RELATIONSHIP BETWEEN SOCIAL MEDIA USAGE PATTERNS AND ACADEMIC PROCRASTINATION AMONG UNDERGRADUATE NURSING STUDENTS IN SWAT

Abstract

Background: Social media has become an integral part of students’ daily lives, providing opportunities for communication, entertainment, and information sharing. Excessive or poorly regulated social media use may interfere with academic responsibilities and contribute to academic procrastination. Nursing students face demanding theoretical and clinical requirements, making effective management of digital activities particularly important.

Aim: To assess the level of social media use and academic procrastination and determine the relationship between social media use and academic procrastination among nursing students.

Methods: A quantitative, cross-sectional study design was used among 318 nursing students enrolled in selected nursing institutions. Data were collected using structured questionnaires measuring social media use and academic procrastination. Descriptive statistics were used to summarize participant characteristics and study variables. Spearman’s rho correlation was applied to determine the relationship between social media use and academic procrastination.

Results: Most participants were aged 20–25 years (95.9%), male (78.3%), and single (83.0%). The mean social media use score was 22.02 ± 4.06, indicating a moderate level. The mean academic procrastination score was 21.83 ± 4.47, also indicating a moderate level. A strong, positive, statistically significant correlation was found between social media use and academic procrastination (rₛ = .617, p < .001, n = 317).

Conclusion: Higher social media use was significantly associated with greater academic procrastination among nursing students. Educational strategies focusing on responsible social media use, time management, and self-regulation are recommended.