Exploring College Students’ Social Media Dependence through Perceived Usefulness and Time Perception Bias: An SEM-Based Study

Abstract

: Social media dependence among college students has become an important issue because intensive platform use may affect learning routines, psychological well-being, and self-regulated time management. This study examines how information needs, social needs, entertainment needs, environmental influence, and self-efficacy affect college students' social media dependence, with perceived usefulness and time perception bias specified as mediating mechanisms. Survey data were collected through online and offline questionnaires. A total of 309 responses were obtained, and 287 valid questionnaires were retained after excluding invalid responses, yielding an effective response rate of 92.9%. Reliability and validity were assessed using Cronbach's alpha, KMO, Bartlett's test, confirmatory factor analysis, average variance extracted, and composite reliability. Structural equation modeling in AMOS 29 and bootstrap mediation analysis were then used to test the proposed model. The results indicate that information, social, and entertainment needs significantly enhance perceived usefulness, whereas information needs, entertainment needs, and environmental influence increase time perception bias. Self-efficacy negatively predicts time perception bias. Both perceived usefulness and time perception bias significantly mediate the relationship between antecedent factors and social media dependence. This study extends the S-O-R and M-O-A models to the context of college students' social media dependence and offers implications for platform governance and media literacy education.