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Dark side of social media and academic performance of public sector schools students: Role of parental school support
Author(s) -
Raza Muhammad Yousaf,
Khan Ali Nawaz,
Khan Naseer Abbas,
Ali Ahsan,
Bano Shehar
Publication year - 2020
Publication title -
journal of public affairs
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.221
H-Index - 20
eISSN - 1479-1854
pISSN - 1472-3891
DOI - 10.1002/pa.2058
Subject(s) - technostress , human multitasking , psychology , context (archaeology) , class (philosophy) , social media , social psychology , academic achievement , mathematics education , computer science , paleontology , artificial intelligence , psychiatry , world wide web , cognitive psychology , biology
Students are regularly engaged in several things at the same time during class and school time. They are using smartphones, tablets, laptops, and using social media on these devices while learning and attending class. However, there are some situations likely influenced by this, current study tests the influence of technostress, cyberbullying, and media multitasking in the context of students in technology‐saturated classrooms and how this is affecting their academic performance. This study further explored the buffering effects of parental school support on the relationship between technostress, cyberbullying, and student's performance. By using the person‐environment fit model, this study surveyed 248 public sector school students in two waves and examined the impact of these variables on student's academic performance. Results show that technostress, cyberbullying, and media multitasking have a negative impact on student performance, and school parental support moderates the negative relationship between technostress and student performance. Implications and contributions have also been discussed.