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The study examines the impact of social media distraction on the relationship between student engagement and student evaluations of teachers (SET) in management education, part of the STEM disciplines. While it is widely accepted that student engagement and evaluation of teachers are two important constructs of active learning systems, their links, especially in the context of management education, have not been explored. This study seeks to fill this research gap as teachers' appraisal and career growth greatly depend on SET across higher education institutes worldwide.

Data were collected from 247 student participants from higher education institutes/universities using a questionnaire-based survey. Further, 15 students were interviewed to glean insights from their feelings regarding social media distractions and how it impacts their engagement and evaluation of teachers. For the quantitative and qualitative analyses, multiple regression and thematic analysis were applied, respectively. A word tree was developed to determine the association between experiences and contexts.

The results indicate that social media distraction moderates the relationship between students' cognitive engagement and their evaluation of teaching faculty. Social media distractions disrupt student engagement inside the classroom, leading to wrong/biased assessments of teachers' performance. Additionally, cognitive and emotional engagement significantly impacted student evaluations of the management college faculty.

The authors’ findings enable educators in higher education systems, specifically management education, to rethink the faculty feedback system and social media distractions impeding student engagement other than SET drawbacks.

Based on the limited-capacity model of motivated mediated message processing (LC4MP), this study aims to examine the effects of different camera types on the viewing experiences of sports consumers and their intention to follow social media channels, depending on their level of sports involvement.

The design for this experiment utilized 2 (highly involved vs less involved sports consumers) × 2 (high-tech vs non-high-tech cameras) between-subjects design. Overall, 289 US-based sports consumers participated in this experiment.

The results indicate that sports videos recorded by high-tech cameras lead to greater perceived novelty than those recorded by non-high-tech cameras, thus enhancing sports consumers' intention to follow social media channels, especially when consumers are highly involved with the target sports. However, sports consumers who are less involved with particular sports become distracted during their viewing experiences when high-tech cameras are used to broadcast games; these consumers' intentions to follow social media channels are not strengthened.

Previous studies have focused mainly on the positive effects of high-tech cameras on the viewing experiences of sports consumers. Based on the LC4MP, the authors extend the existing literature not only by examining the mechanism that underpins the positive effects of high-tech cameras, but also by identifying a situation where the use of high-tech cameras results in a negative viewing experience for sports consumers.

Many fresh graduates have unrealistic career expectations. When reality sets in after graduation, they may be disappointed. Due to factors such as the limited availability of feasible alternative career options, employees who have to stay in jobs they dislike may feel trapped. To alleviate the resulting stresses, they may engage in avoidance coping strategies, such as non-work-related social media use, to discharge their mental strains. The purpose of this paper is to discuss how the perception of being trapped can result in the adoption of avoidance coping strategies, and how these strategies can influence individual performance and social media use.

Based on the literature on avoidance coping strategy, goal orientation theory, and performance theory, the authors proposed a theoretical model on how the avoidance coping strategy of an individual can influence their performance and workplace behavior.

The authors propose that when a fresh graduate feels “trapped” in a job, the stresses experienced may cause them to hide behind their defense mechanisms. An avoidance coping strategy may then be adopted, and this will influence the individual’s workplace behavior (in terms of non-work-related use of social media) and performance.

If an avoidance coping strategy is an antecedent to non-work-related use of social media, then controlling the use of social media in the workplace may only cause these employees to switch to other forms of self-distraction (for instance, spending more time chatting with colleagues). Under some circumstances, the use of such control mechanisms may even give cyberloafers stronger urges to use social media for non-work-related purposes. If this is the case, managers should reconsider their current approach in handling the related behavior.

If the cause of non-work-related use of social media in the workplace is an avoidance coping strategy, then the engagement of such workplace behaviors should not be considered “intentionally harmful actions”. One important criterion for workplace behavior to qualify as a type of counterproductive behavior is that such behavior must be conducted to be intentionally harmful. Given this, the resulting actions of an avoidance coping strategy should not be considered a form of counterproductive behavior, and the authors should reconsider the conceptualization of cyberloafing provided in the organizational literature.

The authors believe that this research represents one of the first attempts to bridge the gap between clinical and managerial literature. It attempts to explain non-work-related use of social media in the workplace from the perspective of trapped perception and avoidance coping strategy, and it argues that not all forms of non-work-related use of social media in the workplace are instances of cyberloafing.

The prevalence of digital reading and the widespread use of social media among young people demands systematic exploration of the effects of social media addiction on students' reading practice. This paper aims to explore the effects of social media addiction on reading preferences, in-depth reading and sustained attention.

Survey and analysis methods are employed.

For many, social media provides an ideal platform of connection and expression; however, prolonged social media use holds the danger of becoming a behavioral addiction that threatens to undermine one's reading practice. Social media use tends to have a more significant impact on leisure reading than on academic reading. Obsessive engagement with social media hurts reading concentration and in-depth reading. While a majority (70.4%) of those surveyed believed that chronic social media use carries more harm than good on their learning, only half (50.1%) agreed or strongly agreed that today's students are too indulged in social media and need forceful control of it.

Implications of the effects of social media on reading practice are discussed, and directions for future research are suggested. It is likely that social media will continue to be seductive, attracting new generations of young people. Future research should explore prevention strategies.

The purpose of this paper is to explore the phenomenon of social media addiction among student Millennials. The authors use the consumption continuum as a theoretical framework.

The authors used a “media deprivation” methodology including both qualitative and quantitative measures.

The authors found that social media may exist in some respondents in a “near addiction” phase or the “social media addiction” phase according to the consumption continuum framework. Several themes are discussed.

While the sample is small, this paper is an exploratory study of social media addiction among Millennials and the first to apply the consumption continuum framework to this context (Martin et al., 2013).

This paper explores the idea of social media addiction and begins to examine the role that marketing plays in perpetuating this addiction.

This paper expands the idea beyond Facebook addiction (platform agnostic) and is the first to apply the consumption continuum framework.

Several challenges of today’s higher education were motivations to reconsider the contents and formats of lectures and tutorials and to conceive the classroom communication system Backstage, a social media platform supporting a novel form of large-class teaching. The purpose of this paper is to report on the challenges met, on the novel teaching form and on an evaluation of this teaching form.

The use of Backstage in two courses is evaluated. One of the courses has been specially adapted to promote student participation, the other course has been held in a traditional way. To investigate the usefulness and acceptance of Backstage in the given settings the data collected on Backstage and student responses in surveys are analyzed.

The results indicate that Backstage can foster interactivity and awareness in large-class lectures when used in combination with a teaching format that provides opportunities for and encourges lecture-relevant communication. Furthermore, students appreciated the use of Backstage.

This paper reports on a case study which lacks generalizability. Further studies under controlled conditions and of the learning effectiveness of the approach are still outstanding.

This paper describes an approach fostering a form of Active Learning in large classes. Since large classes are widespread in higher education, the approach has a considerable practical potential.

The paper describes an approach to large class higher education teaching in using social media.

Similar results have not been published so far.

This chapter explores social media and athlete mental health and well-being from a sociological perspective. The chapter provides an overview of current literature and encourages future research to address the mental health and well-being impacts of social media use among athletes.

The chapter synthesizes existing literature focusing on sociological approaches to mental health, social media's impact on mental health, and athlete mental health and well-being. Focus is given to the ways social media can impact athlete mental health and well-being through virtual maltreatment and using the platforms for social change and challenging stigmatization.

Virtual maltreatment typically manifests in the intersectionality between gender, race, and sexual orientation adding to mental health challenges of vulnerable groups. Conversely, athletes could help challenge stigmatization of mental health and use their status to create social change among social groups experiencing higher rates of mental health challenges.

The chapter reveals that sociological perspectives around athlete mental health and well-being related to social media are growing, yet predominately concentrate on publicly available social media content. Therefore, more concentrated efforts are needed to fully understand these impacts in the short and long-term.

The chapter provides one of the first insights on social media and athlete mental health and well-being from a sociological perspective and argues that athletes contend with unique stressors compared to the general population which can exacerbate mental health challenges. The chapter advances that more research is needed to inform practice and help safeguard vulnerable populations of athletes.

The purpose of this paper is to evaluate effects of students’ 1:1 laptop use from a capability perspective by investigating increases and decreases of students’ opportunities and choices. The paper investigates changes that have taken place and how these changes enable or restrict students to do and be what they desire.

The paper undertakes an interpretive case study based on group interviews and questionnaires. Sen's capability approach is used as theoretical framework and has informed the data collection and the analysis.

1:1 laptops in schools have provided students with new opportunities and choices, but also restricted others. An evident opportunity is the equalization of access to computers. Other opportunities relate to schoolwork efficiency and increased access to information. Gains also include the use of different media for overcoming disabilities or to fit individual learning styles. Regarding students’ well‐being, a “fun” learning environment is mentioned. However, the “fun” is often about playing games or using social media – something which diverts the students’ attention from the learning. Students also find that they are less social, too computer dependent, and that they miss using pen and paper. Additionally, health issues such as back problems and headaches are reported, as well as an increased risk of being robbed.

Most research on 1:1 laptops in education focuses on easily quantifiable measures and reports from a teacher perspective. The paper takes a broader approach and investigates the impact 1:1 laptops have on students’ well‐being and agency.

To understand the impact of mobile social media use on absorption within the customer experience, and overall engagement with the physical service context, a qualitative research study was undertaken. In particular, this study aims to understand the impact of mobile technology use on service engagement by tourists.

In this study, two groups of tourists were sent to a zoo wildlife lodge for one night. Half the group were permitted to use social media during their stay while the other half were instructed to refrain from actively using their social media accounts for the duration of their visit. The following day, in-depth qualitative interviews were conducted with each couple to explore how the use of social media or refraining from social media use impacted on their absorption within the service customer experience.

The findings suggest that engagement with their physical surroundings and the overall customer experience was increased when refraining from social media; however, respondents marketed the tourism provider enthusiastically when using mobile social media during their stay, compared with the group that was not using social media during the stay.

Despite a relatively small sample, a series of recommendations for service researchers and service providers have been generated through this research. For example, the methodology used can provide new ideas for researchers seeking to explore service customer experiences and engagement with the physical context. Service providers can also use recommendations around device free days to provide more immersive service customer experiences.

Research within marketing typically does not use quasi-experimental design or paired interviews, as used in this study. Furthermore, the understanding of the impact of mobile social media use on engagement with a physical service environment has received very little attention in the academic literature.

This study is designed to investigate a critical association between social media addiction and employee sleep while considering its implications for employee well-being and performance in the hospitality industry.

Based on adapted measures for the study variables, an electronic questionnaire was designed and used for the survey administered in the chain-restaurants of Pakistan. Through a non-probability convenient sampling survey, a total of 347 usable responses were obtained and analyzed for testing the hypothesized research model.

Results reveal negative associations between social media addiction, sleep quality, employee performance and well-being. The results have further shown sleep quality as an underlying mediating reason that explains the associations between social media addiction, employee performance and well-being.

The study addresses a gap in the literature by examining rarely explored factors such as social media addiction and sleep quality at the same time investigating its impact on performance and well-being of service employees. Significant implications for scholars and practitioners of the hospitality industry have been discussed while highlighting limitations and directions for future research.