Impact of Social Media on Academic Performance Among Junior High School Students: A Qualitative Exploration of Coping Strategies and Self-Regulation Mechanisms at Tubo-Tubo National High School

Abstract

Social media's influence on adolescent academic performance remains understudied, particularly in Southeast Asian contexts where rapid digital adoption intersects with distinct educational systems and cultural norms. While extensive research in Western settings has documented both positive and negative outcomes, limited qualitative evidence exists regarding how junior high students in this region navigate social media use and self-regulate their academic engagement. This study explored how 20 junior high school students (Grades 7–10) at Tub0-Tubo National High School, Monkayo, Davao de Oro, Philippines, experienced social media use and perceived its effects on academic performance, examining their self-regulation and time management strategies. Using structured interviews analyzed through thematic analysis, the study investigated patterns of social media engagement, student perceptions of academic impact (assessed through self-reported measures and school records), and self-regulation approaches. Findings revealed that social media use presented both opportunities and challenges for academic work. Students described learning benefits, including access to educational information and peer collaboration, alongside challenges such as distraction and procrastination. Critically, academic outcomes appeared contingent on usage patterns and individual regulatory capacity rather than technology use alone. Five factors emerged as shaping students' ability to balance social media and academics: time management skills, engagement frequency, self-discipline, concentration impact, and coping strategy deployment. Students employed diverse self-regulation strategies, including environmental modification, cognitive self-monitoring, and scheduled usage windows. The study found that complete abstinence proved neither necessary nor practical. Instead, intentional engagement combined with digital literacy instruction can help students maximize educational benefits while minimizing disruption. Results suggest that interventions should develop students' capacity for self-regulated use through collaborative efforts among educators, families, and students themselves. These findings have significant implications for Southeast Asian educational policy and practice, highlighting the need for culturally responsive digital literacy curricula rather than technology restriction.