Technology Acceptance Model with social media usage behaviors and students\u0026rsquo; academic performance, emphasizing the interconnections among the included variables.\u003c/p\u003e\n\u003cp\u003eBy synthesizing TAM with the specific behaviors related to SMU, the framework delineates how PEU and PU influence SMU, which in turn affects AP through mediating factors such as AE and TM. Additionally, demographic factors like age and gender are incorporated as moderating variables that influence these relationships. This comprehensive framework provides a structured basis for examining the multifaceted impacts of social media on university students\u0026apos; academic outcomes.\u003c/p\u003e"},{"header":"4.\tResearch Methodology","content":"\u003ch2\u003e4.1 Research Design\u003c/h2\u003e\n\u003cp\u003eIn the present study, research was conducted among Myanmar students to examine the proposed hypotheses. A quantitative research design was employed, utilizing a structured questionnaire specifically developed for this study to gather relevant data. This methodological approach facilitated the systematic evaluation of the hypotheses by quantifying participants\u0026apos; responses. Additionally, the study analyzed real-world scenarios to understand how participants responded to the current academic and social media environments. By leveraging quantitative techniques, the research aimed to provide empirical evidence on the relationships between SMU, AE, TM, and AP among Myanmar students in Chinese universities.\u003c/p\u003e\n\u003ch2\u003e4.2 Total Population and Sampling\u003c/h2\u003e\n\u003cp\u003eThe target population for this study consisted of Myanmar students enrolled in universities across China. Due to the lack of precise data on the total number of Myanmar students in Chinese higher education institutions, the sample size was determined using a standard formula that accounts for desired precision, confidence level, and population variability. Specifically, a 95% confidence level, a 5% margin of error, and a population proportion of 50% were selected to ensure a reliable and representative sample. The estimated population of Myanmar students in China ranged between 500 and 1,000 individuals. Using the Finite Population Correction (FPC) factor method, the required sample size was calculated to be between 218 and 279 participants. For this study, a sample of 250 Myanmar students was selected, providing a balanced representation for hypothesis testing and ensuring that the findings are both statistically significant and generalizable to the broader population of Myanmar students in Chinese universities.\u003c/p\u003e\n\u003ch2\u003e4.3 Data Collection and Survey Design\u003c/h2\u003e\n\u003cp\u003eThis study employed a cross-sectional design, utilizing an online survey administered via the Credamo platform to Myanmar students enrolled in universities across China between September and November 2024. The sample comprised 250 university students from approximately 25 fields of study, representing institutions located in around 30 cities across China. To achieve the research objectives, a quantitative approach was employed to obtain comprehensive insights. A structured questionnaire, comprising two main sections, was developed. The first section gathered demographic information such as gender, age, field of study, current education level, GPA, attendance record, participation in academic activities, daily time spent on social media, and the primary social media platforms used. The second section utilized a five-point Likert scale, ranging from 1 (Strongly Disagree) to 5 (Strongly Agree), to assess key constructs such as PEU, PU, SMU, AP, AE, and TM. All items in the questionnaire were derived from established scholarly literature, as detailed in Table 2. This methodological framework ensures a rigorous assessment of the hypotheses by systematically capturing both demographic variables and key constructs related to social media usage and academic performance.\u003c/p\u003e"},{"header":"5.\tData Analysis and Results","content":"\u003ch2\u003e5.1 Descriptive Statistics\u003c/h2\u003e\n\u003cp\u003eThe study conducted a descriptive analysis to assess the frequency distributions and proportions of the respondents.\u003c/p\u003e\n\u003cp\u003eTable 1 presents demographic data from 250 respondents, with a predominant female representation (71.6%) compared to male students (28.4%). The largest age group comprised young adults aged 26-30 years (30.4%), followed by those aged over 35 years (28.0%) and 31-35 years (27.2%). A small proportion (0.4%) was below 20 years of age. In terms of education level, the majority were highly educated, with over 89% holding Master\u0026apos;s or Ph.D. degrees, 9.3% possessing Bachelor\u0026apos;s degrees, and 1.6% having diplomas. AP, as indicated by GPA, showed that 47.2% of students achieved a GPA between 3.5 and 4.0, 32.4% between 3.0 and 3.49, and only 4.8% had a GPA below 2.5. Attendance records were generally high, with 47.2% reporting a \u0026quot;Good\u0026quot; attendance record and 45.2% achieving \u0026quot;Excellent\u0026quot; attendance. Only 7.6% had an average attendance record, and no respondents reported \u0026quot;Poor\u0026quot; or \u0026quot;Very Poor\u0026quot; attendance. Participation in academic activities varied, with 22.0%. Regarding SMU, the majority of students (68.0%) reported spending 2-5 hours daily on social media, while 18.4% indicated spending more than 5 hours, and only 1.2% spent up to 1 hour. The most frequently used platform was YouTube, with 207 users, followed by WeChat (171 users), Instagram, Facebook, WhatsApp, and LinkedIn.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 1\u0026nbsp;\u003c/strong\u003eDescriptive Statistics of Demographic Characteristics\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"100%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 30.5%;\"\u003e\u003cstrong\u003eItem\u003c/strong\u003e\u003c/td\u003e\n \u003ctd style=\"width: 34.3333%;\"\u003e\u003cstrong\u003eMeasurement\u003c/strong\u003e\u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\u003cstrong\u003eFrequency (n = 250)\u003c/strong\u003e\u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\u003cstrong\u003eProportion (%)\u003c/strong\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 139px;\"\u003e\n \u003cp\u003eGender\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\n \u003cp\u003e250\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 139px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\n \u003cp\u003e71\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\n \u003cp\u003e28.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 139px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\n \u003cp\u003e179\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\n \u003cp\u003e71.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 139px;\"\u003e\n \u003cp\u003eAge Group\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 167px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\n \u003cp\u003e250\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 139px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003eUp to 20 years old\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\n \u003cp\u003e0.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 139px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003e21 - 25 years old\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\n \u003cp\u003e35\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 139px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003e26 - 30 years old\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\n \u003cp\u003e76\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\n \u003cp\u003e30.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 139px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003e31 - 35 years old\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\n \u003cp\u003e68\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\n \u003cp\u003e27.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 139px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003eOver 35 years old\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\n \u003cp\u003e70\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\n \u003cp\u003e28\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 139px;\"\u003e\n \u003cp\u003eEducation Level\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 167px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\n \u003cp\u003e250\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 139px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003eDiploma\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\n \u003cp\u003e1.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 139px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003eBachelor\u0026apos;s\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\n \u003cp\u003e23\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\n \u003cp\u003e9.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 139px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003eMaster\u0026apos;s\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\n \u003cp\u003e156\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\n \u003cp\u003e62.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 139px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003ePh.D\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\n \u003cp\u003e67\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\n \u003cp\u003e26.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 139px;\"\u003e\n \u003cp\u003eGrade Point Average\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 167px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\n \u003cp\u003e250\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 139px;\"\u003e\n \u003cp\u003e(GPA)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003eBelow 2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\n \u003cp\u003e2.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 139px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003e2 - 2.49\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\n \u003cp\u003e2.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 139px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003e2.5 - 2.99\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\n \u003cp\u003e39\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\n \u003cp\u003e15.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 139px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003e3 - 3.49\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\n \u003cp\u003e81\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\n \u003cp\u003e32.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 139px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003e3.5 - 4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\n \u003cp\u003e118\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\n \u003cp\u003e47.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 139px;\"\u003e\n \u003cp\u003eAttendance Record\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 167px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\n \u003cp\u003e250\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 139px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003eVery Poor (Missed many sessions\u003cbr\u003e\u0026nbsp;per day)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 139px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003ePoor (Missed several sessions\u003cbr\u003e\u0026nbsp;per day)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 139px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003eAverage (Attended most sessions\u003cbr\u003e\u0026nbsp;per day but missed a few)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\n \u003cp\u003e19\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\n \u003cp\u003e7.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 139px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003eGood (Attended almost all sessions per day)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\n \u003cp\u003e118\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\n \u003cp\u003e47.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 139px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003eExcellent (Attended all sessions\u003cbr\u003e\u0026nbsp;per day without any absences)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\n \u003cp\u003e113\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\n \u003cp\u003e45.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 139px;\"\u003e\n \u003cp\u003eParticipation in\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 167px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\n \u003cp\u003e250\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 139px;\"\u003e\n \u003cp\u003eAcademic Activities\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003e0 activity\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 139px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003e1 activity\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\n \u003cp\u003e46\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\n \u003cp\u003e18.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 139px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003e2 activities\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\n \u003cp\u003e55\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\n \u003cp\u003e22\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 139px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003e3 activities\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\n \u003cp\u003e50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 139px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003e4 activities\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\n \u003cp\u003e19\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\n \u003cp\u003e7.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 139px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003e5 activities\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\n \u003cp\u003e22\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\n \u003cp\u003e8.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 139px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003eMore than 5 activities\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\n \u003cp\u003e33\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\n \u003cp\u003e13.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 139px;\"\u003e\n \u003cp\u003eTime Spends on\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 167px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\n \u003cp\u003e250\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 139px;\"\u003e\n \u003cp\u003eSocial Media per\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003eUp to 1 hour\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\n \u003cp\u003e1.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 139px;\"\u003e\n \u003cp\u003eDay\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003e1 - 2 hours\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\n \u003cp\u003e31\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\n \u003cp\u003e12.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 139px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003e2 - 3 hours\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\n \u003cp\u003e62\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\n \u003cp\u003e24.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 139px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003e3 - 4 hours\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\n \u003cp\u003e54\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\n \u003cp\u003e21.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 139px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003e4 - 5 hours\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\n \u003cp\u003e54\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\n \u003cp\u003e21.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 139px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003eMore than 5 hours\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 138px;\"\u003e\n \u003cp\u003e46\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 156px;\"\u003e\n \u003cp\u003e18.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 139px;\"\u003e\n \u003cp\u003eMost Frequently Use\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 167px;\"\u003e\n \u003cp\u003eYouTube\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 138px;\"\u003e\n \u003cp\u003e207\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"6\" valign=\"top\" style=\"width: 156px;\"\u003e\n \u003cp\u003eAs the most frequent use social media of respondents are more than one platform, we can describe as the number of users by each platform.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 139px;\"\u003e\n \u003cp\u003eSocial Media\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 167px;\"\u003e\n \u003cp\u003eWeChat\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 138px;\"\u003e\n \u003cp\u003e171\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 139px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 167px;\"\u003e\n \u003cp\u003eInstagram\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 138px;\"\u003e\n \u003cp\u003e65\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 139px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 167px;\"\u003e\n \u003cp\u003eFacebook\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 138px;\"\u003e\n \u003cp\u003e49\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 139px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 167px;\"\u003e\n \u003cp\u003eWhatsApp\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 138px;\"\u003e\n \u003cp\u003e35\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 139px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 167px;\"\u003e\n \u003cp\u003eLinkedIn\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 138px;\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eTable 2 presents a summary of the constructs measured using five-point Likert scale questions. PEU was generally rated positively, with students perceiving social media platforms as user-friendly and easy to learn. The mean scores ranged from 4.05 to 4.26, with low variability (standard deviations between 0.66 and 0.74). PU was also highly rated, indicating that students view social media as beneficial for academic purposes, such as staying informed, facilitating discussions, and sharing resources (mean scores between 3.88 and 4.15; SD = 0.57\u0026ndash;0.62). SMU was widespread and frequent, with mean scores ranging from 3.54 to 3.92 and standard deviations between 0.62 and 0.69, reflecting substantial daily engagement. AE scores ranged from 3.48 to 3.82 (SD = 0.60\u0026ndash;0.69), suggesting that social media positively contributes to the dissemination of knowledge and enhances academic performance. TM presented notable challenges, particularly during study sessions, with mean scores ranging from 2.79 to 3.62 and higher standard deviations between 0.96 and 1.02. The lower mean score for TM3 specifically suggests that some students face distractions that negatively impact their study time. In contrast, AP was rated positively, with mean scores ranging from 3.97 to 4.26 and low variability (SD = 0.52\u0026ndash;0.60), indicating that students perceive social media as a valuable tool for enhancing AP.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 2\u003c/strong\u003e Descriptive Statistics of Five-point Likert Questions\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"603\"\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 77px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eConstruct\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 187px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eQuestions\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"5\" style=\"width: 234px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eProportion (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 50px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMean\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 55px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eStand.\u003cbr\u003e\u0026nbsp;Dev.\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 40px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSD\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eD\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eN\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 49px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eA\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 48px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAS\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" style=\"width: 264px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePerceived Ease of Use (PEU)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 55px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003ePEU1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 187px;\"\u003e\n \u003cp\u003eIt is easy for me to learn how to use social media platforms.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e0.80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e9.60\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e63.20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e26.40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e4.08\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 55px;\"\u003e\n \u003cp\u003e0.72\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003ePEU2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 187px;\"\u003e\n \u003cp\u003eI find that the process of using social media is clear, understandable and straight forward.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e17.20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e68.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e14.80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e4.26\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 55px;\"\u003e\n \u003cp\u003e0.74\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003ePEU3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 187px;\"\u003e\n \u003cp\u003eIt would be easy to become skillful at using social media platforms.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e0.80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e20.80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e67.60\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e10.80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e4.05\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 55px;\"\u003e\n \u003cp\u003e0.70\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003ePEU4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 187px;\"\u003e\n \u003cp\u003eI find that social media platforms are easy to use.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e1.60\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e13.60\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e71.60\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e13.20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e4.22\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 55px;\"\u003e\n \u003cp\u003e0.66\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" style=\"width: 264px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePerceived Usefulness (PU)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 55px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003ePU1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 187px;\"\u003e\n \u003cp\u003eSocial media helps to keep up with news and technology.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e4.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e66.40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e29.60\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e4.15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 55px;\"\u003e\n \u003cp\u003e0.61\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003ePU2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 187px;\"\u003e\n \u003cp\u003eSocial media helps students be informed about various events.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e11.20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e66.80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e22.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e3.98\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 55px;\"\u003e\n \u003cp\u003e0.57\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003ePU3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 187px;\"\u003e\n \u003cp\u003eSocial media helps students to be generally educated and knowledgeable.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e0.80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e14.40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e66.40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e18.40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e4.02\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 55px;\"\u003e\n \u003cp\u003e0.62\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003ePU4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 187px;\"\u003e\n \u003cp\u003eSocial media allows students to discuss academic topics with the professors and peers.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e0.40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e17.20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e67.20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e15.20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e3.88\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 55px;\"\u003e\n \u003cp\u003e0.58\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003ePU5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 187px;\"\u003e\n \u003cp\u003eSocial media allows for easy sharing of learning materials among students.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e0.40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e9.20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e65.60\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e24.80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e3.96\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 55px;\"\u003e\n \u003cp\u003e0.58\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" style=\"width: 264px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSocial Media Usage (SMU)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 55px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003eSMU1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 187px;\"\u003e\n \u003cp\u003eI use social media several times a day.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e0.80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e24.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e66.80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e8.40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e3.82\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 55px;\"\u003e\n \u003cp\u003e0.62\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003eSMU2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 187px;\"\u003e\n \u003cp\u003eI daily spend more than 2 hours on social media.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e1.20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e26.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e62.40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e10.40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e3.92\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 55px;\"\u003e\n \u003cp\u003e0.65\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003eSMU3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 187px;\"\u003e\n \u003cp\u003eI use social media to stay connected with friends and family every day.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e2.40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e18.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e64.80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e14.80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e3.79\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 55px;\"\u003e\n \u003cp\u003e0.67\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003eSMU4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 187px;\"\u003e\n \u003cp\u003eI often use social media for various purposes.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e1.60\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e30.40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e55.60\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e12.40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e3.83\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 55px;\"\u003e\n \u003cp\u003e0.64\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003eSMU5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 187px;\"\u003e\n \u003cp\u003eI feel comfortable when I access social media when I want to use.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e2.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e24.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e62.80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e11.20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e3.54\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 55px;\"\u003e\n \u003cp\u003e0.69\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" style=\"width: 264px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAcademic Engagement (AE)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 55px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003eAE1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 187px;\"\u003e\n \u003cp\u003eI often actively participate in class discussions and activities on social media.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e0.40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e4.80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e46.80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e42.80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e5.20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e3.48\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 55px;\"\u003e\n \u003cp\u003e0.69\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003eAE2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 187px;\"\u003e\n \u003cp\u003eI make use of social media to disseminate knowledge to my classmates.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e1.20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e25.20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e64.40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e9.20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e3.82\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 55px;\"\u003e\n \u003cp\u003e0.60\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003eAE3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 187px;\"\u003e\n \u003cp\u003eI engage in academic discussions on social media, and this has improved my academic performance.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e2.40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e26.40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e62.40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e8.80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e3.78\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 55px;\"\u003e\n \u003cp\u003e0.63\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003eAE4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 187px;\"\u003e\n \u003cp\u003eI use social media for the learning process that help me to increase my GPA score.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e0.40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e5.20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e40.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e49.20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e5.20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e3.54\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 55px;\"\u003e\n \u003cp\u003e0.69\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" style=\"width: 264px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTime Management (TM)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 55px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003eTM1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 187px;\"\u003e\n \u003cp\u003eI didn\u0026apos;t chat with friends when a lecture was ongoing.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e3.60\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e20.40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e35.20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e33.60\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e7.20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e3.20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 55px;\"\u003e\n \u003cp\u003e0.97\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003eTM2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 187px;\"\u003e\n \u003cp\u003eI was not watching movies online rather than completing book study time activities.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e4.80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e22.40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e32.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e32.80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e8.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e3.17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 55px;\"\u003e\n \u003cp\u003e1.02\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003eTM3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 187px;\"\u003e\n \u003cp\u003eI think I was not getting distracted during study time because of being entertained by funny online posts.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e6.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e37.60\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e30.80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e22.40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e3.20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e2.79\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 55px;\"\u003e\n \u003cp\u003e0.96\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003eTM4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 187px;\"\u003e\n \u003cp\u003eI was not arriving late sometimes to lectures due to internet browsing.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e3.60\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e13.20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e15.60\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e52.40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e15.20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e3.62\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 55px;\"\u003e\n \u003cp\u003e1.01\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" style=\"width: 264px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAcademic Performance (AP)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 55px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003eAP1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 187px;\"\u003e\n \u003cp\u003eI am satisfied in my current academic performance.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e22.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e48.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e30.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e4.26\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 55px;\"\u003e\n \u003cp\u003e0.52\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003eAP2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 187px;\"\u003e\n \u003cp\u003eMy academic grades have been above average.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e17.60\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e38.40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e44.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e4.11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 55px;\"\u003e\n \u003cp\u003e0.57\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003eAP3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 187px;\"\u003e\n \u003cp\u003eI actively participate in academic activities to improve my academic performance.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e1.20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e20.40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e50.80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e23.60\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e4.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e4.02\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 55px;\"\u003e\n \u003cp\u003e0.60\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003eAP4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 187px;\"\u003e\n \u003cp\u003eI think that using social media in the course would make it easier for me to study for tests and exams.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e1.20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e18.40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e54.40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e26.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e3.97\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 55px;\"\u003e\n \u003cp\u003e0.58\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003eAP5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 187px;\"\u003e\n \u003cp\u003eI find that using social media in the course would make it easier for me to do my assignments.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e13.20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e51.60\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e35.20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e4.15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 55px;\"\u003e\n \u003cp\u003e0.58\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"9\" valign=\"bottom\" style=\"width: 603px;\"\u003e\n \u003cp\u003eSD = Strongly Disagree, D = Disagree, N = Neutral, A = Agree, SA = Strongly Agree\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eFrom the results of Table 1 and 2, the data indicate a predominantly young, highly educated female student population with strong AP and excellent attendance records. Participation in academic activities varies, while SMU is extensive, especially on platforms like YouTube and WeChat. Students generally perceive social media as both easy to use and highly beneficial for academic purposes. However, TM remains a challenge for some, as indicated by reported distractions impacting study time. Overall, SMU positively influences AP, reflecting high satisfaction and perceived improvements in grades.\u003c/p\u003e\n\u003ch2\u003e5.2 Inferential Statistics\u003c/h2\u003e\n\u003cp\u003eTo address the primary objectives of this study, STATA-18, a robust statistical and data science software, was utilized for data analysis. The research model, which explores the relationships between social media usage, academic performance, and potential mediators and moderators, was rigorously tested through inferential statistical methods.\u003c/p\u003e\n\u003ch2\u003e\u003cstrong\u003e5.2.1 Measurement Model\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eThe measurement model was evaluated to ensure the validity and reliability of the constructs. This involved assessing the factor structure, internal consistency, and both convergent and discriminant validity of the measurement instruments. The reliability of the Likert-scale items was assessed using Cronbach\u0026rsquo;s alpha coefficients. In this study, PEU construct yielded a Cronbach\u0026rsquo;s alpha of 0.69, which is marginally below the acceptable threshold, suggesting the need for potential refinement of its items. Other constructs demonstrated satisfactory reliability, with PU and SMU achieving Cronbach\u0026rsquo;s alpha values of 0.80 and 0.76, respectively. Convergent validity was evaluated using the Average Variance Extracted (AVE) metric, which assesses the proportion of variance captured by each construct relative to measurement error. While most constructs achieved acceptable AVE values\u0026mdash;PEU (0.56), AE (0.55), and TM (0.52)\u0026mdash;PU (0.40) and SMU (0.43) fell below the recommended threshold. This indicates that convergent validity may not be fully established for PU and SMU, potentially necessitating the revision of measurement items or the inclusion of additional indicators to enhance validity. Generally, the Cronbach\u0026rsquo;s alpha and AVE values for the constructs are mostly within acceptable ranges, as presented in Table 3.\u003c/p\u003e\n\u003cp\u003eTo assess multicollinearity within the measurement model, Variance Inflation Factor (VIF) and tolerance tests were conducted. VIF values ranged from 1.18 to 1.93, well below the upper threshold of 5, indicating no problematic multicollinearity. Tolerance values, calculated as 1/VIF, ranged from 0.5181 to 0.8621, all above the minimum acceptable value of 0.10, further confirming the absence of multicollinearity issues within the measurement model. These results, as summarized in Table 3, provide evidence that the measurement model is not adversely affected by multicollinearity.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 3 \u0026nbsp;\u003c/strong\u003eCronbach\u0026rsquo;s Alpha, AVE, VIF, Tolerance\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"594\"\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 192px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eConstruct\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eItem\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 96px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCronbach\u0026apos;s\u003cbr\u003e\u0026nbsp;Alpha\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAVE\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eVIF\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 102px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTolerance\u0026nbsp;\u003cbr\u003e\u0026nbsp;= 1/VIF\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 192px;\"\u003e\n \u003cp\u003ePerceived Ease of Use (PEU)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 96px;\"\u003e\n \u003cp\u003e0.69\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e0.56\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 102px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 192px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\n \u003cp\u003ePEU1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 96px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e1.61\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 102px;\"\u003e\n \u003cp\u003e0.6211\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 192px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\n \u003cp\u003ePEU2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 96px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e1.37\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 102px;\"\u003e\n \u003cp\u003e0.7299\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 192px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\n \u003cp\u003ePEU3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 96px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e1.27\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 102px;\"\u003e\n \u003cp\u003e0.7874\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 192px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\n \u003cp\u003ePEU4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 96px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e1.18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 102px;\"\u003e\n \u003cp\u003e0.8475\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 192px;\"\u003e\n \u003cp\u003ePerceived Usefulness (PU)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 96px;\"\u003e\n \u003cp\u003e0.80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e0.40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 102px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 192px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\n \u003cp\u003ePU1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 96px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e1.93\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 102px;\"\u003e\n \u003cp\u003e0.5181\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 192px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\n \u003cp\u003ePU2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 96px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e1.79\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 102px;\"\u003e\n \u003cp\u003e0.5587\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 192px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\n \u003cp\u003ePU3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 96px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e1.51\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 102px;\"\u003e\n \u003cp\u003e0.6623\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 192px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\n \u003cp\u003ePU4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 96px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e1.44\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 102px;\"\u003e\n \u003cp\u003e0.6944\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 192px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\n \u003cp\u003ePU5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 96px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e1.41\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 102px;\"\u003e\n \u003cp\u003e0.7092\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 192px;\"\u003e\n \u003cp\u003eSocial Media Usage (SMU)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 96px;\"\u003e\n \u003cp\u003e0.76\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e0.43\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 102px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 192px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\n \u003cp\u003eSMU1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 96px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e1.84\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 102px;\"\u003e\n \u003cp\u003e0.5435\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 192px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\n \u003cp\u003eSMU2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 96px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e1.72\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 102px;\"\u003e\n \u003cp\u003e0.5814\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 192px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\n \u003cp\u003eSMU3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 96px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e1.41\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 102px;\"\u003e\n \u003cp\u003e0.7092\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 192px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\n \u003cp\u003eSMU4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 96px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e1.40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 102px;\"\u003e\n \u003cp\u003e0.7143\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 192px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\n \u003cp\u003eSMU5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 96px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e1.40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 102px;\"\u003e\n \u003cp\u003e0.7143\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 192px;\"\u003e\n \u003cp\u003eAcademic Engagement (AE)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 96px;\"\u003e\n \u003cp\u003e0.70\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e0.55\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 102px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 192px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\n \u003cp\u003eAE1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 96px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e1.58\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 102px;\"\u003e\n \u003cp\u003e0.6329\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 192px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\n \u003cp\u003eAE2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 96px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e1.51\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 102px;\"\u003e\n \u003cp\u003e0.6623\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 192px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\n \u003cp\u003eAE3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 96px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e1.22\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 102px;\"\u003e\n \u003cp\u003e0.8197\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 192px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\n \u003cp\u003eAE4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 96px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e1.21\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 102px;\"\u003e\n \u003cp\u003e0.8264\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 192px;\"\u003e\n \u003cp\u003eTime Management (TM)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 96px;\"\u003e\n \u003cp\u003e0.71\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e0.52\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 102px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 192px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\n \u003cp\u003eTM1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 96px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e1.58\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 102px;\"\u003e\n \u003cp\u003e0.6329\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 192px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\n \u003cp\u003eTM2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 96px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e1.36\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 102px;\"\u003e\n \u003cp\u003e0.7353\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 192px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\n \u003cp\u003eTM3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 96px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e1.33\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 102px;\"\u003e\n \u003cp\u003e0.7519\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 192px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\n \u003cp\u003eTM4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 96px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e1.30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 102px;\"\u003e\n \u003cp\u003e0.7692\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 192px;\"\u003e\n \u003cp\u003eAcademic Performance (AP)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 96px;\"\u003e\n \u003cp\u003e0.82\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e0.36\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 102px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 192px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\n \u003cp\u003eAP1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 96px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e1.76\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 102px;\"\u003e\n \u003cp\u003e0.5682\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 192px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\n \u003cp\u003eAP2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 96px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e1.75\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 102px;\"\u003e\n \u003cp\u003e0.5714\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 192px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\n \u003cp\u003eAP3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 96px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e1.66\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 102px;\"\u003e\n \u003cp\u003e0.6024\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 192px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\n \u003cp\u003eAP4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 96px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e1.61\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 102px;\"\u003e\n \u003cp\u003e0.6211\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 192px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\n \u003cp\u003eAP5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 96px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e1.55\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 102px;\"\u003e\n \u003cp\u003e0.6452\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"6\" style=\"width: 594px;\"\u003e\n \u003cp\u003eN = 250, PEU = Perceived Ease of Use, PU = Perceived Usefulness, SMU = Social Media Usage, AE = Academic Engagement, TM = Time Management, Academic performance = AP\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eOverall, the reliability and validity assessments demonstrate that most constructs exhibit acceptable internal consistency and convergent validity, as indicated by Cronbach\u0026rsquo;s alpha and AVE values. However, PU and SMU have AVE values below the recommended threshold of 0.5, suggesting the need for further refinement. Additionally, multicollinearity tests confirm that the measurement model is free from significant multicollinearity issues, reinforcing its robustness. Overall, the measurement model is reliable and valid, with minor areas for improvement.\u003c/p\u003e\n\u003ch2\u003e\u003cstrong\u003e5.2.2 Structural Model\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eFollowing the validation of the measurement model, structural path analysis was conducted to examine the direct and indirect effects of AMU on AP, as well as the roles of mediators and moderators within the model. Subsequently, the structural model was estimated through hypothesis testing, adhering to the methodologies proposed by (Elkaseh et al., 2016). This process facilitated the identification of significant relationships among the variables, providing empirical support for the proposed hypotheses.\u003c/p\u003e\n\u003cp\u003eThis study utilized SEM to examine the relationships between SMU and AP, employing latent variables to represent the key constructs. Based on TAM, two external variables were integrated to support SMU. Additionally, potential mediators and moderators, including AE, TM, age, and gender, were incorporated into the model. Figure 2 illustrates the SEM path diagram, and Table 4 presents the detailed path analysis results. The findings indicate significant direct and indirect effects among the variables, supporting the proposed hypotheses and demonstrating the robustness of the theoretical framework.\u003c/p\u003e\n\u003cp\u003eThe SEM results, presented in Figure 2 and summarized in Table 4, provide insights into the relationships among the study constructs. PEU has a significant positive direct effect on PU (\u0026beta; = 0.504, p \u0026lt; 0.001), suggesting that increases in PEU are associated with a 0.504-unit rise in PU. PU significantly and positively influences SMU (\u0026beta; = 0.600, p \u0026lt; 0.001), indicating that higher perceptions of PU result in a 0.600-unit increase in SMU. In contrast, the direct effect of PEU on SMU is not statistically significant (\u0026beta; = 0.065, p = 0.307), indicating that the relationship between PEU and SMU is fully mediated by PU.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 4\u0026nbsp;\u003c/strong\u003ePath Analysis Results\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"600\" class=\"fr-table-selection-hover\"\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePath\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 108px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCoefficient\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eStd. Error\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eZ-value\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eP-value\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003ePEU \u0026rarr; PU\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 108px;\"\u003e\n \u003cp\u003e0.504\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e0.054\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e9.340\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e\u0026lt; 0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003ePU \u0026rarr; SMU\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 108px;\"\u003e\n \u003cp\u003e0.600\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e0.064\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e9.380\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e\u0026lt; 0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003ePEU \u0026rarr; SMU\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 108px;\"\u003e\n \u003cp\u003e0.065\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e0.063\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e1.020\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e0.307\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eSMU \u0026rarr; AP\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 108px;\"\u003e\n \u003cp\u003e0.225\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e0.072\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e3.110\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e0.002\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eSMU \u0026rarr; AE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 108px;\"\u003e\n \u003cp\u003e0.792\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e0.040\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e19.980\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e\u0026lt; 0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eAE \u0026rarr; AP\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 108px;\"\u003e\n \u003cp\u003e0.315\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e0.071\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e4.430\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e\u0026lt; 0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eSMU \u0026rarr; TM\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 108px;\"\u003e\n \u003cp\u003e-0.182\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e0.092\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e-1.980\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e0.047\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eTM \u0026rarr; AP\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 108px;\"\u003e\n \u003cp\u003e-0.111\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e0.031\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e-3.560\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e\u0026lt; 0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eGender \u0026rarr; AP\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 108px;\"\u003e\n \u003cp\u003e0.098\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e0.046\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e2.120\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e0.034\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eAge_group \u0026rarr; AP\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 108px;\"\u003e\n \u003cp\u003e-0.042\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e0.020\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e-2.060\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e0.039\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eINT_TM_GEN \u0026rarr; AP\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 108px;\"\u003e\n \u003cp\u003e-0.159\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e0.059\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e-2.700\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e0.007\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eINT_SMU_AGE \u0026rarr; AP\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 108px;\"\u003e\n \u003cp\u003e0.150\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e0.046\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e3.300\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"5\" valign=\"top\" style=\"width: 600px;\"\u003e\n \u003cp\u003eN = 250, PEU = Perceived Ease of Use, PU = Perceived Usefulness, SMU = Social Media Usage, AE = Academic Engagement, TM = Time Management, Academic performance = AP\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eFurthermore, the path analysis results are described as Table 4. SMU positively impacts AP (\u0026beta; = 0.225, p = 0.002), suggesting that each unit increase in SMU corresponds to a 0.225-unit improvement in AP. Additionally, SMU has a strong positive effect on AE (\u0026beta; = 0.792, p \u0026lt; 0.001), which, in turn, enhances AP. Conversely, SMU exerts a negative influence on TM (\u0026beta; = -0.182, p = 0.047), indicating that higher levels of SMU are associated with a 0.182-unit decrease in TM. Furthermore, TM negatively affects AP (\u0026beta; = -0.111, p \u0026lt; 0.001), suggesting that poorer TM is linked to lower AP. This counterintuitive finding warrants further investigation to uncover potential underlying factors and ensure accurate interpretation. Then, demographic variables also demonstrate significant effects. Age Group negatively impacts AP (\u0026beta; = -0.042, p = 0.039), with older respondents generally exhibiting lower academic achievement compared to younger respondents. However, the interaction between SMU and Age Group (INT_SMU_AGE) significantly positively influences AP (\u0026beta; = 0.150, p = 0.001), indicating that the positive effect of SMU on AP is more pronounced among older students. Gender positively influences AP (\u0026beta; = 0.098, p = 0.034), indicating that male students tend to exhibit higher academic performance than their female counterparts. Moreover, the interaction between TM and Gender (INT_TM_GEN) negatively impacts AP (\u0026beta; = -0.159, p = 0.007), suggesting that the negative relationship between TM and AP is more pronounced among female students than male students. According to the path analysis results, the final decisions of hypothesis testing results are summarized as Table5.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 5\u0026nbsp;\u003c/strong\u003eHypothesis Testing Results\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"610\"\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHypothesis\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 468px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eDescription\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eDecision\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003eH1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 468px;\"\u003e\n \u003cp\u003ePerceived ease of use is positively associated with perceived usefulness.\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003eSupported\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003eH2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 468px;\"\u003e\n \u003cp\u003ePerceived usefulness is positively associated with social media usage.\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003eSupported\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003eH3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 468px;\"\u003e\n \u003cp\u003ePerceived usefulness is indirectly associated with social media usage through perceived usefulness.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003eSupported\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003eH4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 468px;\"\u003e\n \u003cp\u003eSocial media usage is related to academic performance.\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003eSupported\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003eH5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 468px;\"\u003e\n \u003cp\u003eAcademic engagement mediates the relationship between social media usage and academic performance.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003eSupported\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003eH6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 468px;\"\u003e\n \u003cp\u003eTime management mediates the relationship between social media usage and academic performance.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003eSupported\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003eH7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 468px;\"\u003e\n \u003cp\u003eAge moderates the influence of social media usage on academic performance.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003eSupported\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003eH8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 468px;\"\u003e\n \u003cp\u003eGender moderates the mediating effect of time management on the relationship between social media usage and academic performance.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003eSupported\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eOverall, all proposed hypotheses are supported, as summarized in Table 5, demonstrating the robustness of the model in elucidating the relationships between SMU and AP, with AE and TM acting as mediators, and age and gender serving as moderators.\u0026nbsp;\u003c/p\u003e"},{"header":"6.\tDiscussions of Findings","content":"\u003ch2\u003e6.1 Main Findings\u003c/h2\u003e\n\u003cp\u003eThis study identifies key factors that can enhance students\u0026apos; AP in the context of the modern social media landscape. AE emerges as a significant mediator between SMU and AP, exhibiting a positive relationship. Conversely, TM serves as a negative mediator, with increased SMU correlating with a reduction in effective TM, which in turn may impede AP. Furthermore, the moderating effects of gender and age underscore the importance of considering demographic differences when utilizing social media as an educational tool. These findings suggest that the implications of this research are twofold: they provide valuable insights for policymakers and educators to develop context-specific strategies, while also offering students guidance on how to optimize SMU to improve AP.\u003c/p\u003e\n\u003ch2\u003e6.2 Theoretical Implication\u003c/h2\u003e\n\u003cp\u003eFirstly, unlike previous studies that directly linked PEU and PU to the actual use of social media without considering the mediation of behavioral intention, this study addresses this gap within the framework of the TAM. By establishing a connection between factors influencing the acceptance and usage of social media and academic outcomes, the research expands the scope of TAM, offering an advancement to the traditional TAM paradigm. Furthermore, the use of SEM to explore the relationship between SMU and AP among international students in China enhances the methodological rigor of the study. By establishing a reliable association between social media usage patterns and academic achievement, this study underscores the importance of incorporating multifaceted approaches to gain nuanced insights into this relationship. Notably, it represents one of the first efforts to validate the role of SMU within the TAM framework in relation to AP. Moreover, through a comprehensive review and integration of relevant literature, the research contributes to the development of a robust, methodologically sound framework for measuring academic success across diverse educational settings.\u003c/p\u003e\n\u003ch2\u003e6.3 Practical Implication\u003c/h2\u003e\n\u003cp\u003eThe research suggests that educational institutions should cultivate environments that optimize the benefits of social media while mitigating its potential for distraction through effective TM strategies. By emphasizing the positive effects of SMU, this study raises awareness among students about the importance of TM and AE. Encouraging students to utilize social media for academic purposes can contribute to improved AP. Students can enhance their TM skills by reducing unnecessary online socializing, controlling usage duration, and managing frequency (Sun \u0026amp; Chao, 2024). Furthermore, educators play a pivotal role in guiding students toward responsible SMU by providing clear, explicit guidelines on appropriate practices and supporting effective TM. Teachers can promote purposeful engagement by offering targeted recommendations for beneficial activities. The implementation of such educational policies not only serves as a proactive measure to mitigate the negative effects associated with inappropriate social media use but also fosters the responsible and constructive use of social media among students.\u003c/p\u003e"},{"header":"7. Conclusions","content":"\u003cdiv id=\"Sec30\" class=\"Section2\"\u003e \u003ch2\u003e7.1 Recommendations\u003c/h2\u003e \u003cp\u003eBased on the findings of this study, we offer three key recommendations. First, educational administrators and policymakers should implement management strategies for students' social media use that address critical factors such as self-regulated time management, the types of social media engagement, the frequency of use, and the role of academic engagement via social media. Second, students should actively manage their time allocation and social media usage frequency while adhering to institutional guidelines designed to support academic success. Finally, social media operators should enhance their sense of social responsibility by aligning with social policies aimed at promoting technological advancement and ensuring the constructive use of social media for educational purposes.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec31\" class=\"Section2\"\u003e \u003ch2\u003e7.2 Limitations and Future Research Studies\u003c/h2\u003e \u003cp\u003eBeyond the theoretical and practical implications of this research, several limitations must be acknowledged. First, the study's sample was limited to Myanmar students studying in China, which may not fully capture the diversity of perceptions across different nationalities and cultural backgrounds. To broaden the scope of this research, future studies could include students from a wider range of countries and cultural contexts. Second, this research was conducted within Chinese universities and employed a cross-sectional approach, focusing on a specific set of predictor and mediator variables measured at a single point in time. Future research could expand on this by adopting a longitudinal design to explore how social media usage influences students\u0026rsquo; academic performance over time. Third, the present study examined academic performance through two mediators\u0026mdash;time management and academic engagement\u0026mdash;and two demographic moderators\u0026mdash;age and gender. Future studies could investigate additional mediators (e.g., learning experience, self-motivation) and moderators (e.g., field of study, education level, cultural adaptation) to provide a more comprehensive understanding of the dynamics at play. Lastly, while this study explored several factors related to social media usage, further research could delve deeper into additional predisposing factors, such as personality traits or digital literacy, that may further influence the relationship between social media use and academic outcomes.\u003c/p\u003e \u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cspan\u003e\u003cstrong\u003eEthics Approval Statement:\u003c/strong\u003e\u0026nbsp;\u003c/span\u003e\u003c/p\u003e\n\u003cp\u003e\u003cspan\u003eThis study was approved by the Institutional Review Board (IRB) of Beihang University, China, under approval number IRB-BUAA-SEM-2024-0209. The IRB reviewed the study protocol and confirmed that it adheres to ethical standards for research involving human participants. Participant Consent Statement: All participants provided informed consent prior to their involvement in the study. They were informed of the purpose of the research, their right to withdraw at any time without penalty, and assured of the confidentiality of their responses.\u003c/span\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eI would like to start the acknowledgement section by expressing my sincere gratitude to my thesis supervisor, Professor Zhao Jichang, Associate Professor at\u0026ensp;the School of Economics and Management, Beihang University. His mentorship, expertise, and unwavering commitment to excellence were\u0026ensp;invaluable in the entire paper publishing process.\u003c/p\u003e\n\u003cp\u003eAdditionally, I would also like to thank all the professors and friends at Beihang University for their help and support during the paper publication and the teachers at the School of Economics and Management for their timely announcements and for keeping everyone updated on the news.\u003c/p\u003e\n\u003cp\u003eMoreover, I would like to appreciate and thank all the Myanmar students in China as they\u0026ensp;help me to provide valuable data and insights for this research in return participation of my Master\u0026rsquo;s Degree in Management Science and Engineering.\u003c/p\u003e\n\u003cp\u003eFinally, I extend my gratitude to the editorial team and reviewers of Education and Information Technologies for the time and effort it took to review this manuscript.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAgormedah, E., Britwum, F., Amoah, S., Acheampong, H., Adjei, E., \u0026amp; Nyamekye, F. 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Why people use social media: a uses and gratifications approach. \u003cem\u003eQualitative market research: an international journal\u003c/em\u003e,\u003cem\u003e 16\u003c/em\u003e(4), 362-369. \u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":true,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Social Media Usage, Academic Performance, Technology Acceptance Model, Academic Engagement, Time Management, Structural Equation Modeling","lastPublishedDoi":"10.21203/rs.3.rs-6578686/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6578686/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis cross-sectional study examines the impact of social media usage on the academic performance of Myanmar students in Chinese universities, using the Technology Acceptance Model (TAM) as the theoretical framework. Structural Equation Modeling (SEM) was employed to analyze data from an online survey of 250 Myanmar students in China. The study identifies that social media usage (SMU) positively influences academic performance (AP), with academic engagement (AE) and time management (TM) acting as key mediators. Additionally, demographic factors such as age and gender moderate these relationships. Older students derive more benefits from social media in their academic performance compared to younger students, while female students demonstrate better time management skills, contributing to superior academic outcomes. The findings highlight the significant role of social media in enhancing academic performance, emphasizing the mediation of academic engagement and time management and the moderation by demographic factors. This study provides valuable insights into the educational potential of social media, particularly in multicultural academic settings, and emphasizes the importance of considering demographic variables in shaping the impact of technology on students\u0026rsquo; academic performance.\u003c/p\u003e","manuscriptTitle":"Social Media Usage and Academic Performance: Evidence from Myanmar Students in China","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-05-08 02:56:41","doi":"10.21203/rs.3.rs-6578686/v1","editorialEvents":[{"type":"communityComments","content":2}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"e8c49ac9-cc89-4e01-a719-eb7b1c491baf","owner":[],"postedDate":"May 8th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":47995990,"name":"Special Education"},{"id":47995991,"name":"Management"}],"tags":[],"updatedAt":"2025-05-08T02:56:42+00:00","versionOfRecord":[],"versionCreatedAt":"2025-05-08 02:56:41","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6578686","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6578686","identity":"rs-6578686","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}