STUDY

1. . According to the time displacement argument, time spent on social networking

sites is time reallocated from important academic activities such as studying,
attending classes or doing assignments (Doleck et al., 2018; Tafesse, 2020). By
forcing the reallocation of time from academically productive to academically
nonproductive tasks, social networking sites use is argued to adversely affect
students’ academic performance (Alt, 2015; Cao et al., 2018; Tafesse, 2020).
CITATION:( Sourabh Sharma and Ramesh Behl Analysing the Impact of Social
Media on Students’ Academic Performance: A Comparative Study of Extraversion
and Introversion Personality 2022; 67(4): 549–559.)

2. According to (Al-Rahmi et al., 2020; Ansari & Khan, 2020; Chawinga, 2017;
Lampe et al., 2015; Smith, 2017). Social networking sites emphasize
collaboration and group engagement as opposed to individual learning, thereby
allowing students to become active partners and socially engaged in the process
of exchanging information, discovering knowledge and solving problems, which
should increase their overall learning and academic performance (Ansari & Khan,
2020; Astatke et al., 2021; Lampe et al., 2015; Sarwar et al., 2019; Smith, 2017).
CITATION: ( Miao Chen1,2* and Xin Xiao3*The effect of social media on the
development of students’ affective variablesFront. Psychol., 15 September 2022
Sec. Educational Psychology
Volume 13 – 2022)
LITERATURE
1. According to ( Iwamoto and chun 2020) This may become increasingly important
as students are seen to be using social media platforms more than before and
social networking is becoming an integral aspect of their lives. When students
are affected by social media posts, especially due to the increasing reliance on
social media use in life, they may be encouraged to begin comparing themselves
to others or develop great unrealistic expectations of themselves or others, which
can have several affective consequences.
CITATION: ( Wondwesen TafesseSocial networking sites use and college
students’ academic performance: testing for an inverted U-shaped relationship
using automated mobile app usage data
Published: 28 March 2022)

2. Keles et al. (2020) provided a systematic review of the effect of social media on
young and teenage students’ depression, psychological distress, and anxiety.
They found that depression acted as the most frequent affective variable
measured. The most salient risk factors of psychological distress, anxiety, and
depression based on the systematic review were activities such as repeated
checking for messages, personal investment, the time spent on social media,
and problematic or addictive use. Similarly, Mathewson (2020) investigated the
effect of using social media on college students’ mental health. The participants
stated the experience of anxiety, depression, and suicidality (thoughts of suicide
or attempts to suicide). The findings showed that the types and frequency of
using social media and the students’ perceived mental health were significantly
correlated with each other.
CITATION:( Impact of Social Media on Our Attention Span and its Drastic
Aftermath
in World — by V A Mohamad Ashrof — 12/04/2021)