Social Media Learning Use and Vocational Students’ Learning Engagement: Self-Worth Moderation

DOI

10.2991/978-94-6239-691-3_54How to use a DOI?

Keywords

Learning-oriented use of social media; Learning engagement; Self-worth

Abstract

This study explores the relationship between vocational students’ learning-oriented social media use and their learning engagement, as well as the moderating effect of three-dimensional self-worth (competence, social, emotional) in this association. A questionnaire survey was administered to measure the three variables, with Pearson correlation analysis adopted to examine their correlations and the PROCESS plug-in used to test the mediating path of self-worth’s moderating effect. The results show that learning-oriented social media use significantly and positively predicts vocational students’ learning engagement, and self-worth exerts a significant positive moderating effect through partial mediation. Based on the findings, targeted suggestions are proposed from school, teacher, student and family perspectives to optimize learning-oriented social media application and self-worth cultivation, thereby improving vocational students’ learning engagement.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Jiahui Guo
AU  - Yin Zhang
AU  - Xi Wang
PY  - 2026
DA  - 2026/05/31
TI  - Social Media Learning Use and Vocational Students’ Learning Engagement: Self-Worth Moderation
BT  - Proceedings of the 2026 5th International Conference on Educational Innovation and Multimedia Technology (EIMT 2026)
PB  - Atlantis Press
SP  - 542
EP  - 550
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-94-6239-691-3_54
DO  - 10.2991/978-94-6239-691-3_54
ID  - Guo2026
ER  -