Cognitive Distraction and Student Responsibility in The Social Media Era: The Mediating Role of The Learning Environment Among Students at Vocational High School 15 Bandung
DOI:
https://doi.org/10.38035/dijemss.v8i1.6817Keywords:
Cognitive Distraction, Learning Environment, Student Responsibility, Social Media, Character EducationAbstract
This study was motivated by the increasing intensity of social media use among students, which contributes to cognitive distraction and potentially weakens students’ responsibility in academic activities. Previous studies have primarily examined the direct influence of social media on academic performance and psychological well-being, while limited attention has been given to the mediating role of the learning environment in explaining how cognitive distraction affects students’ responsibility within digital learning contexts. Therefore, this study aims to analyze the effect of cognitive distraction on students’ responsibility and to examine the mediating role of the learning environment in this relationship. This study employed a quantitative approach with an explanatory survey design involving 200 students at Vocational High School 15 Bandung selected through simple random sampling. Data were collected using a five-point Likert-scale questionnaire that had been tested for validity and reliability. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with the assistance of SmartPLS 4. The results showed that cognitive distraction negatively and significantly affects students’ responsibility (β = −0.42; p < 0.001), while the learning environment positively and significantly affects students’ responsibility (β = 0.36; p < 0.001). In addition, cognitive distraction negatively affects the learning environment (β = −0.28; p < 0.001). The structural model explained 58% of the variance in students’ responsibility (R² = 0.58). The mediation analysis further indicated that the learning environment significantly mediated the relationship between cognitive distraction and student responsibility. In conclusion, students’ responsibility is shaped through the interaction between cognitive factors and the quality of the learning environment. This study contributes to the development of an integrative cognitive-environmental framework in character education, particularly within the context of social media-based learning in vocational education.
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