Exploring the impact of social media on secondary school life : students’ perspective on learning motivation, engagement, goals and well-being

Abstract

In today’s hyper-connected world, adolescents are reported to spend an excessive amount of time daily on screens, primarily engaging with diverse social media platforms. This engagement carries potential risks and may significantly affect their learning and development. This study explores the perspectives of 18-year-old past secondary school students in Malta on the influence of social media during their secondary school years. The study specifically focuses on four key dimensions of school life: learning motivation; engagement; educational goals; and overall well-being. Assuming a qualitative research approach within the interpretative paradigm, in-depth interviews were conducted with eight participants to capture the lived experiences and personal reflections of students who had completed secondary school two years earlier. The findings reveal a complex, often contradictory relationship between social media use and academic and personal development. On the one hand, social media platforms such as YouTube, TikTok, and Instagram were found to provide access to educational content, peer support, and emotional expression. Participants acknowledged that short educational videos, motivational content, and online communities helped maintain their interest in school subjects; offered support during emotional struggles; and encouraged collaborative learning. Social media was also perceived as a source of inspiration for academic goals and a space to foster social belonging. On the other hand, excessive use of social media emerged as a major challenge. Participants described feelings of distraction, decreased academic motivation, and shortened attention spans attributed to habitual scrolling and digital overload. Negative psychological outcomes, such as anxiety, low self-esteem, and social comparison were frequently reported. Some participants reflected on how social media had influenced their self-image, daily routines, and emotional health, with some recounting struggles with cyberbullying. The constant pressure to maintain an online presence and the allure of instant gratification were seen to interfere with study time and sustained academic focus. This research highlights both the enabling and hindering aspects of social media within the secondary school context. While it offers new opportunities for learning, connection, and self-expression, it also introduces risks that may undermine students’ educational outcomes and emotional stability. The findings underline the importance of digital citizenship education, emotional support in schools, and family awareness of online behaviours. This study makes a meaningful contribution to the Maltese educational context, where there is limited local research on how social media affects secondary school students. It offers valuable insights for educators, policymakers, and PSCD teachers aiming to address the evolving needs of digital-native learners.