Impacts of social media usage on teachers’ performance in Chinese institutes: a mediation model

This study formulated a social media (SM)-based model derived from the social cognitive theory, which proposes both direct and mediating impacts of SM usage. The model comprises seven hypotheses. To experimentally evaluate the model, we designed a survey to collect information from individuals working in Chinese universities. This study surveyed 454 Chinese employees with at least 1 year of experience teaching SM applications at Chinese educational institutes. The findings show a significant influence of SM usage on the performance of educators, the distraction of tasks, and SM addiction. In addition, the performance of educators is significantly affected by the distraction of tasks and SM addiction. Moreover, the distraction of tasks fully mediates the effect of SM addiction. The findings are helpful for academics conducting additional validations of the theoretical framework underlying the use of SM.