Abstract
In the present study, an attempt has been made to investigate the relationship among self-regulation, digital distraction, social media presence and academic achievement among university students in Assam, India. A quantitative descriptive research design has been employed to collect data from 300 undergraduate and postgraduate students. A standardised questionnaire has been used to measure self-regulation, digital distraction and social media presence, while academic achievement was assessed through self-reported academic scores. The findings of the study reveal that the majority of the students demonstrated moderate levels of self-regulation, digital distraction, social media presence and academic achievement. On the other hand, Pearson product-moment correlation analysis showed that self-regulation (r = .023, p = .695) and digital distraction (r = .101, p = .082) had weak and statistically non-significant relationships with academic achievement. But social media presence showed a weak but statistically significant positive relationship with academic achievement (r = .210, p < .001). Multiple regression analysis revealed that self-regulation, digital distraction and social media presence jointly contributed significantly to academic achievement, F(3, 296) = 4.962, p = .002, accounting for 4.8% of the variance in academic achievement (R² = .048). The study highlights the necessity of promoting the responsible use of technology, digital resilience and self-regulatory skills among the students so as to increase their academic success in today’s digital learning environment.
Keywords: Academic Achievement, Digital Distraction, Self-regulation, Social Media Presence, Students.