Prevalence of using social media services while learning, studying and doing homework is increasing rapidly among adolescents in the digital age. Although there is evidence for negative consequences of multitasking with social media, little is known about impact of social media multitasking from perspective attention control of self-regulation. This study examined the mediating role of attention control as a component of self-regulation in the link between social media multitasking and academic performances in a sample of adolescents who were recruited from high school students (N = 637). A correlational research design was used in the study. To examine study hypothesis, a mediation model was tested using simple mediation analysis in macro PROCESS (model 4). Results have revealed that attention control of self-regulation mediated the negative relationship between multitasking with social media and academic performances of the students. Multitasking with social media was a negatively significant predictor of academic performance, whereas attention control positively predicted academic performance. It implies that more frequent multitasking behavior with social media had lower attention control and poorer academic performances. The conclusions of the study suggest a critical role for attention control in decreasing negative effect of multitasking with social media on academic performances of adolescents in high school setting. Implications and suggestions for future studies are proposed.

中文翻译：

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注意力控制在社交媒体多任务处理与青少年学业成绩之间的中介作用

在数字时代的青少年中，在学习、学习和做作业时使用社交媒体服务的流行率正在迅速增加。尽管有证据表明社交媒体多任务处理的负面后果，但从自我调节的注意力控制角度来看，社交媒体多任务处理的影响知之甚少。本研究从高中生 ( N)招募的青少年样本中检验了注意力控制作为自我调节的一部分在社交媒体多任务处理与学业成绩之间的联系中的中介作用。 = 637）。研究中使用了相关研究设计。为了检验研究假设，在宏观过程（模型 4）中使用简单的中介分析测试了中介模型。结果表明，自我调节的注意力控制介导了社交媒体多任务处理与学生学业成绩之间的负相关关系。使用社交媒体处理多项任务是学业成绩的负显着预测因子，而注意力控制则积极预测学业成绩。这意味着使用社交媒体进行更频繁的多任务处理行为具有较低的注意力控制和较差的学习成绩。该研究的结论表明，注意力控制在减少社交媒体多任务处理对高中青少年学业成绩的负面影响方面发挥着关键作用。提出了对未来研究的启示和建议。