PSYCHOLOGICAL IMPACT OF SOCIAL NETWORKS ON STUDENTS' INTELLECTUALITY
Keywords:
Social Networks, Psychological Impact, Students, Intellectuality, Academic Performance Social Media Gender Differences Cognitive Development Peer Interaction Distractions Educational Outcomes Engagement Cyber-bullying Self-efficacy Study Time Collaborative Learning GPA (Grade Point Average).Abstract
This article explores the psychological impact of social networks on students’ intellectuality, emphasizing the complex relationship between social media engagement and academic performance. Drawing on a comprehensive literature review and a specific study by Kaitlyn Flad (2010), the research highlights both the beneficial and detrimental effects of social networking sites (SNS) on students’ cognitive development and educational outcomes. The literature identifies positive aspects, such as enhanced peer interaction, collaborative learning, and information access, alongside negative consequences, including academic distractions, reduced study time, and lower performance linked to excessive use. Flad’s study of 41 high school students (54% female, 46% male) reveals significant gender differences: females outperformed males in GPA (73% of females vs. 53% of males achieved 3.0 or higher) and participation in honors (86% vs. 58%) and AP courses (64% vs. 36%). However, frequent SNS use—56% visited daily, 29% more than five times daily—correlated with academic interference, particularly among females (69% of those reporting homework delays). The findings underscore the dual nature of social media’s influence, shaped by factors like gender, engagement levels, and self-efficacy, calling for a nuanced approach to mitigate risks and maximize educational benefits for students in the digital age.
