EXPLORING ACADEMIC PROCRASTINATION AS A MEDIATOR BETWEEN SOCIAL MEDIA ADDICTION AND ACADEMIC ACHIEVEMENT IN A DEVELOPING UNIVERSITY CONTEXT

Abstract

The aim of the present study was to determine the effect of addictive social media use on academic delays and on learning achievements within the context of a developing university in Pakistan. Specifically, the main goal of the study was to test the mediating role of Academic Procrastination (AP) in the relationship of Social Media Addiction (SMA) and Academic Achievement (AA), and to explore whether Institutional Constraints (IC) moderate the SMA-AP link. Mixed-methods approach was adopted where quantitative data served as the primary method (N=275 BS students), while qualitative interviews (N=10) played a supportive role. The data analysis adopted a combination of regression analysis to test mediation and moderation effects. The findings showed a significant positive correlation between SMA and increase in AP as well as negative correlation between AP and AA. Further, mediation effect proved that AP acted as mediator between addiction and low academic performance. Interestingly, Institutional Constraints did not significantly moderate the SMA-AP link. The results of the qualitative analysis reveal that participants find ways to overcome institutional obstacles like using Virtual Private Networks even when they have restrictions on accessing WiFi connections in campuses. Therefore, it may be argued that institutional obstacles do not affect the procrastination phenomenon caused due to social media addiction. The research study finds out that procrastination behaviours resulting from social media addiction play an important role in deteriorating academic performance within developing universities. Some recommendations include applying time management methods like the Pomodoro technique and restructuring the assessment process from memorisation to critical thinking.