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<p>This study investigated 318 Chinese adolescents (174 males, mean age 15.87 ± 1.9&#xa0;years) through two measurement waves conducted six months apart. By constructing a cross-lagged panel model and a moderated mediation model, the research examined the longitudinal mediating role of self-concept clarity in the relationship between social network site (SNS) use and adolescents’ learning engagement, as well as the moderating effect of perceived social support on this mediation process. The analysis revealed the following findings: (1) SNS use at Time 1 can significantly negatively predict learning engagement at Time 2 after controlling for gender, age, and learning engagement at Time 1; (2) Self-concept clarity played a longitudinal mediating role in the effect of SNS use on adolescents’ learning engagement; (3) Perceived social support significantly moderated the relationship between SNS use and self-concept clarity. Specifically, in the low-perceived social support group, SNS use had a significant negative predictive effect on self-concept clarity, whereas this relationship was not significant in the high-perceived social support group. However, further analysis revealed that the moderated mediation effect was not significant. These results contributed to understanding the underlying mechanisms by which SNS use affects adolescents’ academic performance and offered insights for guiding healthy SNS use among adolescents.</p>

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The longitudinal relationship between social network site use and learning engagement among Chinese adolescents: the roles of self-concept clarity and perceived social support

  • 期刊论文

  • 发表日期：

    2025年9月20日

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  • Jingjing Chen,
  • Xiao Wang,
  • Yansong Wang

摘要

This study investigated 318 Chinese adolescents (174 males, mean age 15.87 ± 1.9 years) through two measurement waves conducted six months apart. By constructing a cross-lagged panel model and a moderated mediation model, the research examined the longitudinal mediating role of self-concept clarity in the relationship between social network site (SNS) use and adolescents’ learning engagement, as well as the moderating effect of perceived social support on this mediation process. The analysis revealed the following findings: (1) SNS use at Time 1 can significantly negatively predict learning engagement at Time 2 after controlling for gender, age, and learning engagement at Time 1; (2) Self-concept clarity played a longitudinal mediating role in the effect of SNS use on adolescents’ learning engagement; (3) Perceived social support significantly moderated the relationship between SNS use and self-concept clarity. Specifically, in the low-perceived social support group, SNS use had a significant negative predictive effect on self-concept clarity, whereas this relationship was not significant in the high-perceived social support group. However, further analysis revealed that the moderated mediation effect was not significant. These results contributed to understanding the underlying mechanisms by which SNS use affects adolescents’ academic performance and offered insights for guiding healthy SNS use among adolescents.