Social media among young people: The effect of academic motivation versus digital distraction on students

Abstract

The purpose of the current study is to determine when young people typically start using social media, how often they use it, and why they use it as a primary reason for using social networks. In addition, this study will explore the correlation between the frequency of social media use and students' academic motivation, and investigate the potential for distractions caused by social media. Participants in the research plan will include a sample of 155 high school students between 15 and 17 years of age from a public high school in southwest Guayaquil. The quantitative methodology used in this research consists of a survey with non-exclusive nominals that have been vetted by a group of Educational Technology Experts to validate the survey tool. Results of the research indicate that students generally begin accessing social media around age 12.5, with a strong emphasis between ages 12-14. Ninety percent of respondents reported they use social media; 73.6 percent of those respondents use it daily. The social dimension of social media is the primary motivation for students' use, as evidenced by interactions with peers, sharing of experiences, and need for social validation. Psychological and social factors contribute to the second-tier motivations of social media usage (psychological well-being; acceptance; self-expression). The results corroborate the idea that social media tools compensate for a lack of motivation and socialization, but they can also become sources of distraction and/or risks to the studies or academic performance of young people who use them if their use is not self-regulated. Therefore, the study highlights the need to create conditions for developing digital literacy strategies and pedagogical support that allow for a conscious, balanced, and educational approach to the use of social media within the educational setting.