<![CDATA[Intensive TikTok use is often assumed to undermine students' ability to concentrate, yet inferential evidence from Indonesia remains limited. This study describes TikTok usage intensity and learning concentration among university students and examines the former's statistical effect on the latter. An online cross-sectional survey (13–14 October 2026) analysed 66 TikTok-using university students from 75 responses. Usage intensity (four indicators, six items; α = 0.80) and learning concentration (four indicators; five of six items scored after one item was dropped for a negative corrected item–total correlation; α = 0.69) were scored on a 1–5 scale; both were moderate (M = 3.08, SD = 0.70; M = 3.38, SD = 0.62). Simple linear regression showed a significant negative effect of usage intensity on learning concentration (B = −0.50, 95% CI [−0.68, −0.32], β = −0.57, p < .001, R² = 0.32); bootstrap and Spearman estimates agreed. However, the association weakened when only concentration items not mentioning TikTok were used (r = −0.33, R² = 0.11) and centred on losing concentration and TikTok-related distraction rather than general focus or comprehension. Given the cross-sectional design, self-reported measures, and non-probability sample, the findings indicate a statistical association, not causation. Managing TikTok use during study time is a sensible intervention target; future studies should use validated measures and longitudinal designs.]]>
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