Impact of Social Media on College Students' Academics and Well-Being

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Pakistan Degree College of Commerce for Boys, Allama Iqbal Town, Lahore *

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Psychology

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Nov 24, 2024

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Basic information: Name: [Your Name] Affiliation: [Your Affiliation] Topic: Social Media and College Students Background: The use of social media has become increasingly prevalent among college students. It has transformed the way they communicate, share information, and interact with others. The impact of social media on various aspects of college life, such as academic performance, mental health, and social relationships, has garnered attention from researchers. 1. Source: Junco, R. (2015). Student class standing, Facebook use, and academic performance. Journal of Applied Developmental Psychology, 36, 18-29. 2. Source: Kross, E., Verduyn, P., Demiralp, E., Park, J., Lee, D. S., Lin, N., ... & Ybarra, O. (2013). Facebook use predicts declines in subjective well-being in young adults. PLoS ONE, 8(8), e69841. Motivation for the topic: Understanding the relationship between social media and college students is crucial due to its potential impact on their academic performance, mental health, and social well-being. Identifying the effects of social media usage can help develop strategies and interventions to promote healthier and more balanced usage patterns among college students. Objectives and Methods: Research Question 1: Does social media usage impact academic performance among college students? Hypothesis 1: Increased social media usage negatively affects the academic performance of college students. Method: Conduct a quantitative survey to collect data on social media usage patterns and academic performance metrics (e.g., GPA) among a sample of college students. Analyze the data using statistical techniques to examine the relationship between social media usage and academic performance. Research Question 2: What are the effects of social media on the mental health and well-being of college students?

Hypothesis 2: Excessive use of social media is associated with higher levels of stress, anxiety, and depression among college students. Method: Administer validated questionnaires, such as the Perceived Stress Scale, Beck Anxiety Inventory, and Beck Depression Inventory, to assess mental health outcomes among college students. Collect data on social media usage habits and analyze the data using statistical methods to explore the relationship between social media use and mental health outcomes. Research Question 3: How does social media influence the social relationships and social interaction patterns of college students? Hypothesis 3: Heavy reliance on social media platforms leads to a decrease in face-to-face social interactions and weaker interpersonal relationships among college students. Method: Employ qualitative methods such as interviews or focus groups to gather in-depth insights into college students' social media usage and its impact on their social relationships. Analyze the qualitative data to identify themes and patterns related to social interactions and relationships influenced by social media. Human Participants Research: Participants: College students aged 18-25, diverse in terms of gender and ethnicity. Recruitment: Participants will be recruited from different college campuses through flyers, online platforms, and college associations. They will be invited to participate voluntarily. Methods: Participants will be asked to complete surveys/questionnaires, participate in interviews or focus groups, and provide demographic information. The duration of participation will vary based on the specific method employed. Ethical Issues: Risks: The risks involved in the study are minimal and primarily include potential discomfort while answering sensitive questions related to mental health. Participants will be informed about the potential risks and assured of the confidentiality of their responses. Protection of Privacy: Identifiable information will be kept confidential and stored securely. Data will be anonymized to ensure participant privacy. Only the research team will have access to the data, and it will be stored in password-protected and encrypted devices or servers. Informed Consent Process: Participants will be provided with a consent form explaining the purpose of the study, their rights as participants, the voluntary nature of participation, and the confidentiality of their responses. They will have the opportunity to ask questions before providing informed consent.

Results: Expected results include insights into the relationship between social media usage and academic performance, mental health outcomes, and social relationships among college students. The practical relevance lies in providing recommendations and strategies to promote responsible social media usage and support the well-being of college students. Timetable: Phase 1: Literature review and research design - 2 months Phase 2: Participant recruitment and data collection - 3 months Phase 3: Data analysis and interpretation - 2 months Phase 4: Report writing and dissemination of findings - 1 month List of References: 1. Junco, R. (2015). Student class standing, Facebook use, and academic performance. Journal of Applied Developmental Psychology, 36, 18-29. 2. Kross, E., Verduyn, P., Demiralp, E., Park, J., Lee, D. S., Lin, N., ... & Ybarra, O. (2013). Facebook use predicts declines in subjective well-being in young adults. PLoS ONE, 8(8), e69841. 3. Primack, B. A., Shensa, A., Sidani, J. E., Whaite, E. O., Lin, L. Y., Rosen, D., ... & Miller, E. (2017). Social media use and perceived social isolation among young adults in the U.S. American Journal of Preventive Medicine, 53(1), 1-8. 4. Sidani, J. E., Shensa, A., Radovic, A., Miller, E., Colditz, J. B., Hoffman, B. L., ... & Primack, B. A. (2016). Association between social media use and depression among US young adults. Depression and Anxiety, 33(4), 323-331. 5. Woods, H. C., & Scott, H. (2016). #Sleepyteens: Social media use in adolescence is associated with poor sleep quality, anxiety, depression and low self-esteem. Journal of Adolescence, 51, 41-49.

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