Social Media Usage and Academic Performance: Evidence from Myanmar Students in China

This cross-sectional study examines the impact of social media usage on the academic performance of Myanmar students in Chinese universities, using the Technology Acceptance Model (TAM) as the theoretical framework. Structural Equation Modeling (SEM) was employed to analyze data from an online survey of 250 Myanmar students in China. The study identifies that social media usage (SMU) positively influences academic performance (AP), with academic engagement (AE) and time management (TM) acting as key mediators. Additionally, demographic factors such as age and gender moderate these relationships. Older students derive more benefits from social media in their academic performance compared to younger students, while female students demonstrate better time management skills, contributing to superior academic outcomes. The findings highlight the significant role of social media in enhancing academic performance, emphasizing the mediation of academic engagement and time management and the moderation by demographic factors. This study provides valuable insights into the educational potential of social media, particularly in multicultural academic settings, and emphasizes the importance of considering demographic variables in shaping the impact of technology on students’ academic performance.