Introduction

In contemporary digital age, social media has grow to be an imperative phase of our
lives. It affords limitless opportunities for connection, information sharing, and entertainment.
However, as university students, we regularly find ourselves falling sufferer to social media
fatigue and information overload.

Social media fatigue refers to the exhaustion and overwhelming feeling that arises
from constant publicity to social media platforms. With the abundance of statistics handy at our
fingertips, it is effortless to get caught up in the never-ending scroll of information feeds,
notifications, and updates. This regular bombardment of data can go away us feeling mentally
drained and distracted from our academic responsibilities.

The pervasive use of social media has come to be an vital section of college students'
every day lives. However, the excessive consumption of social media content has led to a
developing experience of social media fatigue among students. According to a learn about by
way of Smith and Johnson (2022), social media fatigue is characterized via emotions of
exhaustion, disengagement, and a lack of hobby in social media platforms. As a result, students
may discover it challenging to focal point on their tutorial responsibilities, leading to
procrastination.

In addition to social media fatigue, college students are additionally confronted with
statistics overload from a number sources, which includes tutorial materials, news, and social
media. This regular barrage of records can be overwhelming, making it tough for students to
determine applicable content from distractions. Research carried out via Brown et al. (2021)
shows that facts overload can lead to selection fatigue and reduced cognitive capacity, for this
reason hindering students’ capacity to efficaciously manipulate their tutorial tasks.

Following Kurniawan et al. (2013), Some factors affecting academic procrastination

is peers, laziness, moody, afraid of failure, perfectionist, doing something based on pleasure, and
view thesis as a burden and parents’ demand. Another concept concerning academic
procrastination, in accordance to Muyana (2018), it is affected by using a faith in ability,
attention deficit, social factors, time management, initiatives, personality, and laziness. Another
factor that was once found in the preliminary study was once high stage of social media
utilization intensity. An online cross-sectional survey with 2257 college students of a university
used to be performed in England. The end result indicates that 3.2% of the students are classified
as an ’Internet addict (Kuss, D. J. , Mark D. G, and Jens F. B, 2013.

Human useful resource first-rate enchancment is required as renewal tries in the

discipline of education. One of the required renewals is to prepare the college students to become
a long-life learner. The want to put together students to turn out to be a long-life learner is
imperative since, in this globalization era, the world is full of uncertainty and fast adjustments
(Handy, 1997).

Theoretical Model

In addressing the trouble of social media fatigue and information overload’s have an
impact on tutorial procrastination, it’s quintessential to adopt a supportive and understanding
tone. By acknowledging the challenges faced through college students in state-of-the-art digital
world, we can create a non-judgmental surroundings that encourages looking for help and
enforcing high-quality coping strategies. Emphasizing the significance of self-care, time
management, and digital detoxification, we intention to empower students to take manipulate of
their academic obligations while promotion a wholesome relationship with social media and
digital information.

Biopsychosocial Model: Understanding Academic Procrastination.

The biopsychosocial model acknowledges that academic procrastination amongst university

students is influenced via biological, psychological, and social factors. Biologically, the brain’s
response to immoderate social media stimuli and records overload can lead to decreased
attention span and cognitive overload, contributing to procrastination. Psychologically, emotions
of inadequacy induced by way of social media comparisons and worry of lacking out can
exacerbate procrastination tendencies. Socially, the strain to constantly have interaction with
social media and the proliferation of distracting content material can in addition avoid
educational focal point and productivity.

By integrating the biopsychosocial model and employing a supportive tone, we can increase a
comprehensive perception of the influence of social media fatigue and statistics overload on
educational procrastination amongst university students. This approach paves the way for holistic
interventions and aid structures that prioritize students’ well-being and academic success in the
digital age.
 Literature Review

Research has demonstrated that social networking sites (SNSs) are extensively used among

students (Cao et al., 2021; Li & Peng, 2019). Users are evaluated to invest more than two hours

daily on SNS for various objectives, including communicating with peers and accessing publicly

available content (Jabeen et al., 2023). Social media is also pervasively utilized in the

educational context, which brings plentiful benefits, such as convenience and flexibility (Hettige

et al., 2022). The swift advancement of SNSs have allowed college students to search for various

curriculums, gather timely information on campus, and employ enormous academic resources

anytime and anywhere (Loh et al., 2021; Qi, 2019). As university students increasingly possess

multiple digital devices to access SNSs for academic and non-academic objectives in various

contexts, SNSs and associated-applications have ingrained themselves as essential components

of daily lives and significantly affect students’ behaviors (Nurudeen et al., 2022).

In recent years, the adverse experiences of social media users have sparked significant concerns

among researchers, prompting them to perform empirical studies on the diverse detrimental

outcomes of the unfavorable aspects of SNSs on individuals’ personal and professional lives

(Sheng et al., 2023; Teng et al., 2021; Wang & Deng, 2022). Despite the fact that prior research

has evaluated the adverse aspects of social media through various theoretical perspectives, there

remain certain gaps in the literature that necessitate additional investigation. First, prior

investigations on social media have been predominantly conducted within the realm of business,

with relatively little attention on examining the adverse influence of its usage specifically on

international students (Moqbel & Kock, 2018; Yu et al., 2022). Notably, individuals in the

demographic of young adults, with a specific focus on those enrolled in higher education

institutions, exhibit a high frequency of engagement with SNSs (Jabeen et al., 2023). University
students have integrated SNSs into their daily routines due to their growing possession of

handheld equipment, which serve as access points to these devices (Nurudeen et al., 2022; Qi,

2019). Additionally, students utilize SNSs for both academic and non-academic objectives,

making them an indispensable aspect of their daily activities (Malik et al., 2020). College

students, being the most active user population, may be susceptible to experiencing adverse

impacts of social media compared to other users (Shi et al., 2020). Therefore, it is crucial and

necessary from an educational standpoint to comprehend the draw-backs of social media and its

subsequent consequences. Second, previous research has indicated that perceived overload and

social media exhaustion experienced by users can result in their social media behaviors and

subsequent experiences in the computer-mediated environments (Li & Chan, 2021; Niu et al.,

2022; Pang & Ruan, 2023). There is a scarcity of research that has been specifically carried out

to investigate how distinct aspects of overload, acting as stressors, lead to the declined academic

achievement of young individuals. The present article offers a substantial extension to the

existing body of empirical studies by presenting a comprehensive theoretical understanding of

the psychological processes that underlie academic achievement of international students.

Thirdly, while social media exhaustion and academic anxiety have emerged as crucial issues in

society, it is still unclear whether they can jointly mediate the association between perceived

overload and international students’ educational achievement.

University students are particularly susceptible to developing problematic SNS use given their

intense use of and limited control over the internet, socialization pressures, flexible schedules

and extensive free time (Turel and Qahri-Saremi, 2016; Whelan et al., 2020). In student

populations, the general use of SNS has largely been associated with lower grades (Datu et al.,

2018; Junco, 2012; Kirschner and Karpinski, 2010; Masood et al., 2020; Turel and Qahri-Saremi,
2016) and diminished wellbeing (Kingsbury et al., 2021), both of which can have long-lasting

negative life consequences.

Using social networking sites (SNS) such as Snapchat, Instagram, WhatsApp and Twitter is one

of the most popular online activities. In 2021, it is estimated that 57% of the total global

population use SNS (DataReportal, 2021). While benefits do emerge when people engage with

SNS, a considerable body of empirical research also documents the negative consequences

associated with SNS use (Cao et al., 2018, 2020; Luqman et al., 2017; Turel, 2015; Turel and

Serenko, 2012). One such negative consequence is technostress, which refers to the stress

individuals experience from their inability to cope with the demands of information technology

(IT) use (Ayyagari et al., 2011).

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METHODOLOGY
Participants
By applying random sampling to collect a total of 300 respondents who has completed this
survey. The population of the survey was from the Government Women University Sialkot the
participants in this research were randomly selected. The population must have assess to internet
and spends their time on social media daily at least one hour.

Inclusion Criteria
1. Age range of 18-35 years would be included.
2. University Students would be included.
3. 18 (or above) years of education would be included.
4. Both males and females would be included.
Exclusion Criteria
5. Age below than 18 years and above 35 years would be excluded.
6. Education below intermediate would be excluded.

Design
The research utilize correlational research design to investigate the relationship among the
social media fatigue and information overload om academic procrastination among university
students.

Procedure
Availability of participants would be taken in consideration. The subject s informed consent
will be acquired. A survey to gather demographic data would be shown to them when they
choose to participate by providing informed consent. Other instruments would also be included
to analyzes the impact Social Media Fatigue, information overload and Academic Procrastination
among university students. How to fill a questionnaire is explained to participants in the form at
the top of the relevant sections.

Ethical Considerations
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 Before starting the research, Informed consent would be obtained from participants.
 Participants would be assured to use their data for research purposes only.
 confidentiality of the participants would be protected.
 Participants are totally aware of the purpose, risks and benefits of the study before
participate.
 Researcher assured that all identifying information will be kept confidential and data will
be stored safely.
 Participants can withdraw at any time without consequences and participants decision-
making will be respected.

Instruments
Demographic Form
Participants would self-administer a demographic questionnaire to provide general
information. The form will include name, age, gender, socioeconomic status, number of siblings,
birth order, education, family system and area of living.

Scale Measurement
Cognitive Load Questionnaire
An eight items questionnaire was given to the participants to complete (Leppink and Van den
Heuvel 2015). Based on their responses to particular questions, the participants perceived
cognitive burdens were calculated from this questionnaire. Participants experiences with intrinsic
load were covered in questions 1-4, whereas their experiences with extraneous load were covered
in questions 5-8 ( Leppink and Van den Heuvel 2015).
Reliability and Validity
Cognitive Loads Questionnaire has very good reliability and validity

General Procrastination Scale (GAS)

Description
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The General Procrastination is 20-item scale used by adults to increase academic

procrastination. A 5 point Likert scale has been applied on the individual who responded to
assess all of the items.

Scoring
Rating vary from 1=extremely uncharacteristic, 2= moderately uncharacteristic,
3=Neutral, 4=Moderately characteristics and 5=Extremely characteristics. Items
that are reverse keyed with the numbers 3,4,6,8,11,13,14,15,18 and 20 illustrate
that their characteristics are varied across student and other with Extremely
Uncharacteristic=5 and Extremely Characteristics=1. This scale comprises of 5
aspects items 8, 14, 15, 18, and 20 highlights good planning. 2. Items 5, 9, 11, 12
and 19 all are being proposed. 3. Last minute preparing: Items 16, 17. 4, Items 3,
4,5 and 13 mainly related to time management. Factor 5: 1,2,3 and 10 demonstrate
poor time management.
Reliability and Validity
With a cronbach alpha of 0.82 and a retest reliability of 0.82, the scale only
just one aspect.

Statistical Analysis
Statistically package for Social Sciences would be used to interpret the data
(SPSS .26). In order to find the relationship between variables. Data analysis
involves a range of statistical methods, regression analysis, ANOVA. For assessing
the difference, T-test would be applied.

Results
Results will be provided after the research.