Assessing Social Influence on TikTok for Gen-Z Academic Performance Enhancement

In the digital era, social media platforms have become integral to the daily lives of Generation Z, significantly influencing various behavioral and cognitive outcomes, including academic performance. This study investigates the role of social influence on the academic performance of Gen-Z TikTok users in Jakarta by applying the Unified Theory of Acceptance and Use of Technology (UTAUT) framework. The constructs of subjective norms, social factors, and image were employed to conceptualize social influence. A quantitative research method was used, involving data collection from 306 respondents through an online questionnaire. The data were analyzed using Structural Equation Modeling with the Partial Least Squares (PLS-SEM) approach. The results indicate that all three components of social influence significantly affect academic performance both independently (first-order constructs) and collectively (as a second-order construct). Among these, image exerted the strongest individual influence. These findings suggest that peer dynamics, environmental reinforcement, and self-perception shaped through TikTok engagement play a critical role in determining academic outcomes among urban Gen-Z students. Contrary to common perceptions of TikTok as a distraction, the study highlights its potential as a motivational and educational tool when used within a socially supportive framework. The results contribute to the broader discourse on educational technology and provide practical insights for educators, policymakers, and digital platform designers aiming to enhance academic performance through strategic engagement with social media environments.