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Students are regularly engaged in several things at the same time during class and school time. They are using smartphones, tablets, laptops, and using social media on these devices while learning and attending class. However, there are some situations likely influenced by this, current study tests the influence of technostress, cyberbullying, and media multitasking in the context of students in technology‐saturated classrooms and how this is affecting their academic performance. This study further explored the buffering effects of parental school support on the relationship between technostress, cyberbullying, and student's performance. By using the person‐environment fit model, this study surveyed 248 public sector school students in two waves and examined the impact of these variables on student's academic performance. Results show that technostress, cyberbullying, and media multitasking have a negative impact on student performance, and school parental support moderates the negative relationship between technostress and student performance. Implications and contributions have also been discussed. [ABSTRACT FROM AUTHOR]

The aim of the study is to explore whether and how WhatsApp interactions can improve students' psychological well-being by focusing on the mediating role of bonding social capital (BOC) and bridging social capital (BRC). The present study also investigates the moderating role of social integration in association with WhatsApp use and psychological student well-being. Data were collected from 266 college and university students from Islamabad, Pakistan. Results showed that time spent on WhatsApp positively influenced student psychological well-being and that social integration significantly affected the mediation of BOC in association with WhatsApp use and student psychological well-being but insignificantly affected the mediation effect of BRC in association with WhatsApp use and student psychological well-being. The study also discusses the implications and future directions. • Time spent on WhatsApp has significant positive affect on student's PSW. • WhatsApp usage strengthened the bonding social capital of students. • Social integration moderated the mediation of bonding social capital [ABSTRACT FROM AUTHOR]

Abstract Research on social media as a source of knowledge coordination and communication has been flourishing. Organizations are increasingly focusing on teamwork as a creative solution for contemporary market challenges. In this study, we develop a mechanism to test the effects of the three dimensions of social media (social, cognitive, and hedonic use) on team creative performance in terms of knowledge management. Our survey data are collected from 382 members of 82 knowledge work teams. The analysis reveals that the three dimensions of social media have different effects on the transactive memory system. In addition, the dimensions of the transactive memory system enhance team creative performance through team creative efficacy. These findings bridge a literature gap by explaining the process and mechanism by which different social media uses influence team creative performance. This study has practical implications among organizations that aim to use social media to utilize each team member's expert knowledge to boost creative performance. Highlights • A framework to enhance team creative performance through social media is defined. • Social media dimensions differ in their impact on knowledge management in knowledge work teams. • A well-developed transactive memory system is essential for team creative efficacy to generate creative solutions. • Effective coordination and trust among team members enhances the team creative efficacy. [ABSTRACT FROM AUTHOR]