Student Perceptions of Academic Anxiety, Social Media Use, and Academic Performance
Presenter(s)
Veronica Hemming
Abstract
Academic performance can be determined by many factors, including mental health status and the rapid increase of social media use in college students. The current study aims to evaluate the relationship between academic anxiety, social media use, and academic performance through the perceptions of students at a Midwestern university. Participants were surveyed on their typical levels of anxiety based on three academic categories: tests, public speaking presentations, and written assignments. Additionally, social media use was reported based on questions identifying use as either beneficial or problematic. Lastly, performance was measured by asking students to report their grade point averages and typical grades on each of the three types of assignments. Data collection and analysis for this study is currently in progress. It is hypothesized that greater combined levels of social media use and academic anxiety would predict the lowest performance. Additionally, the best performance would relate to when anxiety is moderate and social media use is low. Finally, it is predicted that anxiety by assignment type will relate to grade by assignment type. Findings will be beneficial in providing insight on how specific types of academic anxiety relate to performance, as well as how both beneficial and problematic social media use influence academics.
College
College of Liberal Arts
Department
Psychology
Campus
Winona
First Advisor/Mentor
Tricia Karr
Location
Kryzsko, Minnesota Rooms 223-224, Winona, Minnesota; United States
Start Date
4-23-2026 1:40 PM
End Date
4-23-2026 2:00 PM
Presentation Type
Oral Presentation
Format of Presentation or Performance
In-Person
Student Perceptions of Academic Anxiety, Social Media Use, and Academic Performance
Kryzsko, Minnesota Rooms 223-224, Winona, Minnesota; United States
Academic performance can be determined by many factors, including mental health status and the rapid increase of social media use in college students. The current study aims to evaluate the relationship between academic anxiety, social media use, and academic performance through the perceptions of students at a Midwestern university. Participants were surveyed on their typical levels of anxiety based on three academic categories: tests, public speaking presentations, and written assignments. Additionally, social media use was reported based on questions identifying use as either beneficial or problematic. Lastly, performance was measured by asking students to report their grade point averages and typical grades on each of the three types of assignments. Data collection and analysis for this study is currently in progress. It is hypothesized that greater combined levels of social media use and academic anxiety would predict the lowest performance. Additionally, the best performance would relate to when anxiety is moderate and social media use is low. Finally, it is predicted that anxiety by assignment type will relate to grade by assignment type. Findings will be beneficial in providing insight on how specific types of academic anxiety relate to performance, as well as how both beneficial and problematic social media use influence academics.
Comments
Hemming, Veronica K