SOCIAL MEDIA EXPOSURE AND ACADEMIC LEARNING:

CORRELATION BETWEEN SCREEN TIME AND ACADEMIC

LEARNING

PSYC339 Problem Identification and Research Proposal Writing

SUBMITTED TO- SUBMITTED BY-

DR. ROOPALI SHARMA ADITI SHARMA
ARSHITA SONI
SHREYA RANA
TANISHKA SINGH

AMITY INSTITUTE OF PSYCHOLOGY AND ALLIED SCIENCES

Amity University, Sector 125, Noida, Uttar Pradesh, India – 201301

CHAPTER 1 : INTRODUCTION

BACKGROUND OF THE STUDY

Social media has become deeply embedded in the fabric of modern life, influencing various
aspects of social, emotional, and academic functioning, especially among students. Platforms
such as Instagram, TikTok, Facebook, Twitter, and Snapchat have emerged as popular spaces
for social interaction, content sharing, and entertainment. A study by Pew Research Center
(2021) found that 95% of teenagers have access to a smartphone, with a majority being active
users of at least one social media platform. For college and high school students, these
platforms serve as spaces for both personal expression and peer interaction. However, the
increased reliance on these platforms raises questions about the potential consequences of
prolonged screen time.

Research suggests that screen time has risen dramatically in the last decade, especially through
the time of COVID-19, as students have transitioned to online learning platforms and continued
for prolonged periods in online activities for academic or leisure purposes (Radesky et al.,
2021). Teenagers use an estimated average of 7 to 8 hours of electronic devices a day, part of
which is spent on social media. This leads to speculation about whether excessive use of social
media is detrimental to the performance of students in their studies.

Social media's influence on academic outcomes is complex and multifaceted. One common
concern is that social media serves as a source of distraction that reduces time spent on
studying. Research by Pater et al. (2022) found that students who engaged in high social media
usage during study sessions reported lower levels of concentration and task completion.
Moreover, social media platforms are associated with procrastination, as students may delay
academic work in favor of browsing social media, leading to poor time management and
cramming before exams (Seymour et al., 2020).

Another significant factor influenced by social media is sleep. Studies indicated that excessive
social media use shortly before bedtime could disturb the sleep cycle leading to a sleep deficit,
which consequentially harms cognitive function-a range of processes such as memory
retention, problem-solving, and concentration-such that Liu et al. has elevated sleep
deprivation in students (2017). High screen time may trigger inadequate sleep, which could, in
turn, compound poorer academic performance creating a vicious cycle.
Conversely, social media also provides unique opportunities for academic enrichment.
YouTube, LinkedIn, and Twitter expose students to educational content and academic
discourses, share peer support, engendering collaboration and improving learning. As such,
social media can render a useful resource for students who wish to acquire academic directions,
share notes, and discuss class material (Junco, 2012). Customers, thus, the study here aims to
explore the summarization of the ultimate impact of the time of social media upon academic
performance and its educational aspects on one side of the divide, confronting other side
potential distractions.

Content of the Study

This study intends to explore association of screen time with academic performance on social
media in order to evaluate if the high screen time works as a barrier between the student and
his academic learning or is used for educational purposes that may support education. Social
media usage, students academic achievement (grades and academic productivity) with the
approval of head of department, Participation in: Educational purposes/Non-educational
purpose), Hours using screen time The study will also investigate the influence of factors such
as students' self-regulation, multitasking skills and potential mediating effects of sleep
deprivation (Seymour et al., 2020).

Significance of the Study

The findings of this study are significant for educators, parents, policymakers, and students.
Understanding how social media affects academic performance will help in creating better
guidelines for social media usage among students. Educators can implement strategies that
leverage social media for educational purposes, and parents can establish more effective screen
time boundaries. Furthermore, the study will contribute to the growing body of literature on
digital media's role in education, helping policymakers develop interventions that address the
negative effects of excessive screen time while promoting its potential as a tool for academic
learning (Lau, 2017).

Potential Benefits of Screen Time:

1. Access to Learning Resources

 Online courses and tutorials: Platforms like YouTube, Coursera, or Khan Academy
offer free educational content.
 E-books and research articles: Students can easily access a wide range of academic
resources and publications.
 Collaborative tools: Screen time allows students to engage with peers through online
forums, study groups, or virtual classrooms.

2. Development of Digital Literacy

 Technological proficiency: Regular use of digital devices improves students’ ability to
navigate technology—an essential 21st-century skill.
 Information literacy: Students learn to search, assess, and filter relevant information
effectively.
 Critical thinking: Engaging with diverse viewpoints and media encourages critical
content evaluation.

3. Interactive Learning Tools

 Engagement through multimedia: Videos, animations, and simulations help simplify
complex concepts.
 Educational apps and games: Gamified learning tools foster motivation and retention.
 Virtual labs and experiments: These tools offer hands-on experience in subjects like
science and mathematics without physical constraints.

4. Opportunities for Self-Paced Learning

 Students can learn at their own pace, rewinding videos or revisiting content until they
master the material.
 Personalized learning experiences: Platforms like Duolingo or Khan Academy adapt
content based on individual performance.
 Social media platforms encourage knowledge exchange through discussion forums, study
groups, or collaborative projects.
 Peer support networks: Students can connect with others facing similar academic
challenges.
These benefits illustrate how screen time, when managed well, can foster learning and
academic success, countering some of the negative stereotypes associated with social media
usage.

Challenges Associated with Excessive Screen Time

1. Cognitive Overload and Reduced Academic Focus

Excessive screen time has been linked to difficulties in focusing on demanding academic tasks.
The constant exposure to information, especially through multiple apps and platforms, can
overwhelm students, impairing cognitive efficiency and reducing their ability to retain
information effectively. Studies indicate that multitasking between digital platforms reduces
attention spans and negatively impacts learning outcomes.

2. Distraction and Procrastination

Social media platforms often create distractions through frequent notifications, drawing
students away from academic tasks. This habitual engagement with online content encourages
procrastination, limiting students’ ability to establish effective study routines and manage their
time well.

3. Sleep Disruption

The use of screens, especially at night, interferes with the production of melatonin, a hormone
necessary for sleep regulation. Sleep disruption from late-night screen usage is associated with
decreased cognitive performance, impaired memory, and reduced concentration in students, all
of which negatively affect academic outcomes.

4. Impact on Psychological and Cognitive Development

Excessive screen time, particularly when recreational use exceeds recommended limits, has
been linked to decreased social interaction and poorer executive functioning, such as problem-
solving and decision-making. Prolonged screen use may hinder language development and
impair cognitive tasks requiring sustained mental effort, thereby influencing academic
performance.
These challenges highlight the importance of finding a balance in screen use to maximize
learning while mitigating negative effects. Promoting digital literacy and mindful usage can
help students benefit from technology without compromising their well-being.

Theoretical Framework

Two theoretical frameworks will guide this study: Cognitive Load Theory (Sweller, 1988) and
Self-Regulation Theory (Zimmerman, 2000).

1. Cognitive Load Theory:

Cognitive Load Theory posits that individuals have a limited capacity for processing
information. When this capacity is exceeded, cognitive performance declines, leading to
challenges in learning and retention. Social media usage, particularly multitasking (e.g.,
switching between studying and browsing social media), can significantly increase the
cognitive load on students. This overload occurs because each task requires cognitive
resources, which can become stretched thin when students try to juggle multiple activities
simultaneously. Consequently, their attention is divided, resulting in diminished focus and
reduced retention of academic material (Sweller, 1988). This theory is particularly relevant in
the context of modern education, where distractions from digital platforms can hinder effective
learning. Understanding this theory can help educators design interventions that minimize
cognitive overload, such as promoting single-tasking strategies and structured study
environments.

2. Self-Regulation Theory:

Self-Regulation Theory emphasizes the role of self-control and time management in academic
success (Zimmerman, 2000). Students who possess higher levels of self-regulation are more
capable of managing their social media usage and allocating appropriate time to academic
activities. These students are likely to experience fewer distractions and maintain a higher level
of focus during study sessions. This theory will help explain individual differences in how
students manage screen time, and it will shed light on how students with stronger self-
regulation skills can effectively balance social media usage with academic responsibilities.
CHAPTER 2 : REVIEW OF LITERATURE

Patel, M., Patel, S. K., Suresh, S., et al., (2022) conducted a rigorous and detailed investigation
into the impact of screen time on academic performance among adolescents in Rewa, India.
The study meticulously collected data from 301 participants aged 10-18, utilizing a semi-
structured questionnaire to gather insights into their daily screen usage and its correlation with
their academic results. The research spanned from January 2020 to December 2021, offering a
longitudinal perspective on how sustained screen exposure affects educational outcomes. The
analysis revealed a significant negative correlation between excessive screen time and
academic performance, with adolescents who engaged in more than three hours of screen time
per day showing a marked decline in academic grades. Specifically, those with heavy screen
usage had an average grade of 62.1%, significantly lower compared to 88.4% for those with
minimal or no screen use. This stark difference underscores the detrimental effects of excessive
screen engagement on student performance and highlights the need for policies that limit screen
time among youth. The study advocates for the integration of screen time management into
school wellness policies and suggests that parents and educators collaborate to establish
boundaries that optimize screen use.

Kumar, S. S., & Shirley, S. A., (2020) explored the nuanced effects of screen time on academic
performance across different age groups and genders, offering an in-depth analysis of its
impacts. This comprehensive study employed a non-probability sampling method to gather
data from a diverse cohort of students, ensuring a broad representation of demographic factors.
Through the administration of a detailed questionnaire, the study assessed various aspects of
academic performance and correlated these with specific patterns of screen use, including the
type and duration of screen exposure. Analysis revealed that while prolonged television
viewing negatively impacted academic scores, controlled use of computers and other digital
devices for educational purposes appeared to enhance learning outcomes. This suggests that
the context in which screen time occurs is crucial, and that educational screen use, when
properly managed, can actually be beneficial. The research advocates for a balanced approach
to screen time, encouraging educational institutions to integrate digital literacy into their
curricula and promote responsible screen use. Furthermore, it calls for ongoing research to
further elucidate the conditions under which screen time can support rather than hinder
academic achievement.
Perez-Lloret, S., Videla, A. J., Richaudeau, et al., (2020) studied the complex relationship
between screen time, sleep patterns, and academic performance among Argentine adolescents.
This study uniquely analyzed the effects of various screen-based activities, such as gaming and
social media use, on sleep duration and quality, which in turn affected academic outcomes.
Utilizing robust statistical techniques to analyze data from 864 participants, the study identified
a significant negative impact of video gaming on sleep quality and academic performance.
Furthermore, excessive use of mobile devices before bedtime was shown to disrupt sleep and
reduce academic efficiency the following day. The researchers suggest that interventions aimed
at reducing screen time before sleep could improve both sleep quality and academic
performance. They advocate for educational programs and public health initiatives that
promote healthy screen habits among adolescents, potentially including screen curfews and the
promotion of alternative, relaxing pre-sleep activities.

Sharif, I., Wills, T. A., & Sargent, J. D., (2019) conducted a sophisticated statistical analysis to
explore the relationship between screen media use, sleep, and academic performance among a
large cohort of Spanish adolescents. Utilizing data from over 3,000 participants, the study
employed advanced analytical methods, such as cluster analysis and Self-Organizing Maps, to
identify patterns and correlations. The findings highlighted two distinct clusters: one
characterized by high screen use and poor academic performance and another by managed
screen use and better academic outcomes. This study not only underscores the varied impacts
of screen time based on individual behaviors and choices but also highlights the role of socio-
demographic factors in influencing these outcomes. The researchers call for targeted
interventions that address specific behaviors and demographic factors, aiming to optimize
academic performance through better screen time management and sleep hygiene practices.

Azizi, S. M., et al., (2019) Researched the impact of screen time on the academic performance
and behavior of primary school children in Kandy, Sri Lanka. Among 787 students (mean age
8.6 years), average screen time was 36.8 minutes on weekdays and 56.8 minutes on weekends.
While screen time itself was not directly linked to academic performance, reduced study time
due to screens significantly affected test scores, and violent content was associated with poorer
academic outcomes and behavioral issues. The study highlights the need for national guidelines
to mitigate the negative effects of excessive screen time.

Barger, M. M., Kim, E. M., Kuncel, et al., (2019) analyzed the effects of parental involvement
in children's education through a meta-analysis of diverse studies. This analysis provided a
deeper understanding of how different forms of parental engagement influence children’s
academic achievements and emotional well-being. The researchers found that active parental
involvement, such as helping with homework and participating in school activities, was
significantly associated with higher academic performance and improved social skills.
Moreover, the study highlighted the role of socioeconomic status in moderating the effects of
parental involvement, suggesting that the benefits are more pronounced in higher
socioeconomic settings. This insight calls for tailored approaches to parent engagement that
consider the varying needs and resources of different families, promoting policies that foster
effective parental involvement across all demographic groups.

Finning, K., et al., (2019) performed a systematic review and meta-analysis to explore the
association between depression in children and adolescents and their school attendance rates.
The study aggregated data from multiple sources to assess how emotional disorders influence
educational outcomes. The researchers found that depression significantly affects students’
ability to attend school regularly, which in turn impacts their academic performance. The study
advocates for early detection and intervention strategies in educational settings to identify and
support students suffering from depression, emphasizing the importance of mental health
services in schools to improve both emotional well-being and educational achievement.

Orben, A., & Przybylski, A. K., (2019) Researched adolescents' extensive daily use of digital
technology, particularly social media, and its perceived effects on their social and emotional
development. Findings to date have not supported causal or robust associations between social
media use and adolescents' development. Instead, prior studies have produced a mix of small
positive, negative, and often null associations. The prevailing narrative suggests that social
media contributes to increasing deficits, diseases, and disconnection among youth; however,
empirical support for these claims is limited. This article reviews the existing data on the
association between social media use and adolescent social and emotional well-being,
identifies key limitations in current research, and recommends ways to improve scientific
understanding while also minimizing risks and creating opportunities for positive development
in an increasingly digital and uncertain age.

Ye, S., Chen, L., Wang, & Li, Q., (2018) Studied the association between screen time and school
performance among 134 primary school children in Tamil Nadu, India. Data on screen time
were collected from parents, while teachers provided information on academic performance.
Results showed that most children (56.7%) had a daily screen time of over 120 minutes.
Academic performance was categorized as poor in 17.2%, average in 52.9%, and good in
29.9% of the students. However, no statistically significant correlation was found between
screen time and overall academic performance or in specific subjects like mathematics, science,
and language. The study concludes that further research is needed to explore the long-term
impact of screen time on learning and cognition.

Ambad, S. N. A., et al., (2017) embarked on a systematic review to investigate the impact of
internet addiction on adolescents' emotional stability and academic performance. The
researchers meticulously gathered data from multiple studies through systematic review
guidelines (PRISMA) to ensure a high level of evidence and reliability. Their analysis was
based on articles from databases such as SCOPUS, Web of Science, and PubMed, leading to a
final selection of 33 studies that met the stringent inclusion criteria. The findings reveal a
significant negative correlation between high levels of internet use and both psychological
health and academic outcomes. Adolescents with excessive internet usage displayed increased
symptoms of depression, anxiety, and other mental health issues, which were directly linked to
declines in their academic performance. This study highlights the growing concern over
internet addiction and its broader implications, advocating for more rigorous monitoring and
intervention programs in schools and communities to address and mitigate these risks.

Wiecha, J. L., Sobol, A. M., Peterson, et al., (2017) investigated how household television
access influences youth behaviors, particularly focusing on screen time, reading habits, and
homework completion. The study, conducted across multiple cities in Turkey, involved over
2,100 adolescents and used a detailed survey to collect data on their daily activities. The
findings highlighted a trend where increased access to television at home was associated with
higher screen time and lower engagement in reading and homework activities. This pattern
suggests that excessive television exposure can detract from academic pursuits and literacy
development. The researchers recommend that parents and educators work together to create
environments that encourage more productive activities, such as reading and educational tasks,
over passive entertainment.

Liu, D., et al., (2017) conducted a comprehensive meta-analysis to understand the relationship
between academic performance and the use of Social Network Sites (SNS) among adolescents
and young adults. The study reviewed numerous articles from global databases to aggregate
data that reveal patterns in how social media impacts educational outcomes. The analysis
confirmed that SNS use has a multifaceted impact on students, with some experiencing
negative effects on their academic performance due to distractions and reduced study time,
while others benefit from the information and collaborative learning opportunities that social
media can offer. The researchers emphasized the importance of a balanced approach to social
media usage, suggesting that educational systems incorporate digital literacy training to help
students use these platforms effectively. The study also calls for further research into the
specific features of social media that are most beneficial for learning, as well as those that pose
risks to academic concentration and efficiency.

Babic, M. J., Smith, J. J., Morgan, P. J., et al., (2017) Conducted a 4-year longitudinal study
that explored the impact of digital device use, such as smartphones and tablets, on emotional,
behavioral, and cognitive development among 2,654 Australian adolescents. Using
multivariate regression models, the research found that moderate device use (1-2 hours/day)
was associated with improved academic performance (r = 0.23), while excessive screen time
(over 4 hours/day) predicted lower cognitive development and academic outcomes (r = -0.31).
Negative effects were more pronounced in adolescents from lower socioeconomic
backgrounds. The authors recommend that parents and educators encourage balanced screen
use to support cognitive and emotional development.

Mustonen, R., Torppa, R., & Stolt, S., (2016) Conducted a study on children's heavy reliance
on screen media, which poses significant public health concerns, potentially harming their
cognitive, linguistic, and social-emotional development. This study explores the multifaceted
effects of screen time on various developmental domains, noting both positive and negative
impacts. While screens can enhance education and learning, excessive use and multitasking
can lead to poorer executive functioning and academic performance. Additionally, reduced
interaction quality with caregivers due to screen time can hinder language development,
influenced by factors like co-viewing and content appropriateness. Excessive screen use is also
linked to negative social and emotional outcomes, such as obesity, sleep disorders, and
increased risks of depression and anxiety. To mitigate these effects, parents can set boundaries,
use parental controls, and model positive screen behaviors. By raising awareness and
promoting alternative activities, we can help reduce the negative impacts of screen time and
foster healthier development in children.

Bédvarsdottir, E. K., (2015) conducted an extensive study focusing on the diverse impacts of
screen time on children aged 10-12 in Iceland. Using data from the Youth in Iceland 2017
questionnaire, the research differentiated between educational and recreational screen use,
examining their distinct effects on children's academic performance and social skills. The
findings indicated that while excessive recreational screen time, such as watching TV and
playing non-educational video games, was associated with negative outcomes, educational
screen use showed some positive effects on learning and cognitive development. The study
suggests that not all screen time is detrimental and that educational content can indeed be
beneficial. It calls for educators and policymakers to distinguish between different types of
screen activities in their guidelines and to promote educational screen use while limiting
recreational screen time.

CHAPTER 3: METHODOLOGY

 AIM

The study explores the correlation between screen time and the academic performance of young
adults.

 HYPOTHESIS

There will be a Negative correlation between Screen time and Academic performance.

 VARIABLES

INDEPENDENT VARIABLE- SCREEN TIME DEPENDENT

VARIABLE- ACADEMIC PERFORMANCE

 SAMPLE

Young adults

 Tools and Data Collection

Academic Performance Questionnaire

● APQ Scores: These scores represent the participants' academic performance. The
scoring categories are:
o 33-40: Excellent Performance
o 25-32: Good Performance
o 17-24: Moderate Performance
 o 9-16: Poor Performance
o 0-8: Failing Performance
● Screen Time: This represents the total time each participant spends using screens per
day, reported in hours and minutes.

PROCEDURE

To evaluate participants' overall academic performance, an online questionnaire was

administered using Google Forms. This approach facilitated a streamlined data collection
process while ensuring participant anonymity and safeguarding privacy. The survey was
designed to be completed in approximately 15 minutes and included several items pertaining
to participants' screen time. This design enabled the exploration of potential correlations
between screen time and academic performance.

To analyze the relationship between academic performance, as measured by the Academic

Performance Questionnaire (APQ), and screen time, a Spearman’s rank correlation analysis
was conducted among a sample of 20 participants. This statistical method was employed to
assess the strength and direction of the association between the variables under investigation.

 APQ Scores: These scores represent the participants' academic performance. The
scoring categories are:
o 33-40: Excellent Performance
o 25-32: Good Performance
o 17-24: Moderate Performance
o 9-16: Poor Performance
o 0-8: Failing Performance
● Screen Time: This represents the total time each participant spends using screens per
day, reported in hours and minutes.
 CHAPTER 4: RESULTS

TABLE 1: CORRELATION BETWEEN SCREEN TIME & ACADEMIC

PERFORMANCE AMONG YOUNG ADULTS

Variables N r values p values

SCREEN TIME(HRS)
20 -0.65 sig***
ACADEMIC PERFORMANCE

*** indicates statistically significant values at p < 0.001 and p < 0.005.

The analysis using Pearson’s correlation coefficient revealed a strong negative relationship
between screen time (X) and academic performance scores (Y) (r = -0.65). This result is
statistically significant, indicating that the probability of this correlation occurring by chance
is very low. As screen time increases, academic performance scores decrease.

The correlation analysis revealed a significant negative correlation between Screen Time and
academic performance among young adults.

CHAPTER 5 : DISCUSSION

The primary objective of this study was to investigate the relationship between screen time and
academic performance among young adults. The results revealed a significant negative
correlation, indicating that increased screen time is associated with lower levels of academic
achievement. This finding suggests that excessive screen use may serve as a barrier to academic
success, potentially hindering students' ability to perform well academically.
Limitations and Future Research

1. Sample Size:
This study included 20 participants, which may limit the generalizability of the
findings. Future research should aim for larger sample sizes to capture trends more
accurately and draw more robust conclusions.
2. Lack of Control for Confounding Variables:
Factors such as sleep patterns, socioeconomic status, and mental health were not
controlled, which might influence both screen time and academic performance. Future
studies should account for these variables to provide a more comprehensive
understanding of the relationship between screen time and academic success.
3. Statistical Significance of Findings:
The significant correlation observed in this study confirms a meaningful relationship
between screen time and academic performance. Future research could strengthen
these results by adopting experimental or longitudinal designs, providing more
evidence of causal relationships.

Future Research Directions

 Larger Sample Size: 

Increasing the number of participants will enhance the reliability and generalizability
of the findings.
 Segmentation by Variables:
Researchers could analyze the data based on factors like age, gender, or type of
screen use (e.g., social media versus educational content) to yield more targeted
insights.
 Longitudinal Studies:
Future research should track participants over time to establish clearer causal
relationships between screen time and academic outcomes.
 Exploring Additional Factors:
Including variables such as sleep quality, study habits, and psychological well-
being could help uncover the mechanisms by which screen time affects academic
performance.
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