SOCIAL MEDIA USAGE, ACADEMIC SELF-CONCEPT, AND COGNITIVE OVERLOAD AMONG TERTIARY STUDENTS IN RIVER STATE UNIVERSITIES

Abstract

This study examined the relationship between social media usage, academic self-concept, and cognitive overload among tertiary students in Rivers State universities. The study adopted a quantitative approach using a correlational research design. The population comprised undergraduate students, from which a sample of 400 respondents was selected using a multistage sampling technique. Data were collected using a structured questionnaire titled “Social Media Usage, Academic Self-Concept, and Cognitive Overload Questionnaire (SMUASCOQ).” The instrument was validated by experts, and reliability was established using Cronbach’s alpha coefficients of 0.82, 0.85, and 0.88 for the respective variables. Data analysis was conducted using descriptive statistics, Pearson Product Moment Correlation, and multiple regression analysis at a 0.05 level of significance. The findings revealed a significant positive relationship between social media usage and cognitive overload, indicating that increased engagement with social media contributes to higher levels of mental strain among students. The study also found a significant negative relationship between academic self-concept and cognitive overload, suggesting that students with stronger academic self-beliefs experience lower cognitive burden. Furthermore, the combined influence of social media usage and academic self-concept significantly predicted cognitive overload, accounting for a substantial proportion of variance in students’ cognitive experiences. The study concluded that cognitive overload among tertiary students is influenced by both digital behavior and psychological factors. It emphasized the need for balanced social media usage and the development of positive academic self-concept to enhance cognitive efficiency and academic performance. The study recommended that students adopt regulated social media habits, while institutions implement strategies to promote academic confidence and reduce digital distractions.