The impact of social media usage and self-discipline on students’ academic engagement amid digital distractions.

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.