Journal of Research in Social Science and Humanities

Use of E-Resources by the Users of Erode Kongu Arts and Science College (Autonomous)

Dr. V. Senthur Velmurugan — 2026-03-17

The rapid increase in electronic information resources has changed the academic community and established e-resources as a ubiquitous component of the teaching-learning-research process. This study investigates the use of e-resources by the consumers of Kongu Arts and Science College (Autonomous), Erode, in terms of awareness, usage, purpose, satisfaction levels, and issues encountered. A pretested questionnaire was used to survey 400 respondents, including undergraduate students, postgraduate students, research scholars, and teaching staff. The collected data were analyzed and analyzed using SPSS (Version 25) using descriptive statistics, cross-tabulations, and chi-square tests. The survey recognizes that e-journals (88%) and e-books (85%) contribute the maximum usage, and institutional repositories and open education resources have the minimum usage. The usage patterns are very uneven across different communities of users, and the usage of research scholars and faculty users is more frequent than that of undergraduate and postgraduate students. Academic tasks (72%), research (68%), and preparation for teaching (55%) were the main motivations for using e-resources. The analysis of satisfaction reveals that users are moderately satisfied in general, but with a better score on content relevance and worse on access speed. The highest-ranked barriers were low quality of internet connection (55%), authentication/login issues (40%), and lack of awareness (38%). The study concludes that even though e-resources are extensively used and valued, infrastructure development, awareness creation, and provision of periodic user training programs are essential for meaningful use. This study provides recommendations to library managers and policymakers on how they should enhance digital resource services and promote a research-oriented academic culture.

The Current Status and Strategies for the Sustainable Development of Contemporary Philanthropy in China: A Multi-Dimensional Perspective

Dr. Jiamin Wan — 2026-03-25

In the context of social transformation and governance modernization, philanthropy has become an important institutional mechanism for promoting social equity and advancing sustainable development. However, achieving the long-term sustainability of the philanthropic sector remains a critical challenge, particularly in transitional societies experiencing rapid institutional change. Existing studies often adopt single or fragmented perspectives, limiting their ability to capture the systemic complexity of philanthropic development. Adopting a multi-dimensional analytical perspective, this study examines the development, key constraints, and sustainability mechanisms of contemporary philanthropy in China. Drawing on an integrated framework combining cultural dynamics and philanthropic economics, it analyzes how value transformation and resource allocation shape philanthropic sustainability. Using a qualitative research design based on literature review, policy analysis, and structured case examination, the study finds that philanthropic sustainability depends on the synergistic interaction of multiple structural elements, including public trust, institutional arrangements, corporate and community-based engagement, and digital governance. Based on these findings, the paper proposes governance-oriented strategies to strengthen trust mechanisms, optimize policy frameworks, and promote digitally enabled multi-stakeholder collaboration. This study contributes a multi-dimensional framework for understanding philanthropic sustainability and offers policy-relevant insights applicable to China and other emerging economies.

Social Media Usage Types and Adolescent Academic Performance: Unraveling the Mediating Roles of Materialism and School Burnout

Zihan Liu — 2026-04-01

Adolescents are increasingly exposed to materialistic values propagated on social media, and studies have identified a negative association between materialism and learning. However, limited research has examined how different types of social media use contribute to materialism and, in turn, affect learning outcomes. Based on the stimulus-organism-response (S-O-R) framework, this study explored the relationships among different types of social media use (i.e., social, hedonic, and cognitive), materialism, school burnout, and academic performance. Survey data from 853 high school students were analyzed using structural equation modeling (SEM). The results revealed that social and hedonic use were positively associated with materialism, whereas cognitive use was negatively associated with materialism. Additionally, materialism impaired academic performance through increased school burnout. These findings highlight the differential effects of social media use on materialism and learning outcomes, suggesting that promoting cognitive social media use may help mitigate materialism and school burnout, ultimately enhancing academic performance.