SOCIAL MEDIA ADDICTION, ACADEMIC ACHIEVEMENT AND SUBJECTIVE WELL BEING AMONG UNIVERSITY STUDENTS

Abstract

This study investigates the interrelationships between social media addiction, academic achievement, and subjective well-being among university students. As social media platforms increasingly pervade the daily lives of young adults, understanding their potential impacts on academic performance and overall mental health is paramount. Employing a mixed-methods approach, the research integrates quantitative surveys measuring social media usage patterns, academic grades, and self-reported well-being indices among a diverse sample of university students. Qualitative interviews further explore the personal experiences of students regarding their social media habits and perceived impacts on their academic and emotional lives. The findings reveal a significant negative correlation between social media addiction and academic achievement, suggesting that higher levels of addiction are associated with lower academic performance. Conversely, subjective well-being appears to suffer as social media dependence increases, highlighting concerns about the psychological effects of excessive online engagement. These results underscore the importance of developing
targeted interventions to promote healthier social media use and enhance academic success and mental health among university populations.