Social Media Use and Adolescents’ Learning Engagement: A Mixed-Methods Study Integrating Self-Determination Theory and Social Cognitive Theory

Abstract

This study investigates the relationship between social media use (SMU) and adolescents’ learning engagement, as well as the mediating roles of basic psychological needs (autonomy, competence, relatedness) and self-efficacy—grounded in Self-Determination Theory (SDT) and Social Cognitive Theory (SCT). A mixed-methods design was implemented with 412 adolescents (ages 14–17) from 15 public high schools in the Pacific Northwest, United States. Quantitative data were collected via online surveys measuring SMU patterns (e.g., frequency, content type), learning engagement (behavioral, emotional, cognitive), basic psychological needs satisfaction, and academic self-efficacy. Qualitative data included semi-structured interviews (n = 45) and social media content logs (n = 412). Results revealed that educational SMU (e.g., following academic accounts, participating in study groups) was positively associated with overall learning engagement (β = .38, p < .001), mediated by increased competence satisfaction (β = .22, p < .001) and self-efficacy (β = .25, p < .001). In contrast, recreational SMU (e.g., scrolling entertainment feeds, passive social browsing) was negatively associated with engagement (β = -.29, p < .001), mediated by decreased autonomy satisfaction (β = -.18, p < .001) and relatedness with peers in academic contexts (β = -.21, p < .001). Qualitative findings further showed that adolescents used educational SMU to access personalized learning resources (e.g., tutorial videos) and social support, while recreational SMU often led to distraction and reduced academic self-regulation. These findings highlight the nuanced impact of SMU on adolescent learning, providing implications for educators, parents, and policymakers seeking to leverage social media as an educational tool.