INSTAGRAM SOCIAL MEDIA USE AND ACADEMIC PROCRASTINATION: A CORRELATION STUDY OF 2023 STUDENTS IN THE INTEGRATED LEARNING ENVIRONMENT COURSE

Azwa Laila, Eva Febriana, Henry Praherdhiono, Arafah Husna

Abstract


Instagram is among the most widely used social media platforms by students, offering features like Reels that may interfere with concentration and hinder academic performance. Preliminary studies show that students tend to use Instagram reflexively, especially when feeling bored or losing focus while completing academic tasks, which can trigger procrastination behavior. Although the association between Instagram usage and academic procrastination has been acknowledged, empirical investigations on this topic—especially within educational contexts—remain scarce. The present study seeks to explore the correlation between the intensity of Instagram usage and academic procrastination among students from the 2023 cohort enrolled in the Integrated Learning Environment course. Utilizing a quantitative correlational design, the study involved a sample of 102 students selected through a simple random sampling technique. Data collection was carried out using a questionnaire comprising two measurement scales: one assessing the intensity of Instagram use and the other measuring levels of academic procrastination. Data analysis was conducted using Pearson Product Moment correlation with SPSS version 25. The results show a correlation coefficient of 0.079 with a significance level of 0.430 (p > 0.05), indicating that there is no significant relationship between Instagram use and academic procrastination.

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References


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