Social Media Addiction, Academic Performance, and Social Capital
Chapters 4 and 5 discussed social media addiction among adolescents in urban China from both the U&G perspective and the effects of sociopsychological traits. Given the widespread and ever-increasing use of social media among adolescents, parents, e
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Social Media Addiction, Academic Performance, and Social Capital
Chapters 4 and 5 discussed social media addiction among adolescents in urban China from both the U&G perspective and the effects of sociopsychological traits. Given the widespread and ever-increasing use of social media among adolescents, parents, educators, and society in general must pay more attention to the impact of social media addiction on adolescents. Do adolescents benefit from various kinds of social media? Do they suffer any negative consequences because of social media addiction? This chapter examines the impact of social media on adolescent academic performance and social capital.
6.1
Linking Social Media Addiction to Academic Performance
Academic learning is the major task of adolescents. Academic performance is very important for adolescents because it represents nearly the sole standard deciding what kind of university adolescents can or will eventually enter or how they will eventually make their livelihoods. For this reason, parents and teachers pay much attention to adolescent academic performance. H7.1 predicted that the more adolescents use social media, the more likely their academic performance will be negatively affected, while H7.2 suggested that the more severely the adolescents are addicted to social media, the more likely their academic performance will suffer. Correlation results in Table 6.1 show that only heavy IM use related negatively to adolescent academic performance (r = −.20, p < .001). Further, it shows no relationship between academic performance and adolescent use of SNS, blogs, or microblogs. However, adolescent academic performance not only negatively linked to social media addiction (r = −.16, p < .001) but also to four addiction symptoms, namely, preoccupation (r = −.12, p < .001), adverse consequences (r = −.22, p < .001), alleviation of negative emotions (r = −.05, p < .05), and loss of interest in offline social activities (r = −.09, p < .001). These results suggest that, although only heavy H. Huang, Social Media Generation in Urban China: A Study of Social Media Use and Addiction among Adolescents, Understanding China, DOI 10.1007/978-3-642-45441-7_6, © Springer-Verlag Berlin Heidelberg 2014
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Table 6.1 Summary of the correlation results between academic performance and social media use and social media addiction
Social Media Addiction, Academic Performance, and Social Capital Academic performance Social media use IM SNS Blogs Microblogs Social media addiction index Social media addiction symptoms Preoccupation Adverse consequences Alleviation of negative emotions Loss of interest in social activities Note: *p < .05; ***p < .001. N = 1,523–1,547
−.20*** .01 .04 −.03 −.16*** −.12*** −.22*** −.05* −.09***
IM use has a negative relationship with adolescent academic performance, if adolescents indulge in social media, become addicted, and show various addiction symptoms, their academic performance will suffer. Thus, H7.1 was partially supported, and H7.2 was fully supported.
6.2
Predic
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