Social Media Use and Early Adolescents’ Academic Achievement: Variations by Parent-Adolescent Communication and Gender
Date
2023-06-21
Journal Title
Journal ISSN
Volume Title
Publisher
Youth and Society
Abstract
Research investigating social media use typically focus on late adolescents and young adults, despite a growing number of early adolescents, 93% to 97%—having at least one social media platform. Also, early adolescents are more likely to engage with newer sites, such as Snapchat and Instagram, than older platforms such as Facebook and Twitter. Given the evolving landscape of social media, the present study examines the impact of the use of various social media platforms, along with its moderating effects, on adolescents’ academic achievement, using a sample of N = 1,459 early adolescents. Results were such that, as frequency of use on each platform: Facebook, Twitter, Instagram, and Snapchat increased, academic achievement decreased. Specific to interaction effects, frequent use of Facebook and Instagram and early adolescents’ academic achievement were moderated by motheradolescent communication; while gender moderated the association between frequent use of Twitter and Snapchat and early adolescents’ academic achievement. Implications are discussed.
Description
This article was originally published in Youth and Society Volume 56, Issue 4, May 2024, Pages 651-672. The version of record is available at: https://doi.org/10.1177/0044118X231180317. © The Author(s) 2023, Article Reuse Guidelines https://sagepub.com/journals-permissions
This research was featured in UDaily on 3/12/2024 at https://www.udel.edu/udaily/2024/march/social-media-academic-achievement-research/
Keywords
educational achievement, gender, media, electronic, parenting
Citation
Gordon, M. S., & Ohannessian, C. M. (2024). Social Media Use and Early Adolescents’ Academic Achievement: Variations by Parent-Adolescent Communication and Gender. Youth & Society, 56(4), 651-672. https://doi.org/10.1177/0044118X231180317