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The present study aimed to investigate the relationship between social media use and academic performance among university students. A total of 250 undergraduate students from a public university in Malaysia were recruited as participants. They completed a set of questionnaires that measured their social media use, academic performance, and other relevant variables.

The results revealed a significant negative correlation between social media use and academic performance. Students who spent more time on social media platforms tended to have lower grade point averages (GPA) compared to those who used social media less frequently. This finding suggests that excessive social media use may have a detrimental impact on students' academic outcomes.

Further analysis showed that the relationship between social media use and academic performance was moderated by self-regulation. Students with better self-regulatory skills were able to manage their social media use more effectively, which mitigated the negative impact on their academic performance. In contrast, students with poorer self-regulation were more susceptible to the adverse effects of social media on their academic achievements.

The study also explored the potential mechanisms underlying the relationship between social media use and academic performance. It was found that social media use was associated with increased procrastination, reduced time spent on academic tasks, and higher levels of distractibility during studying. These factors, in turn, contributed to the observed decline in academic performance among heavy social media users.

The findings of this study have important implications for university students, educators, and parents. They suggest that interventions aimed at promoting self-regulation and effective time management strategies could be beneficial in helping students navigate the challenges posed by social media use and maintain academic success.

Future research should further examine the complex interplay between social media use, individual differences, and various academic outcomes. Longitudinal studies and experimental designs could provide more insights into the causal mechanisms and the long-term effects of social media use on students' educational trajectories.

In conclusion, the present study highlights the need for a balanced and mindful approach to social media use among university students. By fostering self-regulatory skills and encouraging responsible social media practices, educational institutions and support systems can empower students to maximize the benefits of social media while minimizing its potential detrimental effects on their academic performance.

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