Unraveling the Digital Distraction in the Context of Theory of Planned Behaviour: The Impact of Social Media Addiction on Academic Procrastination and Study Habits Among Undergraduate Students

Helin ÇİFTÇİ, Duygu HARMANDAR DEMİREL, Andaç AKÇAKESE

Abstract


This study examines the association between social media addiction, academic procrastination, and study habits among undergraduate students in Türkiye using a cross-sectional correlational design. Data was collected from 549 undergraduates enrolled at universities in Konya through structured self-report questionnaires measuring social media addiction, academic procrastination, and study habits. Guided by the Theory of Planned Behavior, the study focuses on behavioral patterns rather than causal effects. The results show a significant positive association between social media addiction and academic procrastination, and a significant negative association between social media addiction and study habits. Female students reported higher levels of social media addiction, whereas male students reported higher levels of academic procrastination. Multiple regression analyses indicated that social media addiction is positively associated with academic procrastination, while stronger study habits are negatively associated with procrastination. Latent Profile Analysis identified three distinct student profiles, showing that lower levels of social media addiction are associated with more favorable academic behaviors. These findings highlight the importance of addressing study habits and self-regulation in efforts to manage social media use in academic contexts. The study provides behavioral evidence to inform educational practices, while future research should employ longitudinal designs and more diverse samples to strengthen generalizability.

Keywords: Academic Performance Enhancement, Behavioral Intervention, Digital Literacy, Educational Strategies, Leisure.


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DOI: https://doi.org/10.53016/jerp.v6i2.305

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