Learning and performance orientation, life satisfaction and problematic social media use in high school and university students: A moderated mediation

Abstract

This study examined the pathways through which learning orientation and performance orientation impact life satisfaction by investigating the mediating role of problematic social media use and the moderating influence of school type. The study recruited 443 participants aged between 13 and 31 (M = 18.41 ± 3.134), comprising 224 high school students and 219 university students, through an online survey. Data collection instruments included the Achievement Goal Questionnaire, Social Media Addiction Scale, and Life Satisfaction Scale. Results revealed that learning orientation influenced life satisfaction indirectly through problematic social media use, whereas performance orientation had a direct impact on life satisfaction. Moderation analyses revealed a significant decrease in life satisfaction for high school students compared to university students as problematic social media use increased. These findings highlight the importance of implementing tailored interventions based on achievement orientations and life satisfaction to minimize issues arising from excessive social media use by students.