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Abstract
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In the past two decades, researchers and educators have always tried to explore the
effects of social media on academic engagement and performance in higher education
settings. The present study examines the effect of the adoption of Telegram on
academic engagement and performance of graduate students in two Iranian universities.
The structural equation model was used to examine the hypothesis. The sample
consisted of 409 respondents who were students at universities in southern and
northwestern Iran. The results showed that the adoption of Telegram among students
is a positive and significant predictor of its educational use. There was a positive and
significant relationship between educational use of Telegram and student engagement.
Educational use of Telegram affected academic performance in a mediating role of
student engagement. Student engagement in the process of education and learning has
been significantly related to their academic performance. Implications of the study and
the findings were also discussed.
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