MODERN EDUCATION AND DEVELOPMENT
Выпуск журнала №-22
Часть–2_ Март –2025
373
PSYCHOLOGICAL IMPACT OF SOCIAL NETWORKS ON
STUDENTS' INTELLECTUALITY
Valiyeva Muharram Asadulla qizi
University of exact and social sciences
Abstract: This article explores the psychological impact of social networks on
students’ intellectuality, emphasizing the complex relationship between social media
engagement and academic performance. Drawing on a comprehensive literature
review and a specific study by Kaitlyn Flad (2010), the research highlights both the
beneficial and detrimental effects of social networking sites (SNS) on students’
cognitive development and educational outcomes. The literature identifies positive
aspects, such as enhanced peer interaction, collaborative learning, and information
access, alongside negative consequences, including academic distractions, reduced
study time, and lower performance linked to excessive use. Flad’s study of 41 high
school students (54% female, 46% male) reveals significant gender differences:
females outperformed males in GPA (73% of females vs. 53% of males achieved 3.0
or higher) and participation in honors (86% vs. 58%) and AP courses (64% vs. 36%).
However, frequent SNS use—56% visited daily, 29% more than five times daily—
correlated with academic interference, particularly among females (69% of those
reporting homework delays). The findings underscore the dual nature of social
media’s influence, shaped by factors like gender, engagement levels, and self-
efficacy, calling for a nuanced approach to mitigate risks and maximize educational
benefits for students in the digital age.
Key words: Social Networks, Psychological Impact, Students, Intellectuality,
Academic Performance Social Media Gender Differences Cognitive Development
Peer Interaction Distractions Educational Outcomes Engagement Cyber-bullying
Self-efficacy Study Time Collaborative Learning GPA (Grade Point Average).
MODERN EDUCATION AND DEVELOPMENT
Выпуск журнала №-22
Часть–2_ Март –2025
374
Introduction
The psychological impact of social networks on students' intellectuality has
garnered significant and increasing attention in various academic circles across the
globe. This observation is particularly noteworthy as the prevalence and influence of
social media continue to rise dramatically and exponentially in today's fast-paced
digital age. The existing literature reveals a complex and multifaceted interplay
between active participation in social networking platforms and varying levels of
academic performance among students. This intricate relationship is significantly
shaped and influenced by a wide array of factors, including but not limited to gender
differences, cultural context, socioeconomic status, and the nature and depth of
individuals' engagement with these digital platforms. As social media becomes an
integral part of daily life and routine for an ever-growing number of students,
understanding its various effects on their intellectual development, cognitive skills,
and overall educational outcomes becomes ever more crucial and important for
educators, parents, and policymakers alike.
Flad (2010) initiates this discourse by emphasizing the need to investigate the
academic outcomes of social networking site participation, particularly among high
school students. Her study highlights the emotional consequences and challenges
faced by adolescents, including cyber-bullying and peer pressure, while also
considering how these factors might differ between genders. This foundational work
sets the stage for understanding the broader implications of social networking on
student performance.
Building on this, Mingle and Adams, (2015) explore the role of social media
in Ghanaian senior high schools, noting that these platforms facilitate peer interaction
and engagement. Their findings suggest that social media can enhance student
performance by enabling structured discussions and reflective thinking. However, the
authors also acknowledge the potential distractions that social media may introduce,
echoing concerns raised by Flad, (2010).
In a similar vein, Destiny Oberiri, (2016) investigates the influence of social
media on undergraduate students in Nigeria, pointing out that while social media aids
MODERN EDUCATION AND DEVELOPMENT
Выпуск журнала №-22
Часть–2_ Март –2025
375
research and information dissemination, it can also lead to neglect of academic
responsibilities. The dual nature of social media's impact is further underscored by
Rabbani, (2016), who contends that excessive use of social networking sites can
detrimentally affect learning outcomes, particularly for students with lower self-
efficacy. This highlights the psychological nuances that can influence how students
engage with social media in relation to their academic pursuits.
The exploration of social media's impact continues with Olusegun Babatunde,
(2017), who presents a critical perspective on the negative effects of social media,
such as inadequate study time and potential health risks. This concern is echoed by
N. Nyabera, (2017), who finds that while social networking sites can facilitate
knowledge sharing, their overuse may lead to decreased academic performance due
to reduced study time.
(El Khatib and Firdouse Rahman Khan, 2017) further contribute to this
dialogue by examining the implications of social media on students' interpersonal
skills and academic performance. They highlight the potential for social media to
enhance learning and communication, yet caution against the excessive use that may
hinder academic success. This ambivalence is a recurring theme in the literature,
reflecting the varied experiences of students across different contexts.
The research by (World English Journal and Ismail K Kutubkhanah Alsaied,
2017) specifically focuses on the effectiveness of social media as a learning tool,
particularly among female Saudi students. The findings suggest that increased usage
may foster engagement and collaborative learning, although the lack of a causal
relationship between social media use and improved learning performance raises
questions about the generalizability of these benefits.
(John Kolan and Emefa Dzandza, 2018) and (Alsulimani and Sharma, 2019)
both affirm the significant impact of social media on academic performance, with the
former emphasizing the advantages of enhanced relationships and personalized
learning experiences, while the latter notes the positive correlation between social
media use and academic achievement. However, they also address the negative
MODERN EDUCATION AND DEVELOPMENT
Выпуск журнала №-22
Часть–2_ Март –2025
376
aspects, such as information piracy, which complicates the overall assessment of
social media's role in education.
Through this literature review, it becomes evident that the psychological
impact of social networks on students' intellectuality is multifaceted, with both
positive and negative implications for academic performance. The varying contexts
and conditions under which students engage with social media underscore the
necessity for a nuanced understanding of this dynamic relationship.
DISCUSSION
In a research study (conducted by Kaitlyn Flad)
1
involving 41 students, 54%
of the participants were female and 46% were male. Regarding academic performance
as indicated by grade point averages (GPAs), the largest group of students, 34%, had
a GPA between 3.0 and 3.4. Meanwhile, 29% had a GPA ranging from 3.5 to 4.0,
12% fell between 2.5 and 2.9, 5% were between 2.0 and 2.4, and 20% were either
unaware of their GPA or unsure how to determine it. When examining GPA by
gender, females accounted for 75% of those with the highest GPAs (3.5-4.0), while
males made up 25%. Additionally, 73% of female participants achieved a GPA of 3.0
or above, compared to 53% of male participants.
The study also explored enrollment in honors and Advanced Placement (AP)
courses as another indicator of academic success. Overall, 73% of participants had
taken or were currently enrolled in an honors course. This included 86% of female
students and 58% of male students. Notably, 32% of females and just 5% of males
had completed five or more honors courses. Regarding AP courses, 54% of all
participants had taken at least one, with females comprising 64% and males 36% of
this group.
Since the participants were all set to graduate in 2011, the type of diploma
they anticipated earning provided further insight into academic achievement by
gender. Seventy percent of students were on track to receive a Regents with Advanced
Designation diploma, with 62% being female and 38% male. Twenty percent
1
MODERN EDUCATION AND DEVELOPMENT
Выпуск журнала №-22
Часть–2_ Март –2025
377
expected to earn a Regents Diploma, evenly split between females and males, while
10% anticipated receiving a local diploma—all of whom were male.
When asked about post-secondary intentions, 88% of participants planned to
attend college after high school, with only one male student indicating he did not
intend to pursue higher education. Ten percent were uncertain about their plans.
The survey also examined students’ engagement with social networking sites
(SNS). Thirty-nine percent of participants were members of one SNS, 49% belonged
to two, and 12% were part of three or more. Beyond computer access, 61% used their
cell phones to engage with SNS, with 60% of these being female and 40% male.
Additionally, 63% of all participants accessed their SNS accounts via email, with 65%
of this group being female and 35% male.
The study examined high school students graduating in 2011, focusing on the
types of diplomas they anticipated receiving and how these expectations correlated
with academic achievement and gender differences. A substantial 70% of the total
participants expressed that they expected to obtain a Regents diploma with Advanced
Designation. Among those anticipating this diploma, a notable 62% were female,
while 38% were male. In addition, 20% of students expected to receive a standard
Regents Diploma, with an equal distribution of gender (50% female and 50% male).
Finally, 10% of students planned to receive a local diploma, which was exclusively
awarded to male students.
Regarding post-secondary aspirations, an impressive 88% of all participants
indicated their intention to pursue college education following high school
graduation. Interestingly, only one male student explicitly stated he did not plan to
attend college. Furthermore, a small segment of participants—10%—expressed
uncertainty about their future educational plans.
The survey also gathered information on students’ engagement with social
networking sites (SNS). The findings revealed that 39% of participants were members
of one SNS, while 49% had memberships on two SNSs, and 12% reported having
three or more memberships. In terms of access methods, 61% of students utilized their
cell phones for SNS purposes, with 60% of these users being female and 40% male.
MODERN EDUCATION AND DEVELOPMENT
Выпуск журнала №-22
Часть–2_ Март –2025
378
Additionally, 63% of participants accessed their SNS memberships via their email
accounts, with 65% of these users being female and 35% male.
The frequency with which students visited SNSs varied significantly. A total
of 56% of participants reported visiting an SNS at least once daily, while 29%
indicated they accessed an SNS more than five times a day. Additionally, 7% reported
visiting at least once per week, with the remaining respondents visiting once per
month. Notably, among those who visited SNSs more than five times daily, a striking
66% were female, contrasting with 33% of male participants.
The study also explored how social networking impacted students’ academic
responsibilities. When asked if their SNS usage interfered with timely homework
submission, 32% of participants responded affirmatively, with a significant 69% of
these individuals identifying as female. In terms of studying, 34% of all respondents
admitted to spending time on SNSs instead of studying "Several times," with 77% of
these students being female. Conversely, 86% of students who reported "Never"
spending time on SNSs instead of studying were male.
The survey included a true or false question regarding the perceived
importance of learning from social networking compared to traditional school
learning. Only 17% of all students responded "True," with an overwhelming 86% of
those respondents being female. The importance of SNS membership was also
assessed, revealing that 10% of participants regarded their memberships as "Very
important," and notably, all of these students were female. Overall, 61% of all
participants considered their SNS memberships to be at least "Somewhat important."
Additionally, the study highlighted a concerning trend regarding students’
GPAs and their perceptions of learning from SNSs. A significant 18% of participants
were unaware of their GPAs, and among those, many believed that what they learned
on SNSs held greater importance than their formal education. Conversely, 88% of
students with a GPA of 3.0 or higher answered "False" to the notion that SNS learning
was more significant than school learning. A correlation was identified between
frequent SNS usage and academic distractions, with half of the students who reported
MODERN EDUCATION AND DEVELOPMENT
Выпуск журнала №-22
Часть–2_ Март –2025
379
visiting SNSs more than five times a day also admitting to spending time on SNSs
instead of studying or completing assignments.
The results of this survey illuminated various themes related to adolescent
engagement with social networking websites, academic practices and attitudes, and
the notable differences observed between male and female respondents. These
findings align with existing literature that emphasizes the significance of social
networking for adolescents and the disparities in academic engagement based on
gender. The study will further analyze these results, explore their implications,
identify limitations, and provide recommendations for school counselors and other
professionals interested in researching this topic in the future. The conclusions drawn
from this survey will offer valuable insights into the relationship between social
networking usage and academic performance among adolescents, ultimately
contributing to a better understanding of how these factors interact in the lives of high
school students.
SUMMARY
The article examines the psychological impact of social networks on students'
intellectuality, focusing on how social media influences academic performance and
cognitive development. It draws from various studies to highlight the multifaceted
relationship between social media use and students' educational outcomes, shaped by
factors such as gender, cultural context, and engagement levels. The literature reveals
both positive and negative effects: social media can enhance peer interaction,
collaborative learning, and information access (Mingle & Adams, 2015; Kolan &
Dzandza, 2018), yet excessive use may lead to distractions, reduced study time, and
lower academic performance (Rabbani, 2016; Babatunde, 2017).
A specific study by Kaitlyn Flad (2010) involving 41 high school students
graduating in 2011 provides detailed insights. It found that 54% of participants were
female, with females outperforming males academically—75% of those with GPAs
of 3.5-4.0 were female, and 73% of females achieved a GPA of 3.0 or higher
compared to 53% of males. Females also showed higher enrollment in honors (86%)
and AP courses (64%) than males (58% and 36%, respectively). Social networking
MODERN EDUCATION AND DEVELOPMENT
Выпуск журнала №-22
Часть–2_ Март –2025
380
site (SNS) usage was prevalent, with 56% of students visiting SNSs daily and 29%
more than five times a day, predominantly females (66%). However, 32% admitted
SNS use interfered with homework, with 69% of these being female, and 34%
prioritized SNS over studying, with 77% being female.
The study also noted gender differences in attitudes toward SNS: 86% of those
who valued SNS learning over traditional education were female, and all students
who deemed SNS membership "very important" were female. A correlation emerged
between frequent SNS use and academic distractions, particularly among students
visiting SNSs more than five times daily. Overall, the article underscores the dual
nature of social media’s impact—offering educational benefits while posing risks to
academic focus—and emphasizes the need for a nuanced understanding to guide
students, educators, and policymakers effectively.
REFERENCES:
1.
Flad, K. "The Influence of Social Networking Participation on Student
Academic
Performance
Across
Gender
Lines."
2010.
https://core.ac.uk/download/233570894.pdf
2.
Mingle, J. and Adams, M. "Social Media Network Participation and Academic
Performance
In
Senior
High
Schools
in
Ghana."
2015.
https://core.ac.uk/download/188114048.pdf
3.
Destiny Oberiri, A. "The Influence of Social Media on Academic Performance
of Undergraduate Students of Taraba State University, Jalingo, Nigeria." 2016.
https://core.ac.uk/download/234675412.pdf
4.
Rabbani, M. "Impact of Social Networking Websites on Students learning."
https://core.ac.uk/download/234652863.pdf
5.
Olusegun Babatunde, E. "The Influence of Social Media and Environmental
Factors on Academic Performance of Student Nurses in South-West Nigeria." 2017.
https://core.ac.uk/download/236412839.pdf
6.
N. Nyabera, S. "Implications of Social Networking Sites on University
Student’s
Academic
Performance."
2017.
MODERN EDUCATION AND DEVELOPMENT
Выпуск журнала №-22
Часть–2_ Март –2025
381
7.
El Khatib, M. and Firdouse Rahman Khan, M. "IMPLICATIONS OF SOCIAL
MEDIA NETWORKS TECHNOLOGY IN INTERPERSONAL SKILLS AND
ACADEMIC
PERFORMANCES."
2017.
https://core.ac.uk/download/268007104.pdf
8.
John Kolan, B. and Emefa Dzandza, P. "Effect of Social Media on Academic
Performance of Students in Ghanaian Universities: A Case Study of University of
https://core.ac.uk/download/189476898.pdf
9.
Alsulimani, T. and Sharma, R. "Effect of Social Media on College Students
https://core.ac.uk/download/234628875.pdf
