Unpacking the Effects of Social Media Use on Academic Engagement and Psychological Outcomes: The Role of Preexisting Vulnerabilities as Moderator among Adolescents

Abstract

The widespread use of social media has transformed the academic and psychological environment of adolescents, prompting a pressing need to understand its impact, particularly with reference to the moderating effect of pre-existing vulnerabilities. This study, guided by Uses and Gratifications Theory, explores the relationship between social media use and students' academic engagement and psychological well-being, focusing on anxiety, depression and self-esteem. The study adopts a cross-sectional quantitative approach, gathering data from secondary students in Larkana, Sindh, Pakistan, through validated scales (e.g. PHQ-9, GAD-7, Rosenberg Self-Esteem Scale) and social media use measures. The research also explores the moderating effects of pre-existing vulnerabilities (such as previous mental health issues, low self-esteem and low social support) on the links between social media use and academic and psychological factors. Complex statistical methods are used to gauge main and moderating effects. This research is anticipated to demonstrate that the effects of social media use vary according to individual vulnerabilities, providing more clarity on the academic and psychological effects of social media. The study provides a valuable addition to the literature by including both academic engagement and psychological outcomes in one model and offers practical implications for teachers, practitioners and policymakers on how to develop interventions to promote positive and productive social media use among adolescents.

Keywords: Social Media Usage, Academic Engagement, Generalized Anxiety; Self-Esteem; Preexisting Vulnerabilities