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Stream/Area:
-
Subject:
-
Paper ID:
IJSREM66169
Volume:
10 |
7 |
Jul 2026
Pages:
1-11
Publication Frequency:
Monthly (12 issues per year)
License:International Journal of Scientific Research in Engineering and Management follows the Creative Commons Attribution 4.0 (CC BY 4.0) License, allowing free use and distribution with proper attribution.
MBA Student,
Vidya Vikas Institute of Engineering and Technology, Mysore
Assistant professor
Vidya Vikas Institute of Engineering and Technology, Mysore
This study investigates the impact of social media addiction among college students in Mysore, exploring how popular platforms like Instagram, WhatsApp, Facebook, YouTube, and Twitter influence their academic performance, mental health, and personal lives. Utilizing a descriptive research design, primary data was gathered via a structured questionnaire from a sample of 100 college students using a convenience sampling technique. The demographic data reveals a predominance of female respondents ($63.64\%$) and individuals within the 20–25 age group ($85.45\%$). One-sample Chi-square tests were employed to analyse student behaviour’s, attitudes, and the subsequent psychological impacts associated with daily digital media consumption. The findings indicate that while social media serves as a vital tool for communication, entertainment, and education, its excessive and uncontrolled usage triggers clear signs of dependency. A substantial portion of respondents ($45.45\%$) reported an immediate urge to check their profiles upon waking up, and $40\%$ admitted to frequently losing track of time while online. The psychological and behavioural consequences include reduced concentration during lectures, heightened anxiety or insecurity linked to viewing others' online profiles, and mixed shifts in face-to-face communication. Interestingly, while $29.09\%$ of students acknowledged a drop in their grades due to prioritizing screen time over studying, the largest segment ($34.55\%$) did not perceive a severe academic decline, highlighting varied individual experiences with digital distraction. Ultimately, the study concludes that balancing digital engagement with academic responsibilities is essential to prevent social media from degrading productivity and overall well-being. To mitigate these risks, the study suggests that students adopt strict time-management practices and that educational institutions implement digital wellness workshops and counseling support. Encouraging engagement in extracurricular activities, optimizing platforms for educational growth, and establishing cooperative parental guidance are recommended as vital steps to foster healthier, more balanced habits among the youth.
KEYWORDS
The study concludes that while social media has become an integral part of college students' lives—offering various benefits for learning and connection—its excessive use poses serious risks. Uncontrolled habits can quickly spiral into addiction, which harms academic achievement, mental health, time management, and real-world social relationships. While social media remains a valuable educational resource when used wisely, overuse actively diminishes student productivity and overall well-being. Ultimately, students must practice responsible usage and maintain a healthy equilibrium between their online activities and their academic responsibilities. Promoting digital well-being and raising awareness are essential steps to help students achieve better academic outcomes and live more balanced lives.
· Kothari, C. R. (2004). Research Methodology: Methods and Techniques (2nd ed.). New Age International Publishers. · Creswell, John W. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.). SAGE Publications. · Sekaran, Uma & Bougie, Roger (2019). Research Methods for Business: A Skill-Building Approach (8th ed.). Wiley. · Andreassen, Cecilie Schou (2015). Research articles on social media addiction and behavioural addiction. · Griffiths, Mark D. (2013). Research publications on social networking addiction and psychological well-being. · World Health Organization. Reports and publications on mental health and digital well-being. · University Grants Commission. Reports on higher education and student development. · Ministry of Education. Publications related to higher education and digital learning.
Publication Date
7/18/2026
Peer Review Type
Double-Blind Peer Review
Review Rounds: 2
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Conflict of Interest
The authors declare no conflict of interest related to this research work.
Funding Information
No funding information available for this research.
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