Patterns of Social Network Site Use Among University Students: A Latent Profile Analysis of Academic and Psychosocial Outcomes

Social Networking Sites (SNSs) play a central role in university students’ social and academic lives by facilitating relationship maintenance, emotional support, and the exchange of information, especially for those studying away from home. However, it remains unclear how different patterns of SNS use influence academic outcomes and psychosocial well-being. Grounded in social capital and self-determination theory, the present study adopted a person-centered approach using Latent Profile Analysis (LPA) to identify distinct profiles of SNS engagement, academic outcomes and well-being. A sample of 275 Greek undergraduate students completed anonymous self-report questionnaires [SNSs use intensity, bonding and bridging social capital, perceived social support via SNSs, fear of missing out (FoMO), phubbing, nomophobia (NoMo), academic outcomes and well-being]. LPA revealed four user profiles: (1) Low Use-Low Support (poorest well-being, moderate academic outcomes); (2) Active and Supported (high well-being and academic outcomes); (3) At-Risk Heavy Users (intermediate academic outcomes and moderate well-being, comparable to Profile 2) and (4) Low Use-High Support (highest well-being, poorest academic outcomes). These findings indicate that SNS engagement may be associated with both benefits and risks for students, depending on how and why they are used. Adopting a person-centered perspective allowed the identification of meaningful usage patterns, providing critical insights for developing targeted interventions to support student adjustment.