How technostress and self-control of social networking sites affect academic achievement and wellbeing

Purpose Social networking sites (SNS) are heavily used by university students for personal and academic purposes. Despite their benefits, using SNS can generate stress for many people. SNS stressors have been associated with numerous maladaptive outcomes. The objective in this study is to investigate when and how SNS use damages student achievement and psychological wellbeing. Design/methodology/approach Combining the theoretical perspectives from technostress and the strength model of self-control, this study theoretically develops and empirically tests the pathways which explain how and when SNS stressors harm student achievement and psychological wellbeing. The authors test the research model through a two-wave survey of 220 SNS using university students. Findings The study extends existing research by showing that it is through the process of diminishing self-control over SNS use that SNS stressors inhibit achievement and wellbeing outcomes. The study also finds that the high use of SNS for academic purposes enhances the effect of SNS stressors on deficient SNS self-control. Originality/value This study further opens up the black box of the social media technostress phenomenon by documenting and validating novel processes (i.e. deficient self-control) and conditions (i.e. enhanced academic use) on which the negative impacts of SNS stressors depend.

Automated summary

This study investigates the pathways and conditions under which SNS use negatively impacts student achievement and psychological wellbeing. The findings suggest that SNS stressors inhibit achievement and happiness outcomes by diminishing self-control over SNS use. The study also shows that high use of SNS for academic purposes enhances the effect of SNS stressors on deficient self-control.