Table 1_The impact of multidimensional excessive social media use on academic performance: the moderating role of mindfulness.xls

IntroductionThis study investigates the negative impact of excessive social media use among college students on learning burnout and academic performance, categorizing excessive use into three types: excessive social, excessive hedonic, and excessive cognitive. Based on the SSO (Stressor-Strain-Outcome) framework, the research examines the effects of these three types of excessive use on learning burnout and academic performance. It further explores the mediating role of learning burnout and the moderating effects of mindfulness in mitigating these negative outcomes.
MethodA total of 532 valid responses were collected via an online survey using standardized self-report measures to assess excessive social media use, learning burnout, academic performance, and mindfulness. Data were analyzed using SPSS 26.0 for descriptive statistics and moderation analysis, while AMOS 26.0 was employed for structural equation modeling and mediation testing.
ResultsExcessive social and hedonic use significantly increased learning burnout, while excessive cognitive use reduced it. Learning burnout negatively impacted academic performance and mediated the effects of all three types of social media use. Mindfulness moderated these relationships, weakening the adverse effects of excessive social media use.
DiscussionThe study reveals distinct effects of different types of excessive social media use on learning burnout and academic performance, underscoring the protective role of mindfulness. These findings offer valuable insights for developing interventions to enhance academic performance among college students.

引言
本研究探讨了大学生过度使用社交媒体对学习倦怠与学业表现的负面影响，并将过度使用划分为三类：社交型过度使用、享乐型过度使用以及认知型过度使用。基于SSO（Stressor-Strain-Outcome，压力-紧张-结果）框架，本研究考察了这三类过度使用行为对学习倦怠与学业表现的影响，并进一步探索了学习倦怠的中介作用，以及正念在缓解此类负面结果中的调节效应。

方法
本研究通过线上问卷收集到532份有效回复，采用标准化自报告量表评估社交媒体过度使用、学习倦怠、学业表现与正念水平。数据分析环节，使用SPSS 26.0进行描述性统计与调节效应分析，采用AMOS 26.0开展结构方程建模与中介效应检验。

结果
社交型与享乐型社交媒体过度使用显著提升了学习倦怠水平，而认知型过度使用则降低了学习倦怠。学习倦怠对学业表现存在负向影响，并在三类社交媒体过度使用与结果变量间发挥中介作用。正念对上述关系具有调节效应，能够削弱社交媒体过度使用带来的负面影响。

讨论
本研究揭示了不同类型的社交媒体过度使用对学习倦怠与学业表现的差异化影响，凸显了正念的保护作用。本研究结果为制定旨在提升大学生学业表现的干预方案提供了重要参考。