THE INFLUENCE OF SOCAI MEDIA USAGE ON ACADEMIC AND SOCIAL BEHAVIOR OF FIRST YEAR HARAMAYA UNIVERSITY STUDENTS

Abstract

This study employed Social Cognitive Theory (SCT) to assess the influence of social media on the academic and social behaviors of first-year students at Haramaya University, Ethiopia. An explanatory sequential mixed-methods design was utilized, collecting data from 337 students via surveys, and following up with in-depth interviews and observations with a subset of 15 participants. The study first mapped prevalent usage patterns, finding dominant engagement with Telegram (85%) and TikTok (72%), with an average of 3.2 hours of daily use. Quantitative analysis revealed a significant positive correlation between time spent on social media and increased academic procrastination. Furthermore, regression analysis indicated that higher social networking use predicted lower participation in campus clubs and activities, suggesting a displacement of offline social engagement. Qualitative findings, analyzed through the SCT lens, explained these patterns. Students described learning procrastination habits through observation and reinforcement in online peer groups. Social comparison on visual platforms was tied to anxiety and reduced self-esteem, fueled by upward comparisons to idealized peers. Critically, data revealed an efficacy-expectation gap: students reported low self-efficacy for controlling their use despite holding high positive outcome expectations about staying connected, leading to compulsive checking and sleep disruption. The study concludes that social media acts as a powerful environment for observational learning, where both adaptive and maladaptive behaviors are acquired. Its influence is significantly moderated by students perceived selfregulatory efficacy. Recommendations are theory-driven and actionable: 1) The university should integrate SCT-based digital literacy modules into orientation programs to build selfregulation skills; 2) Counseling services should offer workshops focused on strengthening students' self-efficacy for managing technology use; and 3) Students should be encouraged to form peer accountability groups to foster a supportive environment for behavioral change.