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Social Media Use, Digital Literacy, and Attentional Control of Self-Regulation as Predictors of Perceived Learning

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Title: Social Media Use, Digital Literacy, and Attentional Control of Self-Regulation as Predictors of Perceived Learning
Language: English
Authors: Emre Can Cirik (ORCID 0009-0000-3586-9230), Ahmet Murat Uzun (ORCID 0000-0002-1852-8802)
Source: International Journal of Technology in Education. 2026 9(2):557-571.
Availability: International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijteoffice@gmail.com; Web site: https://www.ijte.net/index.php/ijte/about
Peer Reviewed: Y
Page Count: 15
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Social Media, Digital Literacy, Self Management, Prediction, Mass Media Use, Foreign Countries, Undergraduate Students, Attention, Student Behavior, Context Effect
Geographic Terms: Turkey
ISSN: 2689-2758
Abstract: The extensive use of social media among young learners has opened up new opportunities for collaboration, information sharing, and informal learning. However, its impact on perceived learning largely depends on students' ability to regulate their attentional behaviors and effectively navigate digital environments. This study explores the influence of university students' in-school and out-of-school social media utilization behaviors on the perceived learning, after controlling for the effect of digital literacy, and the attention control dimension of self-regulation skills. To this end, data were collected from 847 undergraduate and associate degree students at a public university in Northern Türkiye. The findings of a two-step hierarchical regression analysis indicated that the attention control dimension of self-regulation and digital literacy variables emerged as significant predictors of perceived learning and after controlling for the effect of these variables it was demonstrated that out-of-school social media behaviors were found to have a negative impact on perceived learning, whilst in-school social media behaviors are positively associated with it. The study yielded recommendations for researchers and educators based on the results.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506460
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Social Media Use, Digital Literacy, and Attentional Control of Self-Regulation as Predictors of Perceived Learning
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  Data: <searchLink fieldCode="AR" term="%22Emre+Can+Cirik%22">Emre Can Cirik</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-3586-9230">0009-0000-3586-9230</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ahmet+Murat+Uzun%22">Ahmet Murat Uzun</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1852-8802">0000-0002-1852-8802</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Technology+in+Education%22"><i>International Journal of Technology in Education</i></searchLink>. 2026 9(2):557-571.
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  Data: International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijteoffice@gmail.com; Web site: https://www.ijte.net/index.php/ijte/about
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  Data: 15
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  Data: <searchLink fieldCode="DE" term="%22Social+Media%22">Social Media</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+Literacy%22">Digital Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink><br /><searchLink fieldCode="DE" term="%22Prediction%22">Prediction</searchLink><br /><searchLink fieldCode="DE" term="%22Mass+Media+Use%22">Mass Media Use</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Attention%22">Attention</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
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  Data: 2689-2758
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  Label: Abstract
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  Data: The extensive use of social media among young learners has opened up new opportunities for collaboration, information sharing, and informal learning. However, its impact on perceived learning largely depends on students' ability to regulate their attentional behaviors and effectively navigate digital environments. This study explores the influence of university students' in-school and out-of-school social media utilization behaviors on the perceived learning, after controlling for the effect of digital literacy, and the attention control dimension of self-regulation skills. To this end, data were collected from 847 undergraduate and associate degree students at a public university in Northern Türkiye. The findings of a two-step hierarchical regression analysis indicated that the attention control dimension of self-regulation and digital literacy variables emerged as significant predictors of perceived learning and after controlling for the effect of these variables it was demonstrated that out-of-school social media behaviors were found to have a negative impact on perceived learning, whilst in-school social media behaviors are positively associated with it. The study yielded recommendations for researchers and educators based on the results.
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  Data: 2026
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      – Text: English
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      Pagination:
        PageCount: 15
        StartPage: 557
    Subjects:
      – SubjectFull: Social Media
        Type: general
      – SubjectFull: Digital Literacy
        Type: general
      – SubjectFull: Self Management
        Type: general
      – SubjectFull: Prediction
        Type: general
      – SubjectFull: Mass Media Use
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Undergraduate Students
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      – SubjectFull: Attention
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      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Context Effect
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      – SubjectFull: Turkey
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            NameFull: Ahmet Murat Uzun
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