Exploring the relationship between usage of social networking sites, cyberbullying and academic performance: Evidence from the higher education sector of Saudi Arabia

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Technická Univerzita v Liberci
Technical university of Liberec, Czech Republic
Abstract
The aim of this study is to investigate the relationship between the use of social networking sites (SNS), cyberbullying (CB) and academic performance (AP). Firstly, we investigate the direct relationship between the use of social networking sites (Instagram, Facebook and TikTok) and academic performance. Secondly, the relationship between the use of social networking sites (Instagram, Facebook and TikTok) and cyberbullying is explored. Thirdly, linkages between cyberbullying and academic performance are examined. Lastly, the mediating effect of cyberbullying in the relationship between the use of social networking sites and academic performance is tested. In this study, we used quantitative survey analysis. We collect data using the research questionnaire from the graduate and postgraduate students enrolled in the universities located in Riyadh, Kingdom of Saudi Arabia. The data were analyzed using the structural equation modeling through SmartPLS 3.2.2. The findings demonstrate that in direct relationships, Facebook and TikTok have a significant relationship with academic performance. However, in the direct relationship, Instagram has an insignificant relationship with academic performance. Similarly, the outcomes confirmed that Instagram, Facebook, and TikTok have a significant relationship with cyberbullying. Furthermore, the outcomes indicate that cyberbullying has a negative impact on academic performance. Finally, the results of this study indicate that cyberbullying negatively mediates the relationship between the use of social networking sites and academic performance. At the end of the study, we have toughly discussed the conclusion, limitations and future research directions.
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Use of social networking sites, Instagram, Facebook, TikTok, cyberbullying and academic performance
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1212-3609
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