<![CDATA[This study examines the motives behind college students' use of social media as a response to academic stress using Alfred Schutz’s phenomenological perspective. Academic stress has become a common experience among university students due to academic demands such as assignments, group projects, research activities, and thesis writing. This research employed a qualitative phenomenological approach. Data were collected in May 2026 through open-ended questionnaires distributed digitally to 39 respondents from various universities and academic levels. The findings show that 87.2% of respondents frequently used social media when experiencing academic pressure. TikTok (64.1%), Instagram (46.2%), and YouTube (7.7%) were the most commonly used platforms, primarily accessed for entertainment and emotional distraction. Based on Schutz’s concepts of because motive and in-order-to motive, this study identified two layers of motivation behind students’ actions. Because motive refers to habitual and reflexive behavior shaped by previous experiences and digital habits, while in-order-to motive refers to students’ goals of seeking entertainment, calming their minds, improving mood, and temporarily relieving emotional pressure. The study also found that most respondents perceived social media as effective for short-term emotional relief, although excessive use often led to procrastination and increased academic pressure. This research contributes to the study of digital behavior and social phenomenology by providing a qualitative understanding of students’ subjective experiences in using social media as a coping mechanism for academic stress.]]>
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