International Journal of Educational Management and Development Studies

Volume 4 Issue 2 June 2023

DOI: https://doi.org/10.53378/352992

The Effects of Social Networking Sites

Needs and Academic Stressors on
Academic Motivation of College Students
Junge B. Guillena

Abstract

In recent years, social networking sites (SNSs) have experienced a surge in popularity, particularly
among college students. These online platforms offer diverse functionalities that facilitate
connections with friends and family, information sharing, and resource exchange. This study aimed
to determine the effects of SNSs needs and academic stressors on the academic motivation of college
students in one private schools in Iligan City, Lanao del Norte, Philippines during the second
semester of the academic year 2022-2023. Using a simple random sampling procedure, 511 first,
second, and third-year college students participated and responded to the adapted Likert-type
instruments assessing the study variables. The result showed that most college students used
Facebook, Facebook Messenger, and YouTube daily. It was also revealed that both SNSs and
academic stressors positively affect extrinsic motivation. However, only SNSs have a positive impact
on intrinsic motivation. Furthermore, academic stressors positively affect amotivation. Hence,
educators and school administrators should consider incorporating SNSs to enhance motivation and
engagement among college students. Specifically, educators can leverage the features of SNSs to
promote collaboration, communication, and information sharing among students. Additionally,
educators may consider designing academic activities encouraging students to use SNSs to explore
and apply course content.
Keywords: Social networking sites, academic stressors, academic motivation, College students

Article History:
Received: April 30, 2023 Revised: May 29, 2023
Accepted: May 30, 2023 Published online: June 2, 2023

Suggested Citation:
Guillena, J.B. (2023). The Effects of Social Networking Sites Needs and Academic Stressors on Academic
Motivation of College Students. International Journal of Educational Management and Development Studies,
4 (2), 138-169. https://doi.org/10.53378/352992

About the author:

Associate Professor, Adventist Medical Center College, Iligan City, Philippines. Corresponding email:
jun28guillena@gmail.com

© The author (s). Published by Institute of Industry and Academic Research Incorporated.
This is an open-access article published under the Creative Commons Attribution (CC BY 4.0) license,
which grants anyone to reproduce, redistribute and transform, commercially or non-commercially, with
proper attribution. Read full license details here: https://creativecommons.org/licenses/by/4.0/.
 ISSN 2719-0633 (Print) 2719-0641 (Online) | 139

1. Introduction

Social networking sites (SNSs) have recently become increasingly popular, especially
among college students (Tafesse, 2022; Kolhar et al., 2021; Gok, 2016; Lavanya &
Karthikeyan, 2016). According to Thoene (2012), SNSs provide a range of functionalities that
enable individuals to establish connections with their loved ones and acquaintances, as well as
share information and resources. However, there is growing concern that SNSs may have more
negative impacts than positive ones (Kolhar et al., 2021). For instance, Karpinski et al. (2013)
argue that students' increased usage of social media for non-academic purposes can lead to
disruptions in the learning environment and have negative effects on their academic
performance. Multiple studies (Malak et al., 2022; Bhandarkar et al., 2021; Azizi et al., 2019;
Al-Menayes, 2015) have discovered a consistent association between increased time spent on
SNSs and lower academic performance among students. These findings suggest that students
who prioritize online chatting and making social connections on SNSs over engaging in
academic activities such as reading books are more likely to demonstrate poorer academic
performance. While SNSs offer various functions for college students, including socializing,
entertainment, and information seeking, students must use them in moderation and prioritize
their academic responsibilities (Kolhar et al., 2021; Cao et al., 2018). The adverse effects of
SNSs on students' academic performance are more pronounced because students tend to use
such platforms to have fun and pass the time rather than for academic purposes (Masood et al.,
2022).

Several studies have examined the correlation between SNSs, academic motivation,
and academic stressors in college students. It was found that excessive use of SNSs can
negatively impact academic performance and motivation, and SNS use can lead to increased
academic stress and decreased academic motivation (Bottaro & Faraci, 2022). However, some
studies have also found that SNSs can positively affect academic motivation, such as providing
social support and a sense of belonging (Verduyn et al., 2022). Similarly, Manzano-Sanchez
et al. (2021) showed that SNS use could positively affect academic motivation by providing
social support and a sense of belonging. For this, Yang et al. (2022) emphasized that academic
stress is negatively related to academic motivation in college students.
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Despite the existing literature on the relationship between SNSs, academic motivation,
and academic stressors among college students, there seems to be a research gap in
understanding the specific effects of SNSs and academic stressors on academic motivation
among Filipino college students. While some studies suggest that SNS usage and need can
negatively impact academic performance and motivation and lead to increased academic stress,
other studies suggest that SNSs can have positive effects on academic motivation by providing
social support and a sense of belonging. Hence, this study investigates the effects of SNSs need
and academic stressors on academic motivation among college students in one of the private
schools in Iligan City, Lanao del Norte, Philippines.

2. Literature Review

2.1. Social Networking Site Usage and Needs

SNSs play a crucial role in meeting the various needs of their users, encompassing
diversion, cognitive, affective, personal, and social integrative needs. Firstly, diversion refers
to the entertainment and relaxation aspect of SNS use, providing a break from academic or
work-related tasks. To fulfill this need, SNSs should offer a range of engaging and entertaining
features, such as multimedia content, games, and interactive elements (Wu et al., 2020).
Secondly, cognitive needs involve acquiring information, knowledge sharing, and intellectual
stimulation through SNS use. SNSs should facilitate the dissemination of educational and
informative content, encourage discussions, and promote knowledge exchange among users.
Additionally, features such as online courses, academic forums, and access to reliable
resources can cater to users' cognitive needs, enhancing their learning experiences (Hew et al.,
2016). Affective needs pertain to emotional well-being, self-expression, and social support.
SNSs should provide a platform for users to express themselves, share their thoughts and
emotions, and receive support from their social network. Features like status updates, photo
and video sharing, and private messaging can contribute to fulfilling affective needs and
promoting positive emotional experiences and social connections (Kross et al., 2019). Personal
integrative needs involve the desire for self-presentation, identity construction, and personal
development. SNSs should enable users to create personalized profiles, curate their online
presence, and express individuality. By offering tools for self-reflection, skill development,
and goal setting, SNSs can assist users in personal growth and self-improvement (Raacke &
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Bonds-Raacke, 2008). Lastly, social integrative needs encompass the desire for social
interaction, relationship building, and community engagement. SNSs should facilitate user-to-
user interactions, group collaborations, and networking opportunities. Features like friend
requests, commenting, event invitations, and online communities can foster social connections,
support shared interests, and promote a sense of belonging (Ellison et al., 2007). By addressing
these needs for diversion, cognitive engagement, affective support, personal integration, and
social integration, SNSs can create an enriching and fulfilling user experience.

Academic literature has explored the use of SNS concerning academic stress and
motivation. In a literature review conducted by Astatke et al. (2021), the influence of SNS on
secondary school student's academic achievement was analyzed. The review found that
excessive use of SNS could lead to lower academic performance due to distractions and time
management issues. However, other studies, such as Doleck and Lajoie's (2018) research on
social networking and academic performance, have produced mixed results. While some
studies indicated a negative correlation between SNS use and academic performance, others
found no significant relationship. The literature review suggests that the impact of SNS on
academic performance may depend on individual factors such as self-regulation and time
management skills. Tafesse's (2020) work developed and tested a model in which student
engagement mediates the relationship between SNS use and college academic outcomes. The
study found that SNS use can have positive and negative effects on student engagement,
affecting academic outcomes.

Singh and Malik (2021) discovered that SNS use could enhance learners' intrinsic
motivation and academic achievement. Additionally, Barton et al. (2021) found that motivation
is crucial to academic success. SNS use can also affect students' goal-setting abilities for
academic tasks. However, other studies have demonstrated the negative effects of SNS use on
academic stress and motivation. The literature review by Astatke et al. (2021) found that
excessive SNS usage, inappropriate SNS use, and using SNS for recreational activities rather
than educational purposes can harm students' academic achievement. The review also
suggested that internet addiction, cyberbullying intentions, and sexually inappropriate
behavior can mediate the negative effects of SNS use on academic achievement. Tafesse's
(2020) study developed a model that showed that SNS use could have negative effects on
academic performance if it leads to decreased student engagement. Moreover, Weinstein
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(2022) explored the impact of problematic SNS use on sleep quality and duration in
adolescents and young adults, finding a negative correlation between screen-based device
usage and sleep quality. Additionally, Kolhar et al. (2021) discovered that excessive social
media use could negatively affect family and friends’ relationships. In summary, SNS use can
positively and negatively affect academic motivation.

2.2. Academic Stressors

Academic stressors refer to the various factors and challenges that can contribute to the
stress experienced by students in an educational setting. These stressors encompass academic
demands, time management pressures, social expectations, and performance-related concerns.
Understanding and addressing these stressors is essential for promoting student well-being and
academic success. One significant academic stressor is the high academic demands placed on
students, including heavy workloads, challenging coursework, and academic expectations.
These demands can create pressure to excel academically, leading to stress and anxiety (Hudd
et al., 2018). Students may experience stress when faced with many assignments,
examinations, and deadlines, particularly during peak academic periods.

Time management pressures are another common academic stressor. Students often
juggle multiple responsibilities, such as coursework, part-time jobs, extracurricular activities,
and personal commitments. Balancing these demands and allocating sufficient time for
studying and completing tasks can be challenging, contributing to stress (Britt et al., 2017).
Poor time management skills and feeling overwhelmed by competing priorities can exacerbate
this stressor. Social expectations and interpersonal factors also contribute to academic stress.
Students may experience pressure from family, peers, or society to achieve high grades, meet
specific academic goals, or pursue certain career paths. These expectations can create stress
and feelings of inadequacy or fear of disappointing others (Ganster et al., 2021). Additionally,
social interactions within the academic environment, such as group work or presentations, can
induce anxiety and stress related to performance evaluation and peer judgment.

The impact of academic stress on students has been extensively studied in academic
literature. Studies have shown that academic stress can lead to musculoskeletal disorders,
mental well-being, and overall health (Alharbi & Smith, 2018; Ekpenyong, Daniel & Aribo,
2013; Barbayannis et al., 2022). The effects of academic stress on mental and physical health
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can be significant, with excessive pressure leading to depression, anxiety, poor sleep, substance
abuse, and musculoskeletal disorders (Alsulami et al., 2018). Moreover, academic stress has
been linked to negative learning and academic performance effects, resulting to academic
burnout (Lin & Huang, 2014). Recent research by Barbayannis et al. (2022) found that
nonbinary, female, and second-year college students are most affected by academic stress.
Zhang et al. (2022) also reported a positive association between academic stress and
depression, perceived stress, and mental pressure among students. The COVID-19 pandemic
has exacerbated academic stress among college students, with academic workload and social
isolation being significant stressors (Yang, Chen & Chen, 2021).

One study discovered that academic stress harms academic motivation, whereas a high
level of autonomous academic motivation can reduce academic stress (Yang et al., 2022).
However, another study found no significant relationship between academic stress and
motivation and students' academic performance (Tus, 2020). Another study on undergraduate
students showed that academic stress negatively correlates with academic motivation (Muza
& Muhammad, 2020). Given the complexity and variability of the impact of academic stressors
on academic motivation, this current study aims to examine the effect of academic stressors on
students’ academic motivation.

2.3. Academic Motivation

Academic motivation encompasses various forms, including intrinsic, extrinsic, and

amotivation. Understanding these different types of motivation is crucial for comprehending
the driving forces behind students' engagement and persistence in academic pursuits. Intrinsic
motivation refers to the internal desire and enjoyment that individuals experience when
engaging in academic activities. It involves pursuing learning for inherent satisfaction, driven
by personal interest, curiosity, and competence (Ryan & Deci, 2000). Intrinsically motivated
students are more likely to display higher levels of engagement, persistence, and a deep
understanding of the material being studied. Intrinsic motivation is fostered by creating a
supportive and stimulating learning environment that allows students to explore their interests,
make choices, and experience a sense of autonomy in their learning (Glynn et al., 2015).

Extrinsic motivation, on the other hand, refers to engaging in academic activities to

attain external rewards or avoid punishments. These external factors include grades,
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recognition, competition, or meeting external expectations (Deci & Ryan, 1985). While
extrinsic motivation can provide initial incentives and guide behavior, an overreliance on
external rewards may undermine intrinsic motivation and hinder long-term engagement. To
promote healthy extrinsic motivation, educators can create a supportive classroom climate that
emphasizes mastery-oriented goals, acknowledges effort, and provides meaningful feedback
(Grolnick & Ryan, 1987). Amotivation represents the lack of motivation or intention to engage
in academic tasks. Individuals who experience amotivation feel disconnected from the value
or relevance of academic pursuits and may exhibit disinterest, apathy, or a lack of effort
(Vallerand, 1997). Addressing amotivation requires identifying the underlying reasons and
barriers that contribute to this state, such as a perceived lack of competence, the irrelevance of
the curriculum, or a sense of learned helplessness. Strategies to combat amotivation include
providing students with autonomy, relevance, and competence opportunities and fostering a
positive and supportive learning environment (Vansteenkiste et al., 2009).

Academic motivation, which is critical for academic success, directs behavior towards
achievement (Steinmayr et al., 2019), and highly motivated students actively engage in
academic activities, leading to better academic outcomes (Kotera et al., 2021). Oclaret's (2021)
study on the impact of academic intrinsic motivation facets identified six subscales of intrinsic
academic motivation: mastery orientation, need for achievement, power motivation, fear of
failure, authority expectations, and peer expectations.

Academic motivation plays a critical role in determining students' success in their

studies, and several studies have been conducted to examine its various aspects. According to
Steinmayr et al. (2019), achievement motivation is an essential determinant of academic
success as it directs behavior toward achieving academic goals. H.U. & Luo's (2021) study
among senior medical students revealed that academic motivation is reflected in a student's
approach, persistence, and interest in academic subjects. A literature review conducted by Vu
et al. (2022) also demonstrated that multiple motivation constructs are linked to academic
achievement, emphasizing the importance of the motivation-achievement cycles in learning.
Additionally, Cañabate et al. (2021) raised the question of the role of academic motivation in
cooperative approaches in educational psychology, highlighting the need to explore this aspect
of academic motivation further.
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3. Methodology
3.1. Design and Participants

The present study employed a cross-sectional and descriptive research design, utilizing
an online Google form survey to collect quantitative data. The participants were 511 college
students from a private institution in Iligan City, Lanao del Norte, Philippines, selected through
a simple random sampling procedure. The sample was predominantly female, with 72%
(n=368) of participants identifying as female and 28% (n=143) as male. The mean age of the
students was 19.89 years old, with a standard deviation of 1.88 years, and the majority fell
within the age range of 17-19 years old, accounting for 75.7% (n=387) of the sample. First-
year college students comprised the most significant proportion of participants, followed by
second-year college students (37.8%, n=193), with only 3.7% (n=19) participants in their third
year of college. Regarding parental education, most students reported having parents who were
college graduates (n=296, 57.9%). In contrast, in terms of parental income, most participants
came from families with a monthly income of at least 20,000 (n=311, 60.9%).

3.2. Instruments

Social Networking Sites Usage and Needs Scale (SNSUN). Ali et al. (2020) developed
and validated an instrument consisting of five dimensions of social networking site (SNS)
needs (diversion, cognitive, affective, personal integration, and social integration) using a two-
phase approach: expert validation of the questionnaire and instrument convergent validation.
They administered the adapted questionnaire to 162 participants in an online survey in
Pakistan, followed by structural equation modeling (SEM). The instrument demonstrated high
reliability with a Cronbach's alpha coefficient of .922.

Academic Stressors. The scale used in this study was adapted from Yikealo et al.
(2018) and consisted of 10 items. The participants rated their stress levels on a scale of 1
(never) to 4 (frequently), with higher scores indicating more significant stress. The scale
demonstrated a marginal level of reliability, with a coefficient of α = 0.60.

Academic Motivation (AMS) Scale. Vallerand et al. (1992) initially developed the
instrument utilized in this study. It consists of 28 items that are categorized into three primary
subscales: intrinsic motivation (12 items), extrinsic motivation (12 items), and amotivation (4
items). The instrument has been found to have satisfactory internal consistency (α = 0.79) and
146 | International Journal of Educational Management and Development Studies, Volume 4 Issue 2

temporal stability over one month (mean test-retest correlation = 0.79). Intrinsic motivation is
the enjoyment and satisfaction derived from participating in an activity for its own sake
(Vallerand, 1992; Deci & Ryan, 1985). Extrinsic motivation refers to behaviors engaged in as
a means to an end rather than for their own sake (Vallerand, 1992; Deci, 1975). Another
motivational construct, amotivation, was later introduced by Deci and Ryan (1985) to explain
human behavior further. Individuals are considered amotivated when they do not perceive any
connection between outcomes and their actions and are neither intrinsically nor extrinsically
motivated.

3.3. Procedure

Participants were given online Google form surveys through various means, including
Facebook group chats, individual messenger accounts, and institutional email addresses, to
gather data. The questionnaires, adapted in English, were given directly to the participants who
had a firm grasp of the language, without translation to the local dialect. Sufficient time, up to
two days, was given to complete and return the surveys to ensure a high response rate. The
collected data were encoded into Jamovi, a free statistical software, and analyzed using
descriptive statistics, such as frequency and percentages, mean, and standard deviation. The
Pearson correlation was utilized to investigate potential associations between students' SNS
needs, academic stressors, and academic motivation. Finally, multiple regression analysis with
simultaneous entry was performed to test if social networking sites and academic stressors
significantly impact students' academic motivation.

3.4. Study Limitations

The cross-sectional research design has limitations as it provides only a snapshot view
of the data at a particular moment, without the ability to establish causality or track changes
over time. Furthermore, questionnaire-type instruments are susceptible to numerous factors
that may impact their accuracy, such as memory bias and social desirability bias, leading
respondents to give socially acceptable answers. These instruments may also need more detail
to fully capture the intricacies of the phenomenon under investigation. Additionally, a study's
sampling method may have limitations, including sampling bias and sampling error. Sampling
bias can occur when certain groups are over or under-represented in the sample, resulting in
inaccurate results. Similarly, sampling error can result from random fluctuations in the sample,
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leading to inaccurate results. However, these limitations can be minimized by utilizing

appropriate sampling techniques such as randomization and stratification.

4. Results

This section presents the analysis and findings per the study's research objectives.

Table 1

Usage of Different SNSs

SNS Everyday 3-5 times a day Occasionally Rarely Never

Facebook 348 (68.1) 75 (14.7) 53 (10.4) 33 (6.5) 2 (.4)
Twitter 71 (13.9) 43 (8.4) 150 (29.4) 99 (19.4) 148 (29.0)
WhatsApp 6 (1.2) 8 (1.6) 96 (18.8) 54 (18.8) 347 (67.9)
Myspace 3 (.6) 4 (.8) 86 (16.8) 26 (5.1) 392 (76.7)
Instagram 230 (45.0) 93 (18.2) 99 (19.4) 53 (10.4) 36 (7.0)
Snapchat 26 (5.1) 24 (4.7) 130 (25.4) 114 (22.3) 217 (42.5)
LinkedIn 5 (1.0) 3 (.6) 89 (17.4) 52 (10.2) 362 (70.8)
Google+ 213 (41.7) 96 (18.8) 105 (20.5) 35 (6.8) 62 (12.1)
YouTube 246 (48.1) 123 (24.1) 115 (22.5) 23 (4.5) 4 (.8)
Facebook Messenger 465 (91.0) 28 (5.5) 15 (2.9) 2 (.4) 1 (.2)

Table 1 presents the results of a survey on respondents' usage of different SNSs. The
data are displayed in terms of the frequency of use, ranging from "Every day" to "Never." The
table shows that Facebook is the most widely used SNS, with 68.1% of respondents using it
daily and 93.2% using it at least occasionally. In contrast, Myspace is the least used SNS, with
only 0.6% of respondents using it every day and 16.8% using it occasionally. Twitter is used
by a smaller percentage of respondents, with 13.9% using it every day and 29.4% using it
occasionally. WhatsApp is used even less frequently, with only 1.2% of respondents using it
every day and 18.8% using it occasionally. Moreover, Instagram is another popular SNS, with
45% of respondents using it daily and 64.6% using it at least occasionally. Snapchat is also
used frequently, with 25.4% of respondents using it occasionally and 5.1% using it daily.
LinkedIn is used less frequently than other SNSs, with only 1% of respondents using it every
day and 17.4% using it occasionally. Google+ is used more frequently, with 41.7% of
respondents using it daily and 62.6% using it at least occasionally. Finally, Facebook
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Messenger is the most widely used messaging app, with 91% of respondents using it daily and
99.4% using it at least occasionally. Then, the survey results suggest that Facebook, Instagram,
and Google+ are the most widely used SNSs, while Myspace is the least used. The data also
indicate that messaging apps like Facebook Messenger are top-rated among users.

Table 2

SNS Needs Assessment of the Respondents

Indicators Mean SD Description

Diversion 3.55 1.08 Agree
1. SNSs help me to feel less lonely. 3.44 1.17 Somewhat
2. I use SNSs to pass the time when I am bored. 3.83 1.25 Agree
3. SNSs, let's escape my worries. 3.31 1.16 Somewhat
4. I start using SNSs when I have nothing better to do. 3.61 1.22 Agree
Cognitive needs 3.85 1.15 Agree
1. SNSs help me in research and studies. 3.98 1.27 Agree
2. SNSs help to search for jobs/online businesses/scholarship 3.76 1.22 Agree
3. SNSs help to gain knowledge. 3.82 1.21 Agree
4. SNSs give me information about others. 3.85 1.22 Agree
Affective needs 3.12 .95 Somewhat
1. Using SNSs is one of the routine things I do when I am online. 3.71 1.21 Agree
2. SNSs help me to express my emotions to others easily. 3.16 1.14 Somewhat
3. SNSs allow me to develop a romantic relationships. 2.67 1.13 Somewhat
4. I use SNSs to talk about my problems and get advice. 2.93 1.14 Somewhat
Personal integrative needs 2.76 1.29 Somewhat
1. SNSs are part of my self-image. 2.88 1.10 Somewhat
2. SNSs portray an image of me to others. 2.95 1.09 Somewhat
3. People can use SNSs to judge me. 2.69 1.15 Somewhat
4. I use SNSs to gain favorable approval among friends. 2.51 1.11 Somewhat
Social integrative needs 3.65 1.07 Agree
1. SNSs allow me to communicate with my friends. 3.98 1.29 Agree
2. SNSs allow me to stay in touch with family. 3.97 1.29 Agree
3. SNSs enable me to add new friends. 3.54 1.20 Agree
4. SNSs enable me to find more interesting people than in real life. 3.11 1.17 Somewhat
5. SNSs enable me to get through to someone who is hard to reach. 3.66 1.24 Agree
Total Measure 3.39 .89 Somewhat
Legend: 1.00-1.49 Strongly Disagree; 1.50-2.49 –Disagree; 2.50-3.49 –Somewhat; 3.50-4.49 Agree; 4.50-5.00 -
Strongly Agree
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Table 2 presents the mean and standard deviation scores for the five dimensions of
social media needs assessment - diversion, cognitive, affective, personal, and social integrative
needs. The total mean score for all the dimensions is also provided, which is 3.39, with a
standard deviation of 0.89. Regarding diversion needs, the mean score is 3.55 (SD=1.08),
which indicates that the respondents agree that social media platforms help them feel less
lonely, pass their time when they are bored, and escape their worries. The highest mean score
among these items is for using social media when they have nothing better to do (Mean=3.61,
SD=1.22). Regarding cognitive needs, the mean score is 3.85 (SD=1.15), indicating that the
respondents agree that social media platforms help them in their research and studies, job
search, gaining knowledge, and obtaining information about others. The highest mean score
among these items is for using social media to help in research and studies (Mean=3.98,
SD=1.27). For affective needs, the mean score is 3.12 (SD=.95), indicating that the
respondents somewhat agree that social media platforms are one of the routine things they do
when they are online. However, they only somewhat agree that social media helps them
express their emotions to others easily (Mean=3.16, SD=1.14). The lowest mean score in this
dimension is for developing romantic relationships (Mean=2.67, SD=1.13) and using social
media to discuss their problems and get advice (Mean=2.93, SD=1.14). For personal
integrative needs, the mean score is 2.76 (SD=1.29), indicating that the respondents somewhat
agree that social media platforms are a part of their self-image, portray an image of them to
others, and can be used to judge them. However, they only somewhat agree that they use social
media to gain favorable approval among friends (Mean=2.51, SD=1.11).

Finally, for social integrative needs, the mean score is 3.65 (SD=1.07), indicating that
the respondents agree that social media platforms allow them to communicate with their
friends, stay in touch with their family, add new friends, and get through to someone who is
hard to reach. However, they somewhat agree that social media enables them to find more
interesting people than in real life (Mean=3.11, SD=1.17). Thus, the respondents' total mean
score for social media needs assessment is 3.39 (SD=.89), indicating that they somewhat agree
that social media platforms meet their diversion, cognitive, affective, personal integrative, and
social integrative needs, but only to a limited extent. The standard deviation scores indicate
that the respondents' ratings were relatively consistent, with slight response variations.
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Table 3

Academic Stressors of the Respondents

Indicators Mean SD Description

1. Unfair grading system in the college 2.51 .82 Sometimes
2. Pressure in daily studying 3.22 .76 Sometimes
3. Difficult to deal with academic problems 3.05 .75 Sometimes
4. Depression due to low GPA 2.70 .97 Sometimes
5. Difficulty in studying for long hours 3.12 .83 Sometimes
6. Too much academic workload 3.13 .80 Sometimes
7. Inadequate educational facilities 2.55 .89 Sometimes
8. Dissatisfaction with one’s program 2.43 .86 Rarely
9. Instructors’ poor subject matter mastery and pedagogical competence 2.41 .92 Rarely
10. Boringness in attending classes regularly. 2.29 .90 Rarely
Total Measure 2.74 .55 Sometimes
Legend: 1.00-1.49 Never; 1.50-2.49 Rarely; 2.50-3.49 Sometimes; 3.50-4.00 Frequently

Table 3 shows that the respondents experienced academic stressors sometimes, with a
mean score of 2.74 and a standard deviation of .55. The most commonly experienced academic
stressors were pressure in daily studying (Mean=3.22, SD=.76), difficulty in dealing with
academic problems (Mean=3.05, SD=.75), difficulty in studying for long hours (Mean=3.12,
.83), and too much academic workload (Mean=3.13, SD=.80). The least commonly
experienced academic stressors were dissatisfaction with one’s program (Mean=2.43,
SD=.86), instructors’ poor subject matter mastery and pedagogical competence (Mean=2.41,
SD=.92), and boringness in attending classes regularly (Mean=2.29, SD=.90).

Table 4 presents the results of the respondents' academic motivation in terms of

intrinsic motivation. The mean score for the total measure is 3.62, with a standard deviation of
.90, indicating that the respondents have a high level of intrinsic motivation toward their
academic pursuits. The indicators with the highest mean scores are "Because my studies allow
me to continue to learn about many things that interest me" (Mean=4.00, SD=1.08), "For the
pleasure that I experience in broadening my knowledge about subjects which appeal to me"
(Mean=3.82, SD=1.10), and "Because college allows me to experience personal satisfaction
in my quest for excellence in my studies" (Mean=3.77, SD=1.13), all of which correspond a
lot with intrinsic motivation. The indicators with the lowest mean scores are "For the pleasure
I experience while surpassing myself in my studies" (Mean=3.31, SD=1.14), "For the pleasure
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that I experience when I read interesting authors" (Mean=3.42, SD=1.13), and "For the
pleasure that I experience when I feel completely absorbed by what certain authors have
written" (Mean=3.39, SD=1.15), all of which correspond moderately with intrinsic motivation.

Table 4

Academic Motivation in terms of Intrinsic Motivation

Indicators Mean SD Description

Because I experience pleasure and satisfaction while learning new
3.57 1.14 Corresponds a lot
things.
For the pleasure, I experience when I discover new things never seen
3.87 1.09 Corresponds a lot
before.
For the pleasure that I experience in broadening my knowledge about
3.82 1.10 Corresponds a lot
subjects that appeal to me.
Because my studies allow me to continue to learn about many things
4.00 1.08 Corresponds a lot
that interest me.
Corresponds
For the pleasure, I experience while surpassing myself in my studies. 3.31 1.14
moderately
For the pleasure that I experience while I am surpassing myself in 1
3.69 1.11 Corresponds a lot
of my personal accomplishments.
For the satisfaction, I feel when I am in the process of accomplishing
3.59 1.17 Corresponds a lot
difficult academic activities.
Because college allows me to experience personal satisfaction in my
3.77 1.13 Corresponds a lot
quest for excellence in my studies.
For the intense feelings I experience when I am communicating my
3.52 1.07 Corresponds a lot
own ideas to others.
Corresponds
For the pleasure that I experienced when I read interesting authors. 3.42 1.13
moderately
For the pleasure that I experience when I feel completely absorbed Corresponds
3.39 1.15
by what certain authors have written. moderately
For the “high” feeling that I experience while reading about various Corresponds
3.48 1.15
interesting subjects. moderately
Total Measure 3.62 .90 Corresponds a lot
Legend: 1.00-1.49 Does not correspond at all; 1.50-2.49 Corresponds a little; 2.50-3.49 Corresponds
moderately; 3.50-4.49 Corresponds a lot; 4.50-5.00 Corresponds exactly

Hence, the results indicate that the respondents are intrinsically motivated in their
academic pursuits. They derive pleasure and satisfaction from learning new things, broadening
152 | International Journal of Educational Management and Development Studies, Volume 4 Issue 2

their knowledge, and experiencing personal satisfaction in their quest for academic excellence.
However, there is room for improvement in deriving pleasure from surpassing oneself in
studies and finding pleasure in reading interesting authors.

Table 5

Academic Motivation in terms of Extrinsic Motivation

Indicators Mean SD Description

Because I think that a college education will help me better
4.19 1.11 Corresponds a lot
prepare for the career I have chosen.
Because eventually, it will enable me to enter the job market in a
3.93 1.14 Corresponds a lot
field that I like.
Because this will help me make a better choice regarding my
4.02 1.07 Corresponds a lot
career orientation.
Because I believe that a few additional years of education will
3.87 1.15 Corresponds a lot
improve my competence as a worker.
To prove to myself that I can complete my college degree. 4.01 1.12 Corresponds a lot
Because I want to show myself that I can succeeding in my
4.03 1.14 Corresponds a lot
studies.
Corresponds
To show me that I am an intelligent person. 3.03 1.22
moderately
Because when I succeed in college, I feel important. 3.70 1.23 Corresponds a lot
Because with only a high-school degree, I would not find a high- Corresponds
3.00 1.41
paying job later. moderately
In order to obtain a more prestigious job later. 4.03 1.12 Corresponds a lot
Because I want to have “the good life” later. 4.16 1.12 Corresponds a lot
In order to have a better salary later. 3.91 1.17 Corresponds a lot
Total Measure 3.82 .90 Corresponds a lot
Legend: 1.00-1.49 Does not correspond at all; 1.50-2.49 Corresponds a little; 2.50-3.49 Corresponds
moderately; 3.50-4.49 Corresponds a lot; 4.50-5.00 Corresponds exactly

The results show that participants scored highest on indicators related to the potential
career benefits of a college education. Participants strongly agreed that pursuing a college
degree would help them prepare for their chosen career (Mean=4.19, SD=1.11) and enable
them to enter the job market in a field they like (Mean=3.93, SD=1.14). They also indicated
that obtaining a college degree would help them make a better career choice (Mean=4.02,
SD=1.07) and improve their competence as a worker (Mean=3.87, SD=1.15). These results
 ISSN 2719-0633 (Print) 2719-0641 (Online) | 153

suggest that many participants view a college education as a means to an end rather than an
intrinsically valuable pursuit. Participants also indicated that they were motivated to prove
their academic abilities and feel important. They strongly agreed that completing their college
degree would prove they could succeed in their studies (Mean=4.03, SD=1.12) and make them
feel important (Mean=3.70, SD=1.23). However, they only moderately agreed that obtaining
a college degree would show that they are intelligent (Mean=3.03, SD=1.22).

Finally, participants indicated that they were motivated by the potential financial
benefits of a college degree. They strongly agreed that pursuing a college degree would help
them obtain a more prestigious job (Mean=4.03, SD=1.12), have "the good life" later
(Mean=4.16, SD=1.12), and a better salary later (Mean=3.91, SD=1.17). Thus, the results
suggest that many participants are motivated by external factors, such as career and financial
benefits, rather than intrinsic enjoyment of learning. The total measure of extrinsic academic
motivation was 3.82, indicating a high degree of correspondence with the construct of
academic motivation.

Table 6

Academic Motivation in terms of Amotivation

Indicators Mean SD Description

Honestly, I don’t know; I really feel that I am wasting my time in
1.99 1.16 Corresponds a little
school.
I once had good reasons for going to college; however, now I
2.54 1.30 Corresponds moderately
wonder whether I should continue.
I can't see why I go to college, and frankly, I couldn't care less. 2.00 1.20 Corresponds a little
I don’t know; I can’t understand what I am doing in school. 2.05 1.20 Corresponds a little
Total Measure 2.14 1.01 Corresponds a little
Legend: 1.00-1.49 Does not correspond at all; 1.50-2.49 Corresponds a little; 2.50-3.49 Corresponds
moderately; 3.50-4.49 Corresponds a lot; 4.50-5.00 Corresponds exactly

Table 6 presents the results of the student's academic motivation in terms of

amotivation, which refers to the absence of motivation or the lack of interest in academic
activities. The mean score for the total measure is 2.14, which corresponds a little to
amotivation. Looking at the indicators, the highest mean score is for the item "I once had good
reasons for going to college; however, now I wonder whether I should continue" (Mean=2.54,
SD=1.30), which corresponds moderately to amotivation. This result suggests that some
154 | International Journal of Educational Management and Development Studies, Volume 4 Issue 2

students may have started college with clear motivations but are now questioning whether they
should continue. The other three items have mean scores ranging from 1.99 to 2.05,
corresponding to amotivation. These items express a lack of understanding or interest in
academic activities, such as "Honestly, I don't know; I really feel that I am wasting my time in
school." Overall, the results suggest that while most students do not express strong feelings of
amotivation, there is some degree of uncertainty and lack of interest among a subset of
students.

Table 7

Reliability, Skewness, and Correlation Analysis of the Study Variables

Variables Cronbach’s Alpha Skewness 1 2 3 4 5

1. SNS Needs .962 -1.065 1
2. Academic Stressor .830 -.428 .083 1
3. Intrinsic Motivation .951 -.630 .336** .042 1
4. Extrinsic Motivation .939 -.979 .330** .109* .883** 1
5. Amotivation .849 .711 .099* .274** .096* .065 1

Table 7 presents the study variables' reliability analysis, skewness, and correlation
analysis. Reliability analysis shows the internal consistency of each construct, which is
measured using Cronbach's alpha coefficient. All constructs show high reliability as their
Cronbach's alpha coefficient is above 0.8, indicating that the items in each construct are
strongly correlated. Skewness measures the degree of symmetry of the distribution of each
construct. Skewness values range from -2 to +2, and values closer to zero indicate a more
symmetrical distribution.

Correlation analysis shows that SNS Needs have a significant positive correlation with
Intrinsic Motivation (r=.336, p < .01), Extrinsic Motivation (r=.330, p<.01), and amotivation
(r=.099, p<.05), indicating that higher SNS Needs are associated with higher levels of
intrinsic, extrinsic motivation, and amotivation. Academic Stressors have a moderate positive
correlation with Amotivation (r=.274, p<.01) and a weak positive correlation with Extrinsic
Motivation (r=.109, p<.05). Intrinsic Motivation is significantly correlated with Extrinsic
Motivation (r=.883, p<.01), indicating that the two constructs are strongly related. Finally,
amotivation does not correlate with extrinsic motivation (r=.065, p>.05).
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Table 8

Evaluation of the Variance Inflation Factor (VIF), Tolerance, and Durbin-Watson values of the Regression
Models

Study Variables VIF Tolerance Durbin-Watson

Model 1 (Dependent: Intrinsic Motivation) 1.958
SNS Needs 1.007 .993
Academic Stressor 1.007 .993

Model 2 (Dependent: Extrinsic Motivation) 1.906

SNS Needs 1.007 .993
Academic Stressor 1.007 .993

Model 3 (Dependent: Amotivation) 1.962

SNS Needs 1.007 .993
Academic Stressor 1.007 .993

The VIF and Tolerance values are used to assess multicollinearity in regression models.
VIF measures the extent to which the variance of an estimated regression coefficient is inflated
due to multicollinearity. Tolerance, conversely, is the reciprocal of VIF and measures the
proportion of variance in a predictor variable that is not shared with other predictors. VIF
values below ten and Tolerance values above 0.1 are generally considered acceptable,
indicating no significant multicollinearity issues. The Durbin-Watson statistic tests for
autocorrelation in the residuals of a regression model. A value close to 2 suggests no significant
autocorrelation, implying that the residuals are independent and satisfy the assumption of
independence in regression analysis. Thus, multiple linear regression analysis with a
simultaneous entry is suitable for testing the effect of SNS needs and academic stressors on
students' academic motivation.

Table 8 shows the regression analysis results that examined the relationship between
SNS needs, academic stressors, and academic motivation. The table includes three regression
models, each of which has a different dependent variable: intrinsic motivation, extrinsic
motivation, and amotivation.
156 | International Journal of Educational Management and Development Studies, Volume 4 Issue 2

Table 9

Regression Analysis of Predicting Academic Motivation by SNS Needs and Academic Stressor

Model 1 Model 2 Model 3

Predictors Dependent: Intrinsic Dependent: Extrinsic Dependent: Amotivation
Motivation Motivation
B S.E. (B) B S.E. (B) B S.E. (B)
SNS Needs .339** .042 .327** .042 .087 .048
Academic Stressor .024 .071 .139* .071 .502** .080
R2 .113 .116 .081
F 32.480** 33.204** 22.337**
Note: Analysis is based on multiples regression method **p<.01 *p<.05

In Model 1 (for predicting intrinsic motivation), social networking sites (SNS) needs
significantly predicted intrinsic motivation (B=.340, p<.01), explaining 11.3% of the
variability of intrinsic motivation. In Model 2 (predicting extrinsic motivation), SNS needs
again significantly predicted extrinsic motivation (B=.334, p<.01), and the academic stressors
also significantly influence extrinsic motivation (B=.139, p<.05), explaining 11.6% of the
variance of extrinsic motivation. In Model 3 (predicting amotivation), SNS needs did not
significantly predict amotivation (B=.087, p>.05), while academic stressors positively
influence amotivation, explaining 8.1% of the variance of amotivation. The results suggest that
SNS needs positively relate to intrinsic and extrinsic motivation but not amotivation. The
academic stressor is positively related to extrinsic motivation and amotivation but not intrinsic
motivation.

5. Discussion

This research aims to examine how SNS needs and academic stressors affect the
academic motivation of college students in a private college in Iligan City, Philippines, during
the second semester of the academic year 2022-2023. The study discovered that most college
students prefer Facebook and Facebook Messenger and visit these platforms daily, and nearly
half of them also use YouTube to watch videos. In contrast, they are less likely to be interested
in other social media platforms like WhatsApp and MySpace. According to the previous
research by Pew Research Center (2018) and Valenzuela et al. (2009), Facebook is the most
widely used social media platform among American adults and college students in the United
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States. Valenzuela et al. (2009) found that Facebook was linked to attitudes and behaviors that
promote social capital. This result suggests that college students may choose Facebook over
other social media platforms. In the Philippines, Facebook and Instagram are the most popular
social media platforms, with Facebook having the largest market share. According to Statista
(2023), the number of Facebook users in the country is expected to reach 97.6 million by 2027.

Regarding their SNS needs, the students agreed that social media platforms help them
in their research and studies, job search, gaining knowledge, and obtaining information about
others. It also helps students gain knowledge and obtain information about others (Chen &
Xiao, 2022). SNSs are considered a dynamic tool to expedite the development of open learning
settings by encouraging collaboration, group discussion, and exchanging ideas (Ashraf et al.,
2021). Also, social media platforms have become essential to students' social lives as they
allow them to communicate with their friends, stay in touch with their family, add new friends,
and get through to someone hard to reach (Chukwuere, 2021). Moreover, social media
platforms help students feel less lonely, pass their time when bored, and escape their worries
(Chukwuere, 2021; Chen & Xiao, 2022). However, the psychological effects of social on
students' life need to be studied in more depth to see whether social media acts as social support
for students and whether students can use social media to cope with negative emotions and
develop (Chen & Xiao, 2022). Thus, it is essential to understand the positive and negative
effects of social media on students' lives and to encourage them to utilize these platforms for
academic and social purposes (Gulzar et al., 2022; Boateng & Amankwaa, 2016; Ashraf et al.,
2021).

Students responded that their most commonly experienced academic stressors were
pressure in daily studying, difficulty dealing with academic problems, difficulty studying for
long hours, and too much academic workload. However, the least experienced academic
stressors were dissatisfaction with one’s program, instructors’ poor subject matter mastery and
pedagogical competence, and boringness in attending classes regularly. These findings suggest
that the students are generally satisfied with their programs and instructors and that the stress
they experience is primarily related to the demands of their coursework. Some studies (Pascoe
et al., 2020; Terada, 2018) have also highlighted the negative impact of academic stress on
students’ mental health and academic performance. The study by Terada (2018) found that
when students experience an academic setback such as a bad grade, the amount of cortisol-the
158 | International Journal of Educational Management and Development Studies, Volume 4 Issue 2

stress hormone in their bodies, increases, which can impair their ability to learn and perform
well in future academic tasks. However, there are ways to combat academic stress and improve
students' performance. According to Beilock (2011), learning habits to combat academic stress
can bring benefits beyond the classroom. High-stakes situations are an inevitable part of school
and work life. Students who learn to manage their stress and perform well under pressure will
be better equipped to succeed in their future careers.

Motivation is a crucial factor in academic achievement, and it has been shown to

positively influence students' study strategy, academic pursuit, adjustment, and well-being
(Kusurkar et al., 2013). Intrinsic motivation, which is the drive to learn for the sake of learning,
is a strong predictor of academic achievement (Reeve, 2012). Intrinsically motivated students
derive pleasure and satisfaction from learning new things, broadening their knowledge, and
experiencing personal satisfaction in their quest for academic excellence (Kusurkar et al.,
2013). However, external factors such as career and financial benefits can motivate students
rather than intrinsic enjoyment of learning (Ryan & Deci, 2000). While most students do not
express strong feelings of amotivation, there is some degree of uncertainty and lack of interest
among some students. This finding highlights the importance of understanding the different
theories of motivation, some of which focus on the quantity of motivation, while others focus
on the quality of motivation. Self-determination theory (SDT) of motivation considers the
source of motivation, whether internal or external and the quality of motivation (Kusurkar et
al., 2013). Research studies have shown that intrinsically motivated students have higher
achievement levels, lower levels of anxiety, and high levels of engagement (Reeve, 2012).
Intrinsic motivation has been found to play a significant role in the academic pursuits of
nontraditional students (Vallerand et al., 1992). However, external interventions can also
promote situational interest and motivate academically unmotivated students (Hidi &
Renninger, 2006). Understanding the different theories of motivation and the role of intrinsic
and extrinsic motivation can help educators design interventions that promote student
engagement and academic success.

SNSs have become an essential part of college students' lives. They provide an
opportunity to connect with friends and acquaintances, share information and experiences, and
build support networks. Current research has shown that social networking sites can positively
influence the intrinsic and extrinsic motivations of college students. However, academic
 ISSN 2719-0633 (Print) 2719-0641 (Online) | 159

stressors may have a positive influence on extrinsic and amotivation. First, let us examine the
relationship between social networking sites and motivation. Several studies have suggested
that social networking sites enhance students' intrinsic motivation. According to Ryan and
Deci's self-determination theory, intrinsic motivation is driven by autonomy, competence, and
relatedness (Ryan and Deci, 2000). Social networking sites can enhance these factors by
providing students with a platform to express themselves freely, share their achievements and
experiences with others, and connect with peers who share similar interests (Ellison et al.,
2007). A study by Raacke and Bonds-Raacke (2008) found that students who used Facebook
reported higher levels of intrinsic motivation to learn compared to those who did not use
Facebook. Social networking sites can also enhance extrinsic motivation by providing students
with a platform to showcase their achievements and receive recognition and feedback from
others. For instance, a study by Burke. Marlow and Lento (2010) found that college students
who received feedback and recognition from their peers on Facebook reported higher levels of
extrinsic motivation to learn.

However, academic stressors can also impact college students' motivation. According
to the control-value theory of achievement emotions, academic stressors such as workload and
academic pressure can positively and negatively affect motivation (Pekrun et al., 2009). They
added that moderate stress could enhance students' extrinsic motivation by increasing their
perceived value of the task. But, excessive stress can lead to amotivation, which refers to a
lack of motivation or interest in the task. A study by Kusurkar et al. (2013) revealed that
academic stressors were positively associated with extrinsic motivation and amotivation
among medical students. The study found that high levels of academic stressors were
associated with higher levels of extrinsic motivation and amotivation. The authors suggest that
excessive stress may lead to a sense of helplessness or lack of control, which can decrease
motivation and lead to amotivation.

6. Conclusion

This study found that most college students used Facebook Messenger, Facebook, and
YouTube daily, suggesting that these platforms have become integral to their daily routines.
The results also highlight that using social networking sites is related to fulfilling cognitive,
social integrative, and diversion needs, which may contribute to the positive effects on intrinsic
160 | International Journal of Educational Management and Development Studies, Volume 4 Issue 2

and extrinsic motivation. Further, the study shows that academic stressors are common among
college students, including pressure in daily studying, too much academic workload, and
difficulty studying long hours. Interestingly, the result indicates that academic stressors have
a positive effect on extrinsic motivation and amotivation. While the positive effect on extrinsic
motivation may be attributed to the desire to achieve academic goals, the positive effect on
amotivation may indicate that excessive stress may lead to a lack of motivation or disinterest
in academic pursuits.

Educators and school administrators consider incorporating social networking sites to

enhance motivation and engagement among college students. Specifically, educators can
leverage the features of social networking sites to promote collaboration, communication, and
information sharing among students. Additionally, educators may consider designing
academic activities encouraging students to use social networking sites to explore and apply
course content. However, it is essential to note that excessive use of social networking sites
may lead to distraction and negatively impact academic performance. Therefore, educators
should also guide and support students to develop healthy and balanced technology habits.

Acknowledgment

The Department of Research, Adventist Medical Center College, Iligan City,

Philippines, financially supported this institutional research.

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