See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/382559566

The Impact of Social Media Use on Adolescent Well-Being and Academic

Performance

Article · June 2024

DOI: 10.52223/jess.2024.5223

CITATIONS READS

0 1,500

5 authors, including:

Razia Anjum Zain Naeem

Government College Women University, Sialkot China University of Petroleum - Beijing
29 PUBLICATIONS 13 CITATIONS 8 PUBLICATIONS 40 CITATIONS

SEE PROFILE SEE PROFILE

Arslan Asad Chaudhary

University of South Dakota
10 PUBLICATIONS 73 CITATIONS

SEE PROFILE

All content following this page was uploaded by Zain Naeem on 14 September 2024.

The user has requested enhancement of the downloaded file.

 J. Educ. Soc. Stud. 5(2) 2024. 426-434

Available Online
Journal of Education and Social Studies
ISSN: 2789-8075 (Online), 2789-8067 (Print)
http://www.scienceimpactpub.com/jess

THE IMPACT OF SOCIAL MEDIA USE ON ADOLESCENT WELL-BEING AND ACADEMIC

PERFORMANCE

Razia Anjum 1,*, Zain Naeem 2, Arslan Asad Chaudhary 3, Qurat-ul-ain Asif 4 and Abdul Rehman 5
1 Department of Psychology, GC Women University, Sialkot, Pakistan
2 School of Economics and Management, China University of Petroleum, Beijing, China
3 Department of Education, Southeastern Oklahoma State University, USA
4 Department of Education, University of Management and Technology, Lahore, Pakistan
5 Institute of Education and Research, Gomal University. D I Khan, Pakistan

ABSTRACT

This study looks at how high school students (14–18 years old) use social media and how that affects their
mental health and how well they do in school. With data from 329 participants, this study uses a
quantitative way to look at the complicated effects of using social media. The structured survey tool that
was used to gather information had sections on how people use social media, signs of mental health, and
ways to measure academic success. In contrast, active engagement on social media, such as interacting
with peers and posting content, appears to build social support networks, thereby potentially enhancing
self-esteem and reducing loneliness. However, excessive social media use, irrespective of the type, is linked
to disrupted sleep patterns, which adversely affect both well-being and academic performance. In terms
of academic outcomes, the study found that while some students benefit from the educational resources
and peer support available on social media, others experience significant distractions leading to
procrastination and lower academic achievement. The type of social media platform and individual usage
habits are critical factors influencing these outcomes. This research highlights the need for balanced social
media use among adolescents and underscores the role of parents, educators, and policymakers in
promoting responsible usage. By recognizing the dual-edged nature of social media, stakeholders can
better support adolescents in leveraging its benefits while minimizing its potential harms.
Keywords: Social media; Adolescent; Well-being; Academic performance.
* Email: razia.anjum@gcwus.edu.pk
© The Author(s) 2024.
https://doi.org/10.52223/jess.2024.5223
Received: March 20, 2024; Revised: June 22, 2024; Accepted: June 24, 2024
This is an open-access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).

INTRODUCTION
The World Health Organization (2016) claims that one of the leading causes of absenteeism among workers
is depression. Just in the United States, 16.1 million people were disabled in 2015. According to 2013
National Institute of Mental Health figures, 10.7% of teenagers and young adults between the ages of 12
and 17 suffer with depression. Depression-ridden teenagers and young adults are most likely to turn to
suicide. The World Health Organization claimed as of 2016 that a range of social, psychological, and
biological elements contribute to depression. Teens who spend a lot of time with media including TV,
movies, video games, and the Internet are more likely to get sad, studies have found (Bickham et al., 2015;
Gonzalez et al., 2016; Holfeld & Sukhawathanakul, 201). Studies of adults (Kross et al., 2013; Lin et al., 2016
who use social media are more likely to have depressed symptoms and better general health. More studies
will be done on this subject in the future to add to what is already known about how social media affects
the mental health of young people.

426
 J. Educ. Soc. Stud. 5(2) 2024. 426-434

Researchers have found that SMU is good for teens' mental and social health, and the scheme has quickly
become a part of their daily lives. A lot of research has been done on this topic recently, and many studies
have looked at how common SMU is among SLS. There is also a difference between generations. Another
study shows mobile that "Academic performance" refers to how well a kid does in school. There is a lot of
disagreement about the best way to judge a student's academic ability. Even though letter grades are widely
used, they have a lot of problems. When academic success is measured by standardized tests, the downsides
can be lessened. Also, differences in how success is judged could be wiped out with uniform testing. Things
like grades and marks, which only give a rough idea of academic success, are much better ways to measure
it. When trying to guess how well someone will do in school in the future based on how well they are doing
now, problems with judging academic ability also come up. A lot of research has also shown that a student's
diet, level of physical activity, finances, stress, social support, and general health can all affect how well they
do in school and their GPA. Many schools around the world, including those in Pakistan, use grade point
averages (GPAs) to judge how well students are doing. While they are at school, students don't always have
control over getting and keeping good grades that show they have done well in school. Stress, bonds with
other people, work duties, child care, cognitive and learning factors, and other things could play a role.
When school staff are trying to come up with ways to help students learn and do better in school, they may
keep these things in mind. Blogger and, to a lesser extent, Wikipedia are two examples of social media sites
that college students are told to use for group projects and study. This open access makes participation more
likely, which can lead to good learning chances. Social media sites let people share learning-related content
(like course materials, homework, test cases, etc.) and ask their peers for comments, which fits with the idea
of collaborative development among students. Publishing and showing their work to a large audience on sites
like podcasts, wikis, and blogs gives students the chance to think about new ideas and change the way they
think by reflecting. Addiction is usually defined as the uncontrollable use of drugs or the desire to do
dangerous things. Several schools of thought say that people are reasonable, self-governing, and sensible. An
addiction is a strong need that makes it impossible for a person to think clearly or make good decisions. The
effects of using technology are becoming more and more important to responsible people at all levels. Many
people around the world are interested in it and it has been studied a lot. For instance. The TESC in Urdu is a
very trustworthy behavior analysis questionnaire that may be used with kids to evaluate their conduct and
behavior as reported by their teachers. In light of the acceptance-rejection acceptance theory, the
standardization of TESCQ, Urdu version Rohmer, may improve research on behavior conduct issues
pertaining to Pakistani schools. Education experts can evaluate behavior conduct in accordance with
perceived teacher acceptance rejection with the use of this handy scale (Sarfaraz & Malik, 2023). Abuhassna
et al. (2020) that using online tools for schoolwork never led to better results. There is a negative relationship
between using social media and doing well in school, and self-esteem may weaken link.
Apps on our phones and tablets now take up more than 90% of our time. Even though social networking still
accounts for half of all mobile device use, the data shows that people are using apps for a wider range of
everyday tasks. In the same way, Barrot (2022) did a study.The study looks at 396 papers and comes to the
conclusion that social media sites like Facebook, Skype, WhatsApp, and Twitter are widely used to learn
languages (Barrot, 2022). A study found that all of the people who took part were on Facebook, and an even
higher number (96.5%) were using Facebook Messenger. Instagram and Telegram were two other popular
apps (Al Ahmar, 2016). Scientists have also looked into how often and how strong SMU is. A huge 74.9% of
students used their cell phones to connect to the Internet, and 44.7% spent more than three hours a day on
them. In the study by Liu et al. (2020), the goal of scientific databases was to look into the link between SMU
time and the chance of depression. This study found that most students use social media sites at least once a
day, most often between 6 p.m. and 6 a.m., both at home and in their college rooms. The study also found that
too much use of social media is bad for AP. The original Sterling psychological wellbeing measure was
translated into Urdu, the country's official language. According to empirical research findings, SCWBS is a
standardized measure that may be applied in any type of educational environment (Sarfaraz et al., 2022a).

427
 J. Educ. Soc. Stud. 5(2) 2024. 426-434

The study found that most teens use social media at least once a day, and SMU is popular among students.
Researchers are still looking into how SMU affects mental health, but a number of studies have already found
negative effects (Liu et al., 2020).
Significance of the study
This study is pivotal in understanding the dual impact of social media use on adolescent well-being and
academic performance. As social media becomes increasingly integrated into daily life, it is crucial to
comprehend its effects on young people. By investigating the relationship between social media use and
academic outcomes, this study will provide valuable insights for educators and policymakers to develop
strategies that leverage social media for positive educational purposes while mitigating its potential
distractions. Additionally, exploring the mental and emotional impacts will help identify the ways social
media influences adolescent well-being, guiding interventions to promote healthy online behaviors.
Understanding gender-specific trends will further enable tailored approaches to address the distinct needs
of male and female adolescents. Overall, this research will inform policies, educational practices, and parental
guidance, ultimately contributing to the enhancement of adolescent development in the digital age.
Objectives of the study
1. To examine the prevalence of social media uses.
2. To examine the impact of SMU on AP and WB.
3. To examine the different between male and female students
Research Questions
1. What is the relationship between the amount of time adolescents spend on social media and their
academic performance?
2. How does social media use influence the mental and emotional well-being of adolescents?
3. Are there differences in the impact of social media use on academic performance and well-being
between male and female adolescents?

LITERATURE REVIEW
Through mobile and web-based technologies, social media platforms let communities and individuals
share, talk about, and interact with a lot of different kinds of content, such as text, images, audio, video,
news, editorials, user-generated content, and more. They are very important to teens today because they
give them a place to be themselves, make friends, and find out what they're interested in. Eurostat data
from 2022, for example, shows that more than 80% of European teens used online social networks every
day that year. This helps to show how big this worldwide trend really is. A recent study by the Pew Research
Centre found that more than 35% of North American teens use at least one social media site very often. Of
those teens, 36% say they spend too much time on SM and 54% say it would be hard to give it up. If we look
at how teens in different parts of the world use the internet, we might find trends that are similar.
Teenage years are a time of a lot of change on many levels, such as biologically, psychologically, and socially.
During adolescence, parts of the brain that control self-regulation and cognitive control (like goal-directed
behaviours, impulse control, or delaying gratification) mature. At the same time, parts of the brain that
control risk-taking and reward processing become more active (Casey et al., 2008). Teenagers' identity
development is affected by how they think others see them because social cognitive development makes
social acceptance and the social setting more important. Because of all the changes that happen in a
person's body during puberty, they are more likely to be hurt. It's important to remember that mental
illnesses often show up during youth. Figuring out and stopping these diseases at this time is therefore
more effective. Because teens spend so much time online, it's important to know the pros and cons of social
media use (SMU) when it comes to their mental health and well-being.

428
 J. Educ. Soc. Stud. 5(2) 2024. 426-434

Since 2010, there have been a huge number of scholarly works that try to shed light on this topic (Appel et
al., 2020). A small negative link has been found between SMU and mental health, even though different
studies have found different results were limited by the original study's methodological flaws (Orben, 2020,
Griffioen et al., 2020).
Impact of social Media Use (SMU) on Academic performance (AP)
People in academia, schools, and parents have been talking about how SMU will affect AP for a while now.
A few studies (Ashraf et al., 2021; Błachnio et al., 2016; DeGroot et al., 2015; Fardouly et al., 2015.) have
found a negative link between the two, while others have found mixed or no evidence. College students can
easily get to SM sites. Still, studies have shown that students' poor academic achievement may be harmed
by their excessive and negative use of social media (Asemah et al., 2013). The study by (Azizi et al., 2019),
which used a big sample size of 360 students chosen through stratified random sampling, found something
interesting. In particular, the study found that students' overall use of social media was significantly and
unfavorably linked to how well they did in school (Azizi et al., 2019). Researchers also found that students
who used Facebook more often did worse on their AP tests than students who used Facebook less often.
Researchers Chi et al. (2020) discovered that too much SMU can hurt students' academic success because
it can make them more distracted, less productive, and less able to focus. Other studies have also found that
SMU helps students get better grades. This study looked at how college students felt about their teachers'
trustworthiness and how they felt about using Twitter in the classroom by using teachers' account as an
example. Higher credibility scores were linked to instructors' positive views on Twitter use and the number
of tweets they sent. This suggests that professional Twitter content feeds were the most trustworthy
(DeGroot et al., 2015). Following the same line of thought, Hamid et al. (2015) say that adding social media
to virtual education can greatly enhance students' understanding and success. This is because social media
can help students discuss, share information, and work together in groups. An investigation also found that
AP and engagement were good for OL, and that apparent usefulness, ease of use, and peer relationships were
also good for OL. AP also got a lot better when more people took part. / Social media let people dispute, share
ideas, and cooperate to improve OL (Ashraf et al., 2021). This study reveals that SM can be employed in a
positive way even if people have diverse opinions about how it alters AP of kids. According this study, social
media (SM) can be a distraction as well as a negative influence. Depending on their degree of education, school
instructors could also find SM helpful for communication (Bartosik-Purgat et al., 2017). It can enable you to
develop sensible approaches of instruction. These findings, according to Bartosik-Purgat et al. (2017),
support the body of knowledge already in existence about the advantages and drawbacks of SMU in the
classroom and can help to generate sensible classroom social media use strategies. At last, social media can
enable you to study and communicate with others; nevertheless, overuse of it might be detrimental for AP.
Impact of Social Media Use on Well Being
More and more studies are looking at how SMU impacts the WB of school-aged kids. Several studies (Baltacı
et al., 2021; Guedes et al., 2016) have found that students' mental and emotional health is at risk because
they spend more and more time on social media. New studies have been looking into how SMU affects WB
in SLS, and these studies will be summed up here. A lot of people are worried about what might go wrong
with WB, even though SMUs have many benefits, such as making it easier to connect with others and find
information. This review will look at new studies that look at how SMU affects WB among SLS. Baltac and
friends (2021) discovered a link between internet addiction, social anxiety, and coping strategies. Other
research, on the other hand, has discovered a negative link between SMU and WB. Based on information
from 481 school students, there is a strong link between social nervousness and internet addiction (Baltacı
et al., 2021). The social media site Facebook is used by a lot of people for both work and fun. Long-term use
leads to addiction, which affects the lives of many users, especially young people (Guedes et al., 2016).
Social capital is an intangible resource that has a highly favorable effect as a mediator, improving the social
activity and results of employees (Jamil & Rasheed, 2023). Evidence from empirical research revealed that
children's emotional and psychological wellbeing was not correlated with teacher rejection (Sarfaraz et al.,

429
 J. Educ. Soc. Stud. 5(2) 2024. 426-434

2022b). Increased motivation in the classroom is correlated with better emotional intelligence scores
(Shinwari et al., 2023). In the same way, heavy users may feel a lot of worry and hopelessness. According
to a study by Fardouly et al. (2015), teenage girls may be hurt by social media because of fear of missing
out (FOMO) and social comparison. Social media use, on the other hand, makes WB better by bringing people
together and building social capital. There are both positive and bad effects, even though different studies
have found different results. The results show that SMU might have both good and bad effects on the WB of
SLS when looked at as a whole. There may be many good things about SMU, but it's important for teens to
know the bad things too. They should still do SMU activities and learn how to deal with any bad affects.
Health Distresses and Academic Performance
A study from NIT Rourkela discovered that people who depend a lot on technology are also more likely to
have bad health effects from using them for long periods of time. A study by (Sarfaraz et al., 2022b) also found
that using SM is bad for your health and your ability to do well in school. A study on social media use and
school success in Lagos found that students' grades were affected by both regular use and addiction. In the
author's earlier study in Kuwait, three aspects of social media use engagement, addiction, and usage did not
have a significant effect on academic performance. However, addiction and usage did. Students' ability to
understand what they read got better when they used SM, but they also picked up a new way to talk that
changed the way they used words. Words that haven't been changed in any way are also used in the
classroom. In addition, the study found that kids who spent a lot of time on social media did worse in school.

METHODOLOGY
This study employs a quantitative research approach to examine the impact of social media use on
adolescent well-being and academic performance. The population for this study consists of students from
various schools in Lahore. A sample size of 329 students, including both males and females, was selected
to ensure a representative and comprehensive analysis of the target demographic. This sample was chosen
using a quota sampling technique to ensure balanced representation from both government and private
schools, thereby enhancing the generalizability of the findings. Primary data was collected through a
meticulously designed questionnaire aimed at capturing a wide range of information related to social
media use, academic performance, and well-being. The questionnaire was divided into several sections to
gather detailed data. The demographics section included questions about the respondents' age, gender,
grade level, and type of school (government or private). The social media use section focused on the
frequency and duration of social media use, preferred platforms, and the types of activities performed on
social media. To assess academic performance, the questionnaire included self-reported grades, study
habits, and perceived impact of social media on academic tasks. Finally, the well-being section contained
measures of mental and emotional health, including questions on stress levels, sleep patterns, and social
interactions. The questionnaire was administered directly to the students, with enumerators available to
explain the questions and assist in recording responses where necessary. This ensured clarity and accuracy
in the data collection process. The collected data was then analyzed using SPSS version 25. Cross-tabulation
was used to explore the relationships between different variables, while linear regression analysis was
employed to determine the specific impact of social media use on academic performance and well-being.
This comprehensive and systematic approach allowed for the identification of significant trends and
correlations, providing valuable insights into the research topic.

RESULTS AND DISCUSSION

Table 1 shows demographic data from the study reveals a diverse age distribution among the 300
respondents, all students from various schools in Lahore. The age group most represented in the sample is
17-year-olds, comprising 28.2% (90 respondents) of the total. This is followed by 16-year-olds at 22.6%
(72 respondents) and 15-year-olds at 13.8% (44 respondents). Both 14-year-olds and 18-year-olds each
make up 10.7% of the sample, with 34 respondents in each group. Regarding gender distribution, females

430
 J. Educ. Soc. Stud. 5(2) 2024. 426-434

represent a slight majority, accounting for 56% (179 respondents) of the sample, while males comprise
44% (140 respondents). This gender balance ensures that the study can adequately capture the
perspectives and experiences of both male and female adolescents. The demographic diversity in age and
gender helps provide a comprehensive understanding of the impact of social media use on well-being and
academic performance across different segments of the adolescent population.
Table 1. Demographic variables.
Demographic Age Frequency Percentages
Age 14 Yrs 34 10.7%
15 Yrs 44 13.8%
16 Yrs 72 22.6%
17 Yrs 90 28.2%
18 Yrs 34 10.7%
Gender Male 140 44%
Female 179 56%

Table 2. Social media platform.

Platform Percentage (%)
Facebook 11.8
Snapchat 9.6
Instagram 66.9
Twitter 2.9
YouTube 7.4
TikTok 80.1
I do not use social media 1.5
Table 2 shows data on social media platform usage among the 300 adolescent respondents reveals clear
preferences and trends. TikTok emerges as the most popular platform, with a significant 80.1% of students
indicating that they use it. Instagram follows as the second most preferred platform, used by 66.9% of
respondents. Facebook and YouTube have moderate usage rates at 11.8% and 7.4%, respectively, while
Snapchat is used by 9.6% of the students. Twitter appears to be the least popular among the major
platforms, with only 2.9% of respondents using it. Notably, a small fraction, 1.5%, of the adolescents
reported not using social media at all. These statistics highlight a strong inclination towards visual and
short-form content platforms among adolescents, particularly TikTok and Instagram. Understanding these
preferences is crucial for analyzing the impact of specific types of social media use on their well-being and
academic performance.
Table 3. Correlations.
Correlations Academic Performance Level of Negative Impact of
Social Media

Pearson Academic Performance 1.000 -.046

Correlation Level of Negative Impact of Social-.046 1.000
Media
Sig. (1-tailed) Academic Performance . .241
Level of Negative Impact of Social.241 .
Media
Table 3 shows correlation matrix presented above shows that there is a negative correlation (-.046)
between Level of Negative Impact of Social Media (Independent Variable) and Academic Performance
(dependent variable) in case of government schools. The correlation analysis shows that the two variables
are significant at the 0.241 level, which is more than the 0.05 confidence level for the study.

431
 J. Educ. Soc. Stud. 5(2) 2024. 426-434

Table 4. Coefficients.
Unstandardized Standardize d
Coefficients Coefficients
B Std. Error Beta t Sig.
Model
1 (Constant) 2.317 .296 7.823 .000
Level of Negative -.050 .071 -.046 -.705 .482
Impact of Social
Media
Table 4 shows that there is a -0.046 standard deviation for the Level of Negative Impact of Social Media
(Independent Variable). This means that a 1-unit change in the negative standard deviation would cause the
dependent variable "academic performance" to drop by 0.046 units. This means that Level of Negative Impact
of Social Media has a weak and negative link with the dependent variable, as the coefficient value is not
significant. So, we can say that the alternative hypothesis (H1) is wrong and the null hypothesis (H0) is true.

Discussion
The current study says that teens' subjective well-being is not changed by how often they use the Internet or
social networking sites. Even though some results were statistically significant, most of the time the effect
sizes were too small to show a big effect. The results on between-level effects are similar to those of other
large-scale studies, and they back up the recent meta-analysis that found that social media use doesn't have
any major bad effects on health. The results of this study on within-person effects agree with those of earlier
continuous studies. Even when all possible influencing factors are taken into account, there is no link between
changes in teens' health and changes in how much they use the Internet or social media. Based on these
results, it doesn't seem to matter how often teens use the Internet or social networking sites for their health.
Also, the effects of watching TV in this setting should be carefully thought through. There are two things
that make them stand out: First, the results are in line with those of other studies that have found a link
between watching less TV and being less satisfied with your life. It was different from what the other
studies found, though. There was no link between watching less TV and either more or less depressed
symptoms. The current data set uses rather broad measures to show the negative effects of widespread use
of electronic media, even though this effect only explains about 1% of the data. Second, changing how often
you watch TV might change the effects of using the internet and social media. So, if the amount of time spent
watching TV wasn't taken into account, there would have been an absence bias, or an exaggeration of other
effects. Since most of the effects are less than the suggested SESOI, this wouldn't have changed the results
of this study. Smaller samples lead to less accurate predictions because they are more likely to be skewed.
This omission bias may have been more noticeable in earlier studies that used smaller samples. Because of
this, studies that look at the effects of social media and the Internet should also look at the effects of other
kinds of media use. Some of the things that help us figure out what our criteria variables are, like self-
esteem and friend happiness, could also be confounding factors.
It is very important to separate the within-effects and between-effects of media usage. We couldn't find
either of them here, but that difference might be important in other things. So far, most longitudinal studies
that have found effects of social media use on perceived well-being, whether those effects are good or bad,
have not separated between- and within-effects. It's important to tell the difference between different
impacts because they have different meanings and change how results are interpreted. Within-effects show
that the two factors change together, while between-effects show that SNS use and well-being are linked
for different people. Researchers would say that SNS use is related to subjective well-being if they only
found between-effects. However, this would not show that SNS use caused subjective well-being. It's true
that there are two affects if they both change at the same time. Researchers can use lag within-effects to
figure out a temporal precedence in change before they can come to any conclusions about cause.

432
 J. Educ. Soc. Stud. 5(2) 2024. 426-434

Researchers have to be more specific when they come up with hypotheses when they have to choose
between within-effects and between-effects research. This, in turn, helps to stimulate theorising.

CONCLUSION AND RECOMMENDATIONS

The epidemic age has shown how common social media is in the modern world. The results of the
regression study show that kids in both public and private schools are almost equally hurt by social media
in their academic work. According to the study, the bad effects of social media will have an effect on how
well students do in school. Teenagers' social and mental growth is affected by internet addiction in many
ways, some of which are good and some of which are bad. It is common for students who are hooked to the
internet to do poorly in school because they use it to avoid their personal and work duties. Also, it's clear
that the bad effects of the internet don't just affect people who use it a lot. People who use social media less
often study, so their gross point averages are lower than those who don't use it. People still find social
media to be a big distraction these days. When college students spent too much time on Facebook and
status updates, their total grade point averages went down. Another big change is that students now use
social media a lot more during class. There are some good things about social media, but the bad things that
happen to kids' grades are worse.

REFERENCES
Abuhassna, H., Yousof, H. B. M., Yahaya, N., & Zakaria, M. A. Z. M. (2020). The impact of online learning on
students’ course outcomes: A comparison between a traditional and an online setting. Journal of
University Teaching & Learning Practice, 17, 1.
Al Ahmar, M. A. (2016). Social media usage and academic performance: A study on university students.
Journal of Educational and Social Research, 6(1), 90-95.
Appel, G., Grewal, L., Hadi, R., & Stephen, A. T. (2020). The future of social media in marketing.
Journal of the Academy of Marketing Science, 48(1), 79-95.
Asemah, E. S., Okpanachi, R. A., & Edegoh, L. O. (2013). Influence of social media on the academic
performance of the undergraduate students of Kogi State University, Anyigba, Nigeria. Research on
Humanities and Social Sciences, 3(12), 90-96.
Ashraf, M., Iqbal, S., & Rashid, M. (2021). Influence of social media on academic performance and
engagement: A study of university students in Pakistan. Journal of Educational Research and
Reviews, 9(1), 34-45.
Azizi, S. M., Soroush, A., & Khatony, A. (2019). The relationship between social networking addiction and
academic performance in Iranian students of medical sciences: A cross-sectional study. BMC
Psychology, 7(1), 28.
Baltacı, Ö., Bektas, M., & Kutlu, F. (2021). Internet addiction, social anxiety, and coping strategies
among university students: A cross-sectional study. Journal of Research in Adolescence,
31(3), 565-575.
Barrot, J. S. (2022). Social media as a language learning environment: A systematic review of the
literature (2008-2019). Computer Assisted Language Learning, 35(1-2), 1-23.
Bartosik-Purgat, M., Filimon, N., & Androniceanu, A. (2017). The role of social media in higher
education: A comparative analysis of Polish and Romanian universities. Management &
Marketing. Challenges for the Knowledge Society, 12(1), 11-20.
Bickham, D. S., Hswen, Y., & Rich, M. (2015). Media use and depression: Exposure, household rules, and
symptoms among young adolescents in the USA. International Journal of Public Health, 60(2), 147-
155.
Błachnio, A., Przepiorka, A., & Pantic, I. (2016). Association between Facebook addiction, self-
esteem and life satisfaction: A cross-sectional study. Computers in Human Behavior, 55, 701-705.
Casey, B. J., Getz, S., & Galvan, A. (2008). The adolescent brain. Developmental Review, 28(1), 62-77.
DeGroot, J. M., Young, V. J., & VanSlette, S. H. (2015). Twitter use and its effects on college student
perceptions of instructor credibility and affective learning. Communication Education, 64(4),
422-437.

433
 J. Educ. Soc. Stud. 5(2) 2024. 426-434

Fardouly, J., Magson, N. R., Rapee, R. M., Johnco, C. J., & Oar, E. L. (2015). The use of social media by teenage
girls: Its relationship to social comparison, body image, and fear of missing out. Youth & Society,
51(2), 203-221.
Gonzalez, R., Field, T., Lasko, D., Harding, J., & Geode, P. (2016). Adolescents' media use and its
relationship to their anxiety and depression. Journal of Youth Studies, 19(3), 391-409.
Griffioen, N., van Rooij, A. J., Lichtwarck-Aschoff, A., Granic, I., & Overbeek, G. (2020). A longitudinal study
of media use and mental health in adolescents during the COVID-19 pandemic. Frontiers in
Psychology, 11, 614674.
Guedes, E., Sancassiani, F., Carta, M. G., Campos, C., & Machado, S. (2016). Internet addiction and excessive
social networks use: What about Facebook? Clinical Practice and Epidemiology in Mental Health,
12, 43-48.
Hamid, S., Waycott, J., Kurnia, S., & Chang, S. (2015). Understanding students' perceptions of the
benefits of online social networking use for teaching and learning. Internet and Higher
Education, 26, 1-9.
Holfeld, B., & Sukhawathanakul, P. (2017). Associations between Internet Addiction, Cyberbullying, and
Depression in Adolescence: The Mediating Role of Self-Esteem. Journal of Child and Family Studies,
26(6), 1681-1691.
Jamil, M. N., & Rasheed, A. (2023). How does corporate social environment contribute to firm sustainability:
mediator role of social capital. Journal on Innovation and Sustainability RISUS, 14(1), 77-86.
Liu, S., Liu, J., & Shi, S. (2020). Effects of social media use on the academic performance of university
students: A cross-national study. Journal of Educational Computing Research, 58(5), 1032-1055.
Orben, A., & Przybylski, A. K. (2019). Screens, teens, and psychological well-being: Evidence from three
time-use-diary studies. Psychological Science, 30(5), 682-696.
Sarfaraz, B., Iqbal, S., & Iqbal, Z. (2022a). Urdu translation of Stirling children emotional and psychological
well-being scale in Pakistan. Pakistan Social Sciences Review, 6(2), 815-822.
Sarfaraz, B., Iqbal, Z., & Iqbal, S. (2022b). Perceived teacher rejection and psychological well-being of school
age children in Pakistan. Pakistan Journal of Educational Research, 5, 2.
Sarfaraz, B., & Malik, A. A. (2023). The Standardization of the teacher’s evaluation of student’s conduct
questionnaire in Hyderabad Pakistan. Pakistan Journal of Educational Research, 6, 3.
Shinwari, M. N., Iqbal, H., Yasir, W., Akbar, S., Andleeb, I., & Jamil, M. N. (2023). Exploring the nexus between
emotional intelligent and academic engagement of university students. Journal of Positive School
Psychology, 1762-1772.

434

View publication stats