Abstract
Based on the social media use theory and goal orientation theory, this study explored the “double-edged sword” effect of social media usage on postgraduate student creativity. Participants in the study were 262 postgraduate students from Xiangtan University in China (females = 54.2%, postgraduate third grade = 29.4%, major in management = 22.1%). The participants completed two waves of surveys one week apart. Findings from a structural equation model indicated that social media usage indirectly enhanced postgraduate student creativity through knowledge acquisition, and lowered cyberloafing. Social media usage and knowledge acquisition were higher with higher learning goal orientation, and lower with cyberloafing. These findings provided valuable guidance for supporting postgraduate students in their rational use of social media for improved learning outcomes.
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