Mindfulness and Social Media: Impact on Reflective Thinking and Cognitive Engagement in Undergraduate Students

Abstract

Background/purpose. This study explores how mindfulness (MIN), social media use (SMU), reflective thinking (RT), and cognitive engagement (CE) interact among undergraduate students. Materials/methods. The descriptive approach combined with Structural Equation Modelling (SEM), using Smart PLS 4, was applied to analyze the complex relationships between MIN, SMU, RT, and CE among undergraduate students. This approach ensured measurement reliability and validity through a structured two-stage analysis. Results. Findings confirm that MIN and SMU positively impact RT and CE, with RT acting as a key mediator. MIN fosters awareness, selfcontrol, and resilience, while strategic SMU promotes collaboration and engagement. The results confirm all hypotheses, highlighting RT's importance in linking MIN and SMU to CE. Conclusion. This study examines the transformative role of MIN in promoting deeper CE and enables students to reflect on their learning experiences critically. The findings stress the crucial role intentional SMU plays in optimizing educational outcomes while minimizing potential distractions. This research provides insights that offer practical strategies to improve academic performance, improve students' mental well-being, and promote MIN and social media integration into undergraduate education.