The Effects of Social Media Fatigue on Students' Academic Achievement and Practical Competency in China
Abstract
The rapid rise in social media usage among young adults in China has raised significant concerns regarding its psychological and academic implications. Current statistics indicate that 65.3% of the 72% of social media users in China are young adults, placing this demographic at the forefront of digital exposure. A notable consequence of this phenomenon is a discernible decline in academic performance, which is particularly alarming given China's highly competitive and performance-oriented educational environment. Failure to meet academic benchmarks, as defined by national standards, has led to long-term consequences. In response to these issues, this study investigates the underlying factors contributing to social media fatigue and their influence on academic achievement and practical competencies among young adults. The study utilized a quantitative research method, distributing questionnaires to 200 university students in China using convenience sampling, an appropriate approach for early-stage, exploratory research. The three primary variables identified as contributing to social media fatigue are social media confidence, privacy concerns, and information overload. These variables were analysed using Pearson correlation analysis, which revealed positive correlations with academic outcomes, ranging from r = 0.4 to r = 0.9, suggesting moderate to strong relationships. Social media has also intensified self-presentation pressures, leading users to portray their idealized versions. This, in turn, fosters upward social comparison, eroding self-worth and identity. Moreover, the perceived risk of privacy breaches and the constant bombardment of information contribute to fatigue, ultimately impairing students’ ability to perform both academically and practically.
Keywords: Social media fatigue, students, academic achievement, practical competency, China.
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