Abstract
This study investigates the Effects of Social Media-Induced Distractions on the Academic Performance of General Aviation students at Indiana Aerospace University for the academic year 2024–2025. With social media becoming an increasingly integral part of students' daily routines, especially in the wake of increased digital learning, concerns have arisen about its potential to distract from academic focus and productivity. Framed within the Uses and Gratifications Theory, the Theory of Planned Behavior, and Cognitive Load Theory, this research examines how motivations for social media use, behavioral intentions, and cognitive limitations interact to influence student performance. Employing a quantitative research design, data were gathered from 100 students through structured survey questionnaires, with results analyzed using weighted means and ranking. The findings reveal that while social media offers some educational benefits, excessive use contributes to decreased time management, diminished concentration, and lower academic motivation. Students agreed on the positive impact of managed media use on academic outcomes but acknowledged significant challenges associated with unregulated usage. The most reported issues included difficulty managing time, delayed assignment completion, and reduced study motivation. Based on these findings, the study proposes actionable strategies to mitigate the negative effects of digital distractions, aiming to foster healthier study habits and improved academic outcomes among aviation students.
