Counseling Psychology

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Browsing Counseling Psychology by Subject "Academic Performance"

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    Social Media Usage Among Middle School Students and its Impact on Their Academic Performance: The Case of Bole Sub-City, Addis Ababa
    (Addis Ababa University, 2026-06-01) Kassahun Wondu; Moges Ayele
    The primary purpose of this study was to examine the relationship between social media usage and the academic performance of middle school students in Addis Ababa. As digital connectivity becomes more accessible, understanding how online habits interfere with educational outcomes has become a critical concern for parents and educators alike. The study targeted Grades 7 and Grade 8 students, utilizing a quantitative research design to gather data on usage patterns, social pressures, and actual school results. A total of 245 respondents participated in the study, with the sample consisting of 62.4% female and 37.6% male students. The demographic profile showed a high level of digital readiness, as 86.1% of participants possessed smart phones or tablets and 87.3% had home internet access. Data were collected through a structured five-point Likert scale questionnaire and analyzed using both descriptive and inferential statistics, including Pearson correlation and multiple regression analysis via SPSS. The findings revealed a very high prevalence of problematic social media usage among the participants; based on the established cut-off score of 75 out of 125, 98.0% of the students were classified as problematic social media users. TikTok was identified as the most frequently used social media platform among the respondents with 46.1%. The results further demonstrated a significant negative correlation between social media usage and academic performance. All dimensions of problematic social media usage were negatively correlated with academic performance, with Peer-Influenced Use showing the strongest association (r = -.783, p < .01). Multiple regression analysis indicated that problematic social media usage explained 66.8% of the variance in students’ academic performance. Peer-Influenced Use emerged as the strongest predictor (β = .534, p < .001), followed by Non-Educational Motivation (β = .147, p = .018) and Addictive Behavior (β = .135, p = .030). Excessive Time Use did not significantly predict academic performance of the respondents. The study concluded that problematic social media usage is highly prevalent among middle school students and has a substantial negative impact on their academic performance. The findings further suggest that peer influence, non educational motivation and addictive social media behaviors are more influential in explaining academic difficulties than time spent online alone. The study recommends strengthening parental monitoring practices, promoting non- problematic social media use and responsible social media use training to support students’ academic success.