Abstract
The current research attempts to unveil the moderating role of academic self-efficacy and the mediating role of emotional attachment between social media engagement, romantic relationships, and academic distraction. The path model analysis of the study indicates that academic distraction is positively related to social media engagement and romantic relationships as hypothesized in this study. Liking constitutes a significant mediating factor in both relations and is more so a heightener of the social media and romantic involvement distraction. Furthermore, the findings suggest that emotional attachment interacts with academic self-efficacy concerning academic distraction, with those students having greater self-efficacy reporting higher levels of distraction. These findings therefore point to the need for educational practices and student support systems, to attend to the role of emotional and relational factors particularly, emotional attachment to students’ academic focus. This way the dynamics will make educators and policymakers understand how to address the issues of social media and romantic relationships in academic environments well.
Published Version
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