Structural equation modeling of the relationship between Instagram addiction and academic performance, with the mediating role of critical thinking and the moderating role of academic self-efficacy

Instagram is one of the most widely used social media platforms among university students, offering opportunities for social interaction but also potential risks to academic functioning. While moderate use may support networking and access to information, excessive engagement can be associated with addiction-like behaviors that relate to lower academic performance and higher-order cognitive processes such as critical thinking. Previous research suggests that psychological constructs, including academic self-efficacy, may buffer the potential negative associations of social media overuse. However, the mechanisms through which Instagram addiction is associated with academic outcomes, and the possible mediating and moderating roles of self-efficacy and critical thinking, remain underexplored, particularly in medical education contexts. Understanding these associations is crucial for developing interventions to promote digital well-being and optimize academic outcomes. This descriptive, survey-based study collected data using three standardized questionnaires: Instagram Addiction, Critical Thinking, and Academic Self-Efficacy. The validity and reliability of the instruments had been confirmed in prior domestic and international studies. The sample consisted of 343 students enrolled in general doctoral programs (medicine, pharmacy, and dentistry), selected purposively. Data analysis included descriptive statistics (central tendency and dispersion) and inferential analyses using independent-samples t-tests, ANOVA, and Structural Equation Modeling (SEM) with the Partial Least Squares (PLS) approach via SmartPLS 3 software. The results showed that higher levels of Instagram addiction were associated with lower academic performance (β = -0.239, t = 4.028, p < 0.001), while critical thinking was positively associated with academic performance (β = 0.207, t = 3.079, p < 0.01). The mediating role of critical thinking was not supported (Sobel = 1.435, p = 0.151). Academic self-efficacy moderated the negative association between Instagram addiction and academic performance (β = 0.104, t = 2.871, p < 0.01), but did not significantly moderate the relationship between Instagram addiction and critical thinking (β = -0.068, t = 1.355, p > 0.05). Female students and students over the age of 25 showed higher levels of Instagram addiction compared to male students and younger age groups, respectively. The findings suggest that Instagram addiction is linked to lower academic performance among medical students, whereas critical thinking is positively correlated with academic outcomes. Although critical thinking did not mediate the relationship between Instagram addiction and academic performance, academic self-efficacy moderated the negative association of Instagram addiction with academic outcomes. These results highlight the importance of cultivating self-efficacy and promoting mindful social media use in higher education. Educational strategies targeting these areas may help mitigate potential negative associations of excessive Instagram use and support students’ academic achievement.