The effect of social media upward comparison on Chinese adolescent learning engagement: a moderated multiple mediation model

Abstract

To investigate the mechanisms and boundary conditions of social media upward comparison on adolescents’ learning engagement, this study utilized two separate approaches. In research 1, a convenience sampling method was employed to conduct a questionnaire survey among 609 adolescents. The aim was to explore the influence of social media’s upward comparative tendency on learning engagement. In research 2, real social media platforms were utilized to select short videos as experimental materials. These materials were used to manipulate instantaneous social media upward comparison and examine its impact on learning engagement. The research 1’s result indicated that the mediating effect of the sense of agency was significant, as well as the moderating effect of growth mindset. However, the mediating effect of positive-negative emotions was found to be insignificant.Regarding instantaneous social media upward comparison and learning engagement, positive and negative emotions were found to play a complete mediating role. However, the mediating role of agency and the moderating role of growth mindset were not significant.This study offers practical insights for educators, enabling them to develop a correct understanding and effectively regulate adolescents’ use of social media.

Supplementary Information

The online version contains supplementary material available at 10.1186/s40359-024-01621-z.