Abstract

WeChat groups are a popular social communication platform among Chinese college students, facilitating academic coordination, peer interaction, and social exchange. However, limited research has examined how different motivations for using WeChat groups influence student satisfaction in higher education settings. This study investigated the relationships between cognitive, leisure, emotional, and social motivations and satisfaction with WeChat group usage among Chinese college students. Specifically, it addressed two research questions: (1) What usage behaviours characterize WeChat group communication among Chinese college students? and (2) How do different motivational dimensions influence student satisfaction? A quantitative cross-sectional survey was conducted involving 385 undergraduate students from Xi’an International Studies University. Data were analysed using descriptive statistics, Pearson’s correlation analysis, and regression analysis with SPSS version 26.0. The findings revealed that all four motivational dimensions were positively associated with satisfaction. Social motivation demonstrated the strongest correlation with satisfaction, followed by leisure and cognitive motivations. However, emotional motivation did not make a substantial independent contribution in the regression model. The study provides contextual evidence supporting the Uses and Gratifications Theory in the context of group-based mobile communication and highlights the importance of relational and interactive gratifications in shaping student satisfaction. These findings suggest that educators and digital communication designers should consider incorporating relational and interactive features when developing meaningful online communication environments for college students.