Abstract
This study aimed to explore the effects of active social network usage (ASNU) and passive social network usage (PSNU) on academic performance. Using a survey sample of 621 high school students in Taiwan, the results showed that PSNU did not associate with learning results, whereas ASNU may have its function on students’ learning. Specifically, ASNU interacted with PSNU to predict high school students’ academic performance. Moreover, ASNU undermined the academic performance of those with high PSNU, but not of those with low or medium PSNU. Additionally, for individuals with high PSNU and high ASNU, their performance mostly suffered. The results supported the work–life conflict theory, revealing that excessive social network sites (SNS) use, especially ASNU, might distract students from studying and, therefore, negatively impact their learning performance. The findings may contribute to the clinical and educational fields regarding adolescents’ SNS-using behaviors and psychological development.
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