Impact of Social Media Usage on Academic Procrastination

Abstract

This research study aims to discover the possible relationship between social media usage with academic procrastination exhibited by students. The multistage sampling technique was utilized and a sample of N=240 belonging to different educational levels (intermediate, graduate, and post-graduate), stratified by gender (boys=120 and girls=120), was drawn from various educational institutions in the Peshawar district. The researchers utilized Social Networking Time Use Scale:SONTUS (Olufadi, 2016) to measure the time spent by the subjects on social networking sites. Whereas the Academic Procrastination Scale: APS (McCloskey, 2011) was used to gauge the Academic procrastination level of the respondents. Results indicated significant positive correlation between social media usage and academic procrastination, r = 0.424; p less than 0.01. An inverse relationship of educational level with social media time usage and academic procrastination was also manifested, r=-.153; p less than0.01 and r = -.167; p less than 0.01. Moreover, there was no significant difference in academic procrastination tendency by gender F(1,238)= 1.334, P greater than .05.

Full text

p- ISSN: 2708-2113
e-ISSN: 2708-3608
URL: http://dx.doi.org/10.31703/gesr.2022(VII-II).24
Vol. VII, No. II (Spring 2022)
Pages: 251 – 262
DOI: 10.31703/gesr.2022(VII-II).24
Citation: Anwar, M., Anwar, A., & Marwan, A. H. (2022). Impact of Social Media Usage on Academic
Procrastination. Global Educational Studies Review, VII(II), 251- 262.
https://doi.org/10.31703/gesr.2022(VII-II).24
Impact of Social Media Usage on Academic Procrastination
Mussarat Anwar
Associate Professor, College of Home Economics, University of
Peshawar, KP, Pakistan.
Ayesha Anwar
Lecturer, College of Home Economics, University of Peshawar,
KP, Pakistan.
Amir Hamza Marwan
Lecturer, Department of Journalism & Mass Communication,
University of Peshawar, KP, Pakistan.
Email: hamzamarwan@uop.edu.pk (Corresponding Author)
Abstract: This research study aims to discover the possible relationship between social media usage
with academic procrastination exhibited by students. The multistage sampling technique was utilized
and a sample of N=240 belonging to different educational levels (intermediate, graduate, and post-
graduate), stratified by gender (boys=120 & girls=120), was drawn from various educational
institutions in the Peshawar district. The researchers utilized Social Networking Time Use Scale:
SONTUS (Olufadi, 2016) to measure the time spent by the subjects on social networking sites. Whereas
the Academic Procrastination Scale: APS (McCloskey, 2011) was used to gauge the Academic
procrastination level of the respondents. Results indicated significant positive correlation between social
media usage and academic procrastination, r = 0.424; p < 0.01. An inverse relationship of educational
level with social media time usage and academic procrastination was also manifested, r=-.153; p <
0.01 and r = -.167; p < 0.01. Moreover, there was no significant difference in academic procrastination
tendency by gender F(1,238)= 1.334, P >.05.
Key Words: Academic Procrastination, Social Media, Social Networking Sites (SNSs)
Introduction
The rapid boom in the number of social media
websites and internet technologies has
provided a platform for its ever-growing users
where they can discuss ideas, share personal
information, create content, and have a
discourse and network. Social media helps
users to share information, in different digital
forms, with other users. Social media is an area
of the community that helps people to come
together to share common or mutual
interestsinterests. Social media include
Facebook, Twitter, WhatsApp, Viber, Google+,
Instagram, Pinterest, and YouTube (Mingle &
Adams, 2015). The topics discussed on social
media platforms are related to the different
fields including environment, political
discourse, entertainment, technology industry,
personal photos and videos. Social media users
have increased over time, and they are also
spending more time on these platforms.
Research suggests that this excessive use affects
the mental health and social life of users. To
mention a few, more time spent online
decreases communication and social
participation (Kraut et al., 1998) and may
result in poor mental health, including
psychological distress (Pantic, 2014; Park,
2013), poor quality sleep (Gambleet al., 2014;
Cain &Gradisar2010), negative body image
(Fardouly, 2018; Wagner, Aguirre, & Bryant,
2016; Perloff, 2014), cyberbullying (Grigg,
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Mussarat Anwar, Ayesha Anwar and Amir Hamza Marwan
252 Global Educational Studies Review (GESR)
2010), (FOMO) “Fear of Missing Out” (Elhai,
Levine, Dvorak, & Hall, 2016) and
procrastination (Paul, Baker & Cochran, 2012).
Addictive use of social media can rob
precious time of students. It motivates people
to avoid or delay activities. This intentional
delay of an intended course of action is called
procrastination (Ferrari, 2000). It is also
defined as a voluntary and purposeful delay of
task completion to the point of experiencing
subjective discomfort (Steel, 2007; Kachgal,
Hansen & Nutter, 2001). Academic
procrastination is potentially detrimental
among all facets of procrastination (Rabin,
Fogel, & Nutter-Upham, 2011; Schraw,
Wadkins, &Olafson, 2007).
Academic procrastination results in failure
to achieve optimal desired outcomes in time
(Howell & Watson, 2007). Such
procrastinating behaviors include delays in
preparing for examination, homework, or
assignment completion and writing term
papers (Schouwenburg, Lay, Pychyl, & Ferrari,
2006). Students studying at intermediate,
graduate, or even post-graduate levels face
such kind of procrastination. According to
Schraw et al. (2007), the procrastinating
tendency is particularly prevalent among
college and university students who use social
media. Among the social network users, 67%
are between 18-29 years old, and one can
confidently claim that they use multiple social
media platforms (Michikyan, Subrahmanyam,
& Dennis, 2015).
Social media usage has become popular
because of its reach, speed, and ease of use.
Teachers and parents have concerns that these
media have an impact on the students'
academic performance as they would not be
able to accomplish academic tasks due to their
excessive time spent on social networking sites
(Nalwa, &Anand, 2003). Therefore, this
research study was designed and conducted to
assess the association between social media
usage with academic procrastination in
undergraduate, graduate, and post-graduate
students of Peshawar University.
Many researchers (e.g., Hasnain, Nasreen
& Ijaz, 2015; Peter, 2015; Kirschner &
Karpinski, 2010; Suhail & Bargees, 2006) have
investigated the potential danger of the use of
social media linked to academic procrastination
in students. Peter (2015) found that students
who used social media failed to perform well in
exams. Similarly, Kirschner &Karpinski (2010)
also confirm that heavy users of social media
got lower GPAs than nonusers. Hasnain,
Nasreen, & Ijaz (2015) also emphasized that
social media remains a major distraction for the
current generation. Contrarily, some other
studies support that SNSs help students in their
learning by encouraging discussion,
knowledge-sharing, interaction with teacher/
supervisor in an informal setting, and easy
access to information (Kitsantas, Dabbagh,
Chirinos, & Fake, 2016; Ainin, Naqshbandi,
Moghavvemi, &Jaafar, 2015), helps in
collaborative learning (Othman, & Musa,
2014) and provides students with an
opportunity to enhance their critical thinking –
the basic aim of education (Bugeja, 2006).
Rationale of the study
The technological advancement in media has
greatly shaped the social communication of
people. Many research studies support the
assumption that students are more attached to
social networking sites. The research evidence
strongly suggests that excessive social media
usage by students has a potential impact on
their behavior in general but academics in
particular (Boyd & Ellison, 2007). Parents and
teachers are apprehensive about children's
academic achievements, and they complain
that after spending time on social networking
sites, they are not left with enough time to
study. Thus, this research was conducted to
ascertain the association between students' use
of social media and academic procrastination.
Hypotheses of the study
1. Subjects who engage in high social
media users tend to procrastinate more
academically.
2. Subjects’ academic procrastination tends
to decrease with the increase in
educational level and age.

Impact of Social Media Usage on Academic Procrastination
Vol. VII, No. II (Spring 2022) 253
3. Academic procrastination would
correlate negatively with academic
performance.
Sample
The researcher used a multistage sampling
design. Ten departments of Peshawar
University were randomly selected. With the
cooperation of the concerned authorities, a list
of all students within these departments was
prepared that served as a sampling frame.
Students were stratified concerning gender; 24
students (12 male & 12 female) from each
department were randomly chosen. Hence, a
total number of 240 students constituted the
sample size of this study.
Measures
Social Networking Time Use Scale
(SONTUS)
The instrument to measure the time spent on
the different sites of social media is developed
by Olufadi (2016). The SONTUS is a 29-item
Likert-type scale with five subscales measuring
time spent on the different sites of social media
in different situations and places for seven
days. The subscales are based on five
components: relaxation and free period use,
academic-related period, public places-related
use, stress-related period, and motives.
Separate scores on these subscales contribute
to a total global score indicating an individual
as a low, average, high and extremely high user
of social networking sites (SNSs).
Academic Procrastination scale (APS)
The Academic Procrastination Scale
(McCloskey, 2011) is a Likert-type scale –
based on 25 items. The aim of APS is to
measure specific academic procrastination
instead of focusing on a specific task. It is
designed in a way that higher scores on the
scale clearly demonstrate greater academic
procrastination.
Demographic data sheet
A demographic data sheet was also
incorporated to identify the respondents'
names, age, gender and academic scores. This
sheet also included brief questions regarding
the respondents' social media exposure and
use.
Sampling Procedure
With the permission of the concerned
departmental head, the identified subjects
(n=240) were approached on campus. They
were made aware of the purpose of the study.
The respondents were assured of complete
confidentiality to make them comfortable
responding honestly. First, the demographic
data sheet was given to the subjects to take
their personal information into account.
Following the completion of the demographic
datasheet, the Social Networking Time Use Scale
(SONTUS) was administered to the
respondents. The SONTUS scores helped
identify the respondents as low, average, high,
or extremely high users of social networking
sites. Finally, they were urged to complete
the Academic Procrastination Scale that yielded
the procrastination scores of the respondents.
Data Analysis
Correlations were computed to find an
association between the variables under study.
To compare means of academic achievement
and smartphone possession by gender ANOVA
was applied under SPSS. Chi-square statistics
were used to find a gender-wise variation in
social media usage.
Results
Table 1. Descriptive Statistics on SONTUS and APS Scale for N=240
Type of SNSs User
f
%
Academic Procrastination
f
%
Low user of SNSs
71
29.2
Low
40
16.7
Average user of SNSs
144
60
Average
164
68.3

Mussarat Anwar, Ayesha Anwar and Amir Hamza Marwan
254 Global Educational Studies Review (GESR)
Type of SNSs User
f
%
Academic Procrastination
f
%
High user of SNSs
21
8.3
High
36
15
Extremely high user of SNSs
4
2.5
The descriptive statistics on the Social
Networking time use scale reveal four types of
SNS users, i.e., low, average, high, and
extremely high users, with the majority (60%)
of the population being average users of SNSs
(M=11.27, SD=2.95). Likewise, the Academic
Procrastination scale also shows three levels of
academic procrastination: low, average, and
high academic procrastination. Most of the
respondents (68.3%) manifested average
academic procrastination with a mean score of
73.35 (SD=17.008).
Table 2. Descriptive Statistics on Hobbies for N=240
Hobbies
Boys
Girls
f
%
f
%
Enrichment hobbies
34
28
33
27
Web surfing/ Social networking
55
45
58
48
TV/Music/Movies
46
37
45
38
Sports/ Outdoors
76
63
10
8.3
Creative hobbies painting/writing
5
3.3
16
13.3
Collecting stamps/coins
9
6.7
26
8.3
Domestic hobbies
4
1.7
43
36.7
The hobbies of the respondents reveal that boys
(28%) and girls (27%) were almost equally
involved in enriching hobbies like reading,
writing, computer programming, blogging, etc.
Girls (48%) were more active than boys (45%)
on social networking sites, web-surfing,
chatting, watching DIY (do it yourself)
tutorials, and motivational videos on YouTube.
Boys and girls having hobbies like watching TV
and listening to music were almost equal in
number (i.e., 37% & 38% respectively). A huge
difference was noted in both genders (boys:
63% & girls: 8.3%) regarding sports like
cricket, football, volleyball, and outdoor
hobbies such as traveling, hiking, hunting,
swimming, gym workout, gardening, etc. More
girls (13.3%) were engrossed in creative
hobbies (photography, sketching, painting,
jewelry making, crocheting, knitting) as
compared to boys (3.3%). Moreover, girls
(8.3%) engaged slightly more in collection
hobbies than boys (6.7%). Girls collected
things like rings, bangles, soft toys, shoes, and
purses, whereas boys collected stamps, coins,
etc. Girls (36.7%) were massively occupied in
domestic hobbies (cooking, baking, stitching,
etc.) than boys (1.7%). It can be inferred from
the demographics mentioned above that both
genders engaged more in online media than in
enrichment activities. Also, boys were more
involved in sports and outdoor activities that
kept them physically active, while girls were
occupied with domestic hobbies.
Table 3. Inter-correlations among Social Networking Time use, Academic Procrastination,
Educational level and Academic score (N=240)
Educational Level
Academic score
SONTUS score
APS score
Educational Level
1
.114
-.153
-.167
Academic score
1
-.150
-.243**
SONTUS score
1
.424**
APS score
1
**. Correlation is significant at the 0.01 level (2-tailed).

Impact of Social Media Usage on Academic Procrastination
Vol. VII, No. II (Spring 2022) 255
The correlation matrix in Table 3 indicates that
the respondents' APS Scores and SONTUS
scores are positively correlated, r=.424**.
High scores on the social networking time use
scale (SONTUS) positively correlate with a high
academic procrastination scale (APS) scores.
This matrix also shows the inverse relationship
between educational level and academic scores
with SONTUS and APS scores. As hypothesized,
with the increase in educational level and age
of the respondents, their social media time
usage and academic procrastination decrease,
r=-.153 and-.167 respectively. It reiterates
findings of the previous studies (e.g., Khan,
Arif, Noor, & Muneer, 2014; Özer, 2011;
Stollak, Vandenberg, Burklund, & Weiss, 2011)
that younger students use social networking
websites more than older students. Relatedly,
the academic scores decline with increased
social media usage, r=-.150. Likewise,
academic procrastination correlated negatively
with academic performance, r=-.243**.
Previous research (e.g., Kim &Seo, 2015;
Akinsola, Tella, &Tella,2007) also reported
that students who procrastinated less scored
significantly better in CGPA than moderate and
high procrastinators.
Table 4. Descriptive Statistics on Academic Achievement of Smart Phone Users (N=120)
Possession Smartphone
Gender
Mean score %
Std. Deviation
N
Yes
Boys
74.52
8.179
108
Girls
73.42
6.826
96
Total
74.00
7.556
204
No
Boys
80.17
8.658
12
Girls
69.33
7.390
24
Total
72.94
9.219
36
Total
Boys
75.08
8.329
120
Girls
72.60
7.072
120
Total
73.84
7.794
240
Gender F(1,236)= 8.510, P <.01; Smart
phone user= F(1,236)= 5.658, P <.05
Univariate analysis of variance reveals that the
main effect for Gender indicate a significant
difference between boys (M = 75.08, SD =
8.33) and girls’(M = 72.60, SD = 7.794)
academic achievement, F(1,236)= 8.510, P
<.01. However, the two main effects were
noticed after a significant interaction between
the two factors indicating that smartphone
possession in relation to gender affects the
academic achievement of the respondents
F(1,236)= 5.658, P <.05. Results demonstrate
that smartphone possession has a remarkable
impact on academic achievement F(1,236)=
5.658, P <.05. Further, the impact of
smartphones on gender may be substantiated
by the findings in Table 2, which show that girls
are more active users of SNSs than boys.
Table 5. Academic Procrastination in relation to Gender
Gender
Mean score %
Std. Deviation
N
Boys
75.27
17.48
120
Girls
74.56
15.00
120
Total
74.91
17.00
240
Academic Procrastination*Gender=
F(1,238)= 1.334, P >.05 Table 5 shows that
gender has no influence on the findings of
academic procrastination, F(1,238)= 1.334, P
>.05 as the academic procrastination mean
scores for boys and girls are (M = 75.27, SD =
17.48) and (M = 74.56, SD = 15.00)
respectively.

Mussarat Anwar, Ayesha Anwar and Amir Hamza Marwan
256 Global Educational Studies Review (GESR)
Twitter
IMO
Snapchat
Viber
Whatsapp
Instagram
Pinterest
Youtube
Facebook
Table 6. Awareness about the Social Networking Sites by Gender
WhatsappX2 (1, n=240) 3.077, P >.05;
Facebook X2 (1, n=240) 1.034, P >.05;
YoutubeX2 (1, n=240) .776, P >.05;
InstagramX2 (1, n=240) .352, P >.05; Viber X2
(1, n=240) 1.386, P >.05; Twitter; X2 (1,
n=240) .586, P >.05; PinterestX2 (1, n=240)
2.880, P >.05; SnapchatX2(1, n=240) .164, P
>.05; IMO X2 (1, n=240) .519, P >.05.
Awareness and incognizance of the social
media channels were equally common among
boys and girls. The knowledge regarding social
media avenues was comparable. Cognizance
regarding Whatsapp (98%), Facebook (97%),
and Youtube (89%) were prominent, followed
by Instagram (69%), Viber (68%), and Twitter
(65%), whereas awareness regarding Pinterest
(37%), Snapchat (28%) and IMO (17%) was
limited.
Table 7. Social Networking Sites Membership/ Use
SNSs
Gender
Membership
Chi square
Significance
Yes %
No %
Whatsapp
Boys
45
5
Girls
45
5
.000
1.000
Facebook
Boys
41.7
8.3
Girls
36.7
13.3
1.77
.268
Youtube
Boys
30.8
19.2
Girls
35
15
.926
.442
Instagram
Boys
30
20
Girls
26.7
23.3
.543
.581
Viber
Boys
16.7
33.3
Girls
15
35
.154
.845
Twitter
Boys
16.7
33.3
Girls
15
35
.154
.845
Pinterest
Boys
6.7
43.3
SNSs
Gender
Awareness
Chi square
Significance
Yes %
No %
Boys
50
0.0
Girls
47.5
2.5
3.077
.244
Boys
49.5
0.8
Girls
47.2
2.5
1.034
.619
Boys
45.3
4.2
Girls
43.8
6.7
.776
.558
Boys
35.8
14.2
Girls
33.3
16.7
.352
.693
Boys
36.7
13.3
Girls
31.7
18.3
1.386
.327
Boys
34.8
15.8
Girls
30.2
19.2
.586
.566
Boys
15.0
35.0
Girls
22.5
27.5
2.880
.131
Boys
13.3
36.7
Girls
15.0
35.0
.164
.840
Boys
10.0
40.0
Girls
7.5
42.5
.519
.632

Impact of Social Media Usage on Academic Procrastination
Vol. VII, No. II (Spring 2022) 257
SNSs
Gender
Membership
Chi square
Significance
Yes %
No %
Girls
7.5
42.5
.069
1.000
Snaphat
Boys
10.8
39.2
Girls
8.3
41.7
.484
.643
IMO
Boys
5
45
Girls
0.8
49.2
3.79
.114
WhatsappX2 (1, n=240) .000, P >.05;
Facebook X2 (1, n=240) 1.77, P >.05;
YoutubeX2 (1, n=240) .926, P >.05;
InstagramX2 (1, n=240) .543, P >.05; Viber X2
(1, n=240) .154, P >.05; Twitter X2 (1,
n=240) .154, P >.05; PinterestX2 (1, n=240)
.069, P >.05; SnapchatX2(1, n=240) .484, P
>.05; IMO X2 (1, n=240) 3.79, P >.05
Chi-square statistics show no significant
difference between the girls and boys in using
social networking sites (SNSs). The use of
social networking sites is equally common
among all the respondents. However, the most
commonly used SNSs are WhatsApp (90%),
followed by Facebook (78.3%), Youtube
(65.8%), and Instagram (57%).
Discussion
Procrastination or delaying something is a
common and predominant phenomenon, but it
is often overlooked and inadequately
understood. It has serious implications for the
person who indulges in such a behavior.
Procrastination is a self-regulation failure; it's
that gap between intention and action. A
person, who procrastinates, makes himself
happy at a certain moment but does so at the
cost of damage to himself in the future (Sirois
& Pychyl, 2013) as Tice and Bratslavsky (2000)
described procrastination as an instance of
"giving in to feel good" where people prefer
short-term happiness over long-term target
achievement.
This current study aimed to investigate the
relationship between the use of social
networking sites and academic procrastination.
This study sought to examine the role of the
social networking behavior of the respondents
in delaying their academic tasks – while
keeping in view the different demographic
factors including age, gender, and education.
The desired sample of this research project was
such college and university students who
planned vocational life. Therefore, academic
achievement is of utmost importance since
their professional life relies on it. At this stage,
if they habitually procrastinate, it impacts their
tendency to achieve academic goals. Hence it is
of paramount significance to explore the
reasons for academic procrastination and
devise strategies to cope with it.
Procrastination means delaying
something, but all forms of delay are not
procrastination. As claimed by Pychyl (2013),
"all procrastination is a delay, but not all delay
is procrastination ." For instance, it's perfectly
normal if a student prioritizes some academic
tasks and delays others according to need,
urgency, or time constraints. But the deliberate
and needless postponement of any scholastic
task is academic procrastination. Academic
procrastination is a nuisance to be worried
about because it interferes with a student's
academic pursuits. Ideally, the goals an
individual sets for himself or s/he should
develop such volitional skills and diligence to
pursue those goals.
In the last ten years, a dramatic increase in
the use of social networking sites and the
number of people using them has been
witnessed. These networking channels have
become an essential part of students' everyday
life. The current study reveals that students
who excessively use social media are at a
greater risk of indulging in academic
procrastination. Also, academic procrastination
is adversely related to academic performance.
These results are in line with past research
(e.g., Balkis &Duru, 2017; Kirschner and
Karpinski, 2010; Sandhora, 2015; Joubert,
2015; Islak, 2011 and Liu, 2010), which

Mussarat Anwar, Ayesha Anwar and Amir Hamza Marwan
258 Global Educational Studies Review (GESR)
revealed that an increase in the exposure to the
social media fosters the academic
procrastination tendency in the students.
Interestingly, the demographics show that
most of the subjects possessed smartphones,
meaning they had access to social networking
sites. They have access to these social
networking sites and may use them unduly, so
their academics remain affected. On the other
hand, it can also be argued that they might be
procrastinating on the routine academic tasks
like weekly assignments, presentations, and
monthly tests, but before final tests, they may
study rigorously, putting too much strain on
themselves. Hence, accomplishing the task may
create burnout, which is not good for their
physical and mental well-being (Mortazavi,
2016).
The academic procrastination of the
subjects declined with the increase in age and
educational level. Postgraduate level students
procrastinated less than undergraduate and
intermediate level students. The reason may be
that at the postgraduate level, the competition
is tough. Studying advanced courses require
increased concentration, time, and hard work.
They need to focus on enhancing their
knowledge and critical thinking skills for
academic activities like participating in
discussion forums, writing term papers and
research work, etc. The prospect of securing a
good job shortly keeps them motivated. Also,
with increasing age, their experience broadens,
and they become more mature and responsible
individuals (Beutel et al., 2016; Balkis &Duru,
2009). Postgraduate students' social media use
was also limited compared to other age groups.
Greater academic challenges, time constraints,
and increased maturity may be responsible for
this occurrence. Stollak, Vandenberg,
Burklund, & Weiss (2011), also supported this
phenomenon by stating that younger students
rely more on social media to establish their
social contacts, whereas senior students
already have it.
Findings of the present study advocate no
significant variation by gender regarding social
media awareness and membership. Whether
common, moderate, or rare, social networking
sites were irrespective of gender. The most
popular SNSs were Whatsapp, Facebook, and
Youtube, which Instagram followed, Viber, and
Twitter, whereas the use of Pinterest, Snapchat,
and IMO was limited. Intriguingly the results
also revealed high SNS awareness in
comparison to their use. It indicates that not all
the respondents used social networking sites
despite being aware of them.
Gender variable did not have any influence
on the academic procrastination tendency of
the respondents as researchers' findings – based
on the scores of academic procrastination – did
not vary between girls and boys. A substantial
body of research also supports that
procrastination does not vary based on sex
differences (Sandhora, 2015; Joubert, 2015;
Islak, 2011; Liu, 2010; Solomon & Rothblum,
1984). In contrast, some studies (e.g., Balkis
&Duru, 2017; Mandap, 2016) revealed that
female students exhibit lower levels of
academic procrastination than male students.
There is a need for further study to investigate
the relationship between gender and academic
procrastination.
Recommendations
The present study can be duplicated with a
larger and more demographically diverse
sample to strengthen and expand this
important line of research. In academic
settings, students face many academic tasks,
and they may procrastinate for many different
reasons. Apart from excessive social media use,
academic procrastination might result from
self-regulation failure, lack of self-confidence,
self-efficacy, time estimation error,
perfectionism, fear of failure, lack of
motivation, inability to concentrate, and task
aversiveness. There has been negligible work
on the abovementioned factors associated with
academic procrastination in the Khyber
Pakhtunkhwa region. There is a need to explore
the causal factors of academic procrastination
more deeply. The basis of which task-oriented
coping programs can be devised by researchers,
educators, and practitioners to help students
get rid of this incapacitating habit as it hinders
their achievement of desired academic goals.

Impact of Social Media Usage on Academic Procrastination
Vol. VII, No. II (Spring 2022) 259
Nevertheless, social media has become an
essential part of our daily life; it has been
embedded in our culture. It facilitates people to
interact in virtual communities, thus
diminishing communication barriers and
allowing easy access to information. But we
should make positive use of it in every facet of
our life, including education. Though the
current study found a negative impact of
excessive social media use on academic
achievement, it may enhance students’
academic performance if used positively.
Therefore, future research must further study
social media’s impact on variables like students’
academic goals, interaction with teachers,
sharing of information, online courses, joining
educational platforms, etc. It will help
understand and highlight the true correlation
between these two variables.

Mussarat Anwar, Ayesha Anwar and Amir Hamza Marwan
260 Global Educational Studies Review (GESR)
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