Social Media Engagement, Cyberbullying victom, and Academic performance

among Graduate Students"

Chapter1

INTRODUCTION

The current ratio of social media usage and cyberbullying victimization in Pakistan and
worldwide is a concerning issue. According to a report by Data portal (2024), Pakistan has
45 million social media users, which accounts for 28% of the population [1]. However, a
survey conducted by the University of the Punjab (2022) revealed that 43.1% of social
media users in Pakistan reported experiencing online harassment [2].

Globally, social media usage has reached 4.9 billion users, which is 63% of the global
population (Data Reportal, 2024) [3]. Unfortunately, cyberbullying victimization is also
prevalent worldwide, with 22% of social media users reporting online harassment
(International Center for Missing & Exploited Children, 2020) [4].

Social Media

Internet-based channels are called social media which used by the people for opportunistic
and selectively self-presenting in both real-time and asynchronously way too many audiences (Obar
C Wildman, 2015).

Social media are Internet-based applications that build on the ideological and technological
foundations of Web 2.0, and that allow the creation and exchange of user- generated content
(Kietzmann et al., 2011).

The means for the interactions of people and exchanging or sharing information, news ideas
anamdes are in virtual communities. Users may have conversations over social media" (Liu et al.,
2011).
 “Social media is an online platform in which people can share, create and exchange views C
information (pictures or text) on virtual communities with their friends around the globe imitation
(Hootsuite, 2020).

Social media Influencer – This term refers to an individual who does not own or control a
particular channel yet has the power to engage, persuade and retune words. They provide social
actions such as posting, commenting,) liking and sharing content as well participating in online
communities and networks (Kaplan C Haenlein, 2010).

Cyberbullying

Cyber-bullying means the use of information and communication technologies, such as

e-mail, cell phone and pager text messages, instant messaging (IM), defamatory
Personal web sites, and defamate personal polling web site to support deliberate repeated and hostile
behavior by a group or an individual that is intended to harm others." (Hertz et al., 2017)

The actual legal definition is "Cyberbullying involves the use of electronic media to send or
post messages that are intended to be harmful, cruel beyond belief and repetitively sent in a short
period of time with an intent to cause emotional harm or distress (Patchin). (Hinduja C Patchin,
2012)

Best, P., Manktelow, K., & Taylor, B. (2014). The advent of social media has revolutionized
the way graduate students interact, share information, and construct their online identities. However,
this digital revolution has also given rise to a pervasive and insidious phenomenon: cyberbullying.
As graduate students increasingly rely on social media for academic, professional, and personal
purposes, the boundaries between online and offline experiences become increasingly blurred.
This convergence raises critical questions about the potential impact of social media and
cyberbullying on academic performance.

Burke, M., Marr, R., & McGannon, K. (2010)"Recent studies indicate that graduate students are
disproportionately affected by the negative consequences of cyberbullying which can compromise
their emotional well- being, academic motivation, and overall success. Continuous social media
engagement can create an environment that encourages competition, comparison, and diminished
self- confidence further exacerbating the negative consequences of cyberbullying on academic
achievement. Moreover, the anonymity and permanence of online interactions can amplify the
severity and duration of cyberbullying experiences, making it essential to investigate the complex
dynamics between social media usage, cyberbullying, and academic
performance in this population.

Gentile, B., Reimer, R. A., Nath, D., & Walsh, D. A. (2017). This study aims to explore the
intricate relationships between social media engagement, cyberbullying experiences, and academic
success in graduate students,
shedding light on the underlying mechanisms and potential mitigation strategies. By
examining the intersections of online and offline experiences, this research seeks to inform
evidence-based interventions that promote healthy social media practices, foster resilience, and
support academic achievement in the face of cyberbullying.

Chapter2

Literature Review

Social media has become an integral part of the lives of graduate students, with many using
various platforms to connect with peers, share information, and engage in academic discussions.
However, the relationship between social media use, cyberbullying, academic performance, and
mental health among this population is a growing concern.

A study by Smith et al. (2020) examined the impact of social media use on the
mental health and academic performance of graduate students. The researchers
conducted a survey of 500 graduate students from various disciplines to investigate the relationship
between their social media use, mental health, and academic performance. The findings of the study
revealed that excessive social media use was associated with increased levels of anxiety and
depression among the graduate student participants. The researchers found that students who spent
more than 3 hours per day on social media platforms reported significantly higher levels of stress,
worry, and negative mood compared to their peers who used social media more moderately.
Furthermore, the study also highlighted the negative impact of excessive social media use on
academic
performance. The researchers observed that graduate students who were heavy social media
users tended to have lower grade point averages (GPAs) and were more likely to experience
academic difficulties, such as missing deadlines, procrastinating on
assignments, and struggling to concentrate during lectures and study sessions. The study by Smith
et al. (2020) underscored the importance of developing effective strategies to help graduate students
manage their social media use more effectively. The researchers suggested that universities should
consider implementing workshops, counseling services, and digital wellness programs to educate
students on the potential risks of excessive social media use and provide them with practical tools
and techniques to maintain a healthy balance between their online activities and academic
responsibilities.

Lim et al. (2022) conducted a study to explore the relationship between social media
use, academic procrastination, and academic performance among graduate students. The
researchers surveyed a sample of 300 graduate students from various
academic disciplines to investigate how their social media usage patterns might be linked to their
tendency to procrastinate on academic tasks and, ultimately, their overall
academic performance. The findings of the study suggested that excessive social media use was
associated with increased levels of academic procrastination among the graduate student
participants. The researchers found that students who spent more time on social media platforms
were more likely to delay starting or completing their academic
assignments, leading to a negative impact on their overall academic performance. Lim et al. (2022)
emphasized the importance of time management and self-regulation skills in maintaining a
healthy balance between social media use and academic responsibilities. The study revealed that
graduate students who were able to effectively manage their time and regulate their social media
use tended to experience lower levels of academic procrastination and, consequently, better
academic outcomes. The researchers highlighted the need for universities to provide graduate
students with resources and support to develop these crucial self-management skills. This could
include offering workshops on time management, study skills, and digital wellness, as well as
implementing policies and programs that encourage a balanced approach to social media use and
academic pursuits.

Zhao et al. (2019) conducted a comprehensive study to investigate the role of social support
in mediating the relationship between social media use, cyberbullying, and mental health outcomes
among graduate students. The researchers recognized that the impact of social media use and
cyberbullying on the mental health of graduate students is a complex issue, and they sought to
explore the potential mitigating factors that could help buffer the negative effects. The study
involved a sample of 400 graduate students from various
academic programs. The participants were surveyed about their social media use,
experiences with cyberbullying, perceived social support from peers and faculty members, and their
overall mental health status, including levels of anxiety, depression, and stress.
The findings of the study revealed that perceived social support played a significant role in
mediating the relationship between social media use, cyberbullying, and mental health outcomes.
The researchers found that graduate students who reported higher levels of social support from
their peers and faculty members were less likely to experience the negative mental health
consequences associated with excessive social media use and exposure to cyberbullying. Zhao et
al. (2019) emphasized that the presence of a strong social support network, both within the
academic community and among peers, can serve as a protective factor for graduate students
navigating the challenges of the digital age. The researchers suggested that universities should
prioritize the development of comprehensive support systems, such as mentorship programs,
counselling services, and peer-to-peer support groups, to help graduate students build and
maintain healthy social connections that can buffer the adverse effects of social media use and
cyberbullying.
 Kim et al. (2021) conducted a study to examine the impact of social media use on the sleep
quality and academic performance of graduate students. The researchers recognized that the
widespread use of social media among graduate students, often late into the night, could have
significant implications for their sleep patterns and,
consequently, their academic success. The study involved a sample of 500 graduate
students from various academic disciplines. The participants were asked to report on their daily
social media usage, sleep quality, and academic performance, as measured by factors such as
grade point average (GPA) and timely completion of assignments. The
findings of the study revealed a clear link between excessive social media use and poorer sleep
quality among the graduate student participants. The researchers found that
students who spent more than 3 hours per day on social media platforms were more likely to
experience difficulties falling asleep, frequent waking during the night, and overall
reduced sleep duration and quality. Importantly, the study also demonstrated that the negative impact
of poor sleep quality on academic performance was significant. The researchers observed that
graduate students with poorer sleep quality tended to have lower GPAs and were more likely to
struggle with meeting deadlines and maintaining consistent academic progress.

Kim et al. (2021) emphasized the importance of promoting healthy sleep habits among graduate
students as a means of supporting their academic success. The researchers suggested that
universities should consider implementing educational campaigns, counselling services, and even
policy changes to encourage graduate students to prioritize sleep and maintain a healthy balance
between their social media use and sleep hygiene.

Choi et al. (2020) conducted a comprehensive study to explore the relationship

between social media use, academic burnout, and mental health among graduate students.
The researchers recognized that the demands of graduate-level education,
combined with the ubiquity of social media, could contribute to a concerning phenomenon of
academic burnout among this population, with potential implications for their mental health. The
study involved a sample of 600 graduate students from various academic
disciplines. The participants were asked to report on their social media usage patterns, levels of
academic burnout, and mental health indicators, such as anxiety and depression.
The findings of the study revealed that social media use was a significant predictor of academic
burnout among the graduate student participants. The researchers found that students who spent more
time on social media platforms were more likely to experience symptoms of academic burnout, such
as emotional exhaustion, cynicism towards their studies, and a reduced sense of personal
accomplishment. Importantly, the study also demonstrated a strong link between academic burnout
and poorer mental health
outcomes. The researchers observed that graduate students experiencing higher levels of
academic burnout were more likely to report increased levels of anxiety and depression. Choi et al.
(2020) emphasized the need for targeted interventions to help graduate students manage their social
media use and prevent the onset of academic burnout. The
researchers suggested that universities should consider implementing workshops, counselling
services, and digital wellness programs to educate students on the potential risks of excessive social
media use and provide them with strategies to maintain a healthy balance between their academic
responsibilities and online activities.

Lee et al. (2022) conducted a study to investigate the role of self-regulation in

mediating the relationship between social media use, cyberbullying, and academic
performance among graduate students. The researchers recognized that the ability to self- regulate
one's behaviour and emotions could be a crucial factor in determining how
graduate students navigate the challenges posed by social media use and cyberbullying, and how
these factors ultimately impact their academic success. The study involved a sample of 400
graduate students from various academic programs. The participants were surveyed about their
social media use, experiences with cyberbullying, their level of self- regulation skills, and their
overall academic performance, as measured by factors such as grade point average (GPA) and timely
completion of assignments. The findings of the study revealed that higher levels of self-regulation
were associated with lower levels of social
media use and reduced exposure to cyberbullying among the graduate student participants. The
researchers found that students who demonstrated stronger self- regulation skills, such as the ability
to set and achieve goals, manage their time effectively, and regulate their emotions, were less likely
to engage in excessive social media use or
become victims of cyberbullying. Importantly, the study also demonstrated that graduate students
with higher levels of self-regulation tended to have better academic performance. The researchers
observed that these students were more likely to maintain higher GPAs and successfully complete
their academic responsibilities on time, suggesting that self- regulation plays a crucial role in
mediating the relationship between social media use,
cyberbullying, and academic outcomes. Lee et al. (2022) emphasized the importance of
developing and strengthening self-regulation skills among graduate students as a means of supporting
their academic success and overall well-being. The researchers suggested that universities should
consider implementing programs and interventions that focus on teaching self-management
strategies, time-management techniques, and emotional regulation skills to help graduate students
navigate the challenges of the digital age.

Wang et al. (2021) conducted a study to examine the impact of social media use on the
work-life balance and mental health of graduate students. The researchers recognized that the unique
demands of graduate-level education, combined with the ubiquity of social media, could pose
significant challenges for graduate students in maintaining a healthy
work-life balance, with potential implications for their overall psychological well-being. The study
involved a sample of 500 graduate students from various academic disciplines. The participants
were asked to report on their daily social media usage, the extent of work-
family conflict they experienced, and their levels of psychological well-being, including measures of
stress, anxiety, and depression. The findings of the study revealed that
excessive social media use was associated with increased work-family conflict among the
graduate student participants. The researchers found that students who spent more time on social
media platforms were more likely to experience difficulties in balancing their academic
responsibilities with their personal and family commitments, leading to a heightened sense of
work-family conflict. Importantly, the study also demonstrated that this work-family conflict,
stemming from excessive social media use, was linked to
decreased psychological well-being among the graduate students. The researchers
observed that participants experiencing higher levels of work-family conflict were more likely to
report increased levels of stress, anxiety, and depression. Wang et al. (2021) emphasized the
importance of developing effective strategies to help graduate students maintain a healthy work-
life balance in the digital age. The researchers suggested that universities should consider
implementing programs and resources that focus on time management, stress reduction, and
the promotion of healthy boundaries between work and personal life, in order to support the
overall well-being of graduate students.

Park et al. (2019) conducted a study to investigate the relationship between social media
use, academic engagement, and mental health among graduate students. The researchers
recognized that the impact of social media on graduate students' academic and mental well-being
could be a complex and multifaceted issue, with the potential for both positive and negative effects.
The study involved a sample of 600 graduate students from various academic disciplines. The
participants were surveyed about their social media usage patterns, the extent to which they were
engaged in their academic work, and their overall mental health, including measures of anxiety,
depression, and stress. The findings of the study revealed that the relationship between social
media use and
academic engagement was not straightforward. The researchers found that when graduate students
used social media for educational purposes, such as connecting with peers, sharing academic
resources, or collaborating on projects, their level of academic engagement tended to be higher.
This suggests that social media can potentially enhance academic engagement when used in a
purposeful and constructive manner. However, the study also demonstrated that excessive or
unstructured social media use was associated with decreased academic engagement among the
graduate student participants. The researchers observed that students who spent more time on
social media platforms for non-academic purposes were more likely to experience reduced focus,
motivation, and
involvement in their academic work. Importantly, the study also found that this excessive social
media use was linked to poorer mental health outcomes. The researchers noted that graduate
students who engaged in higher levels of non-academic social media use were
more likely to report increased levels of anxiety, depression, and stress.

Seo et al. (2022) conducted a study to explore the role of mindfulness in mediating the
relationship between social media use, cyberbullying, and mental health among
graduate students. The researchers recognized that the ability to cultivate mindfulness, or the
practice of being present and attentive in the moment, could be a crucial factor in how graduate
students navigate the challenges posed by social media use and cyberbullying, and how these
factors ultimately impact their mental health. The study involved a sample of 500 graduate students
from various academic programs. The participants were surveyed about their social media use,
experiences with cyberbullying, their level of mindfulness, and their overall mental health, including
measures of anxiety, depression, and stress. The findings of the study revealed that higher levels of
mindfulness were associated with lower levels of social media use and reduced exposure to
cyberbullying among the graduate student participants. The researchers found that students who
demonstrated stronger
mindfulness skills, such as the ability to be aware of their thoughts, emotions, and
behaviors in the present moment, were less likely to engage in excessive social media use or
become victims of cyberbullying. Importantly, the study also demonstrated that
graduate students with higher levels of mindfulness tended to have better mental health outcomes.
The researchers observed that these students were less likely to report increased levels of
anxiety, depression, and stress, suggesting that mindfulness plays a crucial role in mediating
the relationship between social media use, cyberbullying, and mental health.

Rationale:
This study investigates the interplay between the social media use, cyberbullying victimization and
academic performance among graduate students examining how online interactions impact
academic success and well-being.
Research problem:
There are gaps in our knowledge about what factors influence the relationship between social
media, online harassment, and academic outcomes." "We need concrete evidence to inform
strategies that promote healthy social media engagement and prevent online harassment among
graduate students."

Research question:

How do social media interactions and online harassment experiences influence the academic
performance and well-being of graduate students?

Aim:

To investigate the relationships between social media engagement, cyberbullying

experiences, and academic performance in graduate students, and to explore the
underlying mechanisms and potential mitigation strategies.

Objectives:

1.To examine the prevalence and nature of cyberbullying experiences among graduate
students.

2.To investigate the relationship between social media engagement and cyberbullying
experiences.

3.To explore the impact of cyberbullying experiences on graduate students' academic

performance.

4.To identify potential moderators and mediators of the relationship between cyberbullying
experiences and academic performance.

5.To develop evidence-based recommendations for mitigating the negative effects of

cyberbullying on graduate students' academic performance.

Hypothesis:

1.Graduate students who experience cyberbullying will have lower academic performance
compared to those who do not experience cyberbullying.

2.Social media engagement will moderate the relationship between cyberbullying

experiences and academic performance, such that students with high social media
engagement will be more vulnerable to the negative effects of cyberbullying.

3.The relationship between cyberbullying experiences and academic performance will be

mediated by factors such as stress, anxiety, and self-esteem.
Chapter3
Method

Examine the relationship between the social media engagement, cyberbullying and academic
outcomes among the graduate students in Lahore, Pakistan.

Research design:

A present study used a co-relational research design to ascertain the relationship of social
media engagements, cyberbullying experiences and academic performance among graduate
students.

Participants:

The number of participants for the study will 200 and age range 19 to 23 years. The sample
was selected through purposive sampling.

Operational definitions:

Measurements scales:

Social media engagement questionnaire:

Participant Instructions

Please reflect on how you used social media (e.g. Facebook or Twitter) in last week and
respond to the following items.

Response Anchors

Not one day | 0

One day |1

Two days |2

Three days |3

Four days |4

Five days | 5
Six days |6

Seven days | 7

Items

1. How often did you use social media in the 15 minutes before you go to sleep?

2. How often did you use social media in the 15 minutes after you wake up?

3. How often did you use social media when eating breakfast?

4. How often did you use social media when eating lunch?

5. How often did you use social media when eating supper?

Calculating Individual

Scores Individual scores can be computed by summing responses to all five items and
forms a reliable composite measure (α = .82 to .89).

How to Cite

Przybylski, A. K., Murayama, K., DeHaan, C. R., & Gladwell, V. (2013). Motivational,
emotional, and behavioral correlates of fear of missing out. Computers in Human Behavior,
29, 1814-1848.

Notes on Use

• Where and when possible, randomize the presentation order of these items.

• I am interested to hear about how the work is being used.

• This scale is provided free for personal and academic use.

• If you plan on using this in a commercial or for-profit organization let me know and we
can work out a licensing arrangement.

Cyberbullying experiences questionnaire:

ACADEMIC PERFORMANCE SCALE

Name: Date:

Instructions: Please answer each question using the 5-point scale to

answer each question so that it accurately reflects what you do or have done
as a student. Be as honest as possible because the information can be
utilized to discover areas of strength.

Scale:
SA - STRONGLY AGREE A – AGREE N – NEUTRAL D – DISAGREE SD - STRONGLY DISAGREE

Questio SA A N D SD
ns
1. I made myself ready in all my subjects.

2. I pay attention and listen during every

discussion.
3. I want to get good grades in every subject.

4. I actively participate in every discussion.

5. I start papers and projects as soon as they

are
assigned.
6. I enjoy homework and activities because
they help
me improve my skills in every subject.
7. I exert more effort when I do difficult
assignments.
8. Solving problems is a useful hobby for me.

Scoring Instruction: To score the scale, “Strongly Agree” is scored (5); “Agree”
is scored (4);
“Neutral” is scored (3); “Disagree” is scored (2); and “Strongly Disagree” is scored
(1).

Score Parameter

33 - 40 Excellent Performance

25 - 32 Good Performance
17 - 24 Moderate Performance
 9 - 16 Poor Performance

0-8 Failing Performance

Authors:
- Carson Birchmeier (Saginaw Valley State University)
- Emily Grattan (Saginaw Valley State University)
- Sarah Hornbacher (Saginaw Valley State University)
- Christopher McGregory (Saginaw Valley State University)

Reliability and Validity: For the total score, an internal consistency of .89
and a test-retest reliability of .85. The APS consisted of (8) 5-point scale
items. This 5-point scale assessment was carried out by Carson Birchmeier,
Emily Grattan, Sarah Hornbacher, and Christopher McGregory of Saginaw
Valley State University. For researchers who have a particular interest in
academic performance among students, the APS promises to be a useful
tool. Scale scores showed adequate internal consistency, 2-week test–retest
reliability, and satisfactory concurrent validity.
ren. (2020). Global Cyberbullying Survey.