| 000 -LEADER |
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02499nab a22002417a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
CITU |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20260729113026.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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260511c2026 |||p| |||| 00| 0eng d |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Preferred name for the person |
Jurado, Kim Zaire C. |
| Relator term |
author. |
| 245 14 - TITLE STATEMENT |
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| Title |
The impact of social media usage and self-discipline on students’ academic engagement amid digital distractions. |
| 264 #4 - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
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| Date of publication, distribution, etc |
2026 |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc |
Social media is widely used by students for entertainment and learning. It can improve engagement but also cause distractions. Self-discipline helps reduce negative effects. This study examines how social media usage and self-discipline influence academic engagement. A quantitative descriptive-correlational design was used. The study involved 380 college students from Cebu City. Data were collected through an online survey with 14 items on social media usage, self-discipline, and academic engagement. Responses were rated on a 5-point Likert scale. Reliability was high (Cronbach’s alpha = 0.9204). Data were analyzed using descriptive statistics and regression analysis. Students agreed that they use social media regularly and practice moderate self-discipline. They also agreed that they remain academically engaged despite distractions. Regression analysis showed that social media usage significantly predicts academic engagement (β = 0.7559, R² = 0.695, p < .001). Self-discipline has an even stronger effect (β = 0.8448, R² = 0.723, p < .001). Combined, both factors explain 78% of the variance in academic engagement, with self-discipline contributing more. Purposeful social media use and strong self-discipline improve academic engagement. Institutions should promote digital self-regulation and integrate useful social media content into learning. Training on time management and self-control can enhance outcomes. Social media and self-discipline both affect academic engagement, but self-discipline is more influential. Encouraging mindful use and self-regulation can help students maximize benefits and minimize risks. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Social media |
| General subdivision |
Psychological aspects. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Self-control. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Motivation in education. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Distraction (Psychology). |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
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| Personal name |
Maloloy-on, Melchi T. |
| Relator term |
author. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
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| Personal name |
Quiachon, Strawberry Faith R. |
| Relator term |
author. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Tomada, Kylah Avrielle T. |
| Relator term |
author. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
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| Personal name |
Trazona, Jasmine May |
| Relator term |
author. |
| 773 ## - HOST ITEM ENTRY |
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| Relationship information |
Volume 1, Issue 1 (February 2026), pages 220-232. |
| Title |
Semestral Research Compendium |
| 942 ## - ADDED ENTRY ELEMENTS |
|---|
| Source of classification or shelving scheme |
|
| Item type |
JOURNAL ARTICLE |