In the contemporary era of globalization, social media (SM) has seamlessly integrated into our daily lives, serving as a pivotal force in connecting individuals to the broader world. Beyond its primary function of maintaining connections with friends and family, SM has evolved into a platform that caters to diverse needs (Kolhar et al. 2216). It offers entertainment, skill acquisition, content discovery, and staying abreast of current events. Its universal presence has undeniably streamlined various aspects of life, providing unparalleled convenience for people of all ages. The widespread use of Facebook, Instagram, Snapchat, and TikTok platforms among college students has raised questions about its impact on their well-being (Kolhar et al. 2218). While these platforms serve various purposes, their influence on students’ well-being remains a topic of debate. This essay explores the adversities that college students encounter due to the power of social media.
According to Elmer et al. (46), SM use among students is primarily non-academic, with only a negligible 7% utilizing these platforms for educational purposes. Instead, a significant majority, 54%, engage in social media for non-academic reasons (Kolhar et al. 2219). This pattern is concerning as it detracts from time that could be allocated to academic pursuits, leading to a negative impact on academic performance. Studies have explored the problematic relationship between SM usage and the psychological health of college students. It reveals a spectrum of both positive and adverse consequences. Elmer et al. (47) agree with the earlier findings, claiming that mental well-being, depression, low self-esteem, and social isolation are the general issues caused by social media’s influence. Kolhar et al. (2220) reported that 52% of college learners struggle with depression, a condition driven by extreme social media use.
The articles contribute unique stances on SM’s effect on college learners. The studies explore various elements of the platform’s use, including its impact on emotional well-being and health-related behaviors. The analysis by Kolhar et al. (2221) examines the impact of SM, focusing on academic performance, social relations, and sleep routines. Elmer et al. (49) research focuses on the effect of COVID-19 on students’ social life and mental health. This analysis offers insights into how external aspects influence learners’ well-being. Kohnen et al.’s (44) reflection concentrates on social media literacy among college students. The study analyzes students’ emotional and mental affairs, displaying the significant impact of sentiment and interest on online content relations.
Dumford et al. (85) review social media usage distinctions between male and female college learners. The findings show a constant trend where students perceive their colleagues as more engaged on these platforms than themselves. These studies thoroughly understand the challenges and effects of social media use among learners. The sources contribute practical insights that enrich the exploration of the research question, delivering a more reasonable insight into the issue.
Social media use among college learners has been correlated to physiological stress. This stress, compounded by the pressures of academic life, contributes to mental health problems such as depression, anxiety, and jealousy (Kolhar et al. 2222). The constant exposure to feedback and comments on social media platforms can induce stress and trigger anger issues. Moreover, excessive use of social media has been associated with inappropriate emotional engagement, where disruptions lead to upset feelings (2223). Another adversity stems from the impact of social media on emotional well-being and self-esteem. Increased anxiety and apathy among students are linked to prolonged use of these platforms (Elmer et al. 50). The constant comparison facilitated by social media, where users selectively showcase positive aspects of their lives, contributes to feelings of inadequacy and lowered self-esteem. The pressure to maintain a perfect online persona leads to a distorted perception of reality, negatively affecting the mental health of college students (52). Low self-esteem leads to poor academic performance and decreased life satisfaction.
One significant issue is the pervasive distraction it poses to academic pursuits. Dumford et al. (86) highlight how students spend much time on social media platforms. Students spend substantial time scrolling through newsfeeds, engaging in conversations, and consuming content. This distraction impedes effective study habits. It hinders concentration and focus on academic responsibilities. The survey data suggests that 60% of learners acknowledge the detrimental effects of SM on their study habits (Elmer et al. 53). Enough sleep Furthermore, the adverse impact extends to students’ sleep patterns. A significant percentage of students, 51%, reported sleeping for fewer hours due to late-night social media engagement. Sleep deprivation is linked to learning problems and mental health disorders (55). The study underscores the essence of raising awareness of the adverse impact of late-night social media use on sleep, emphasizing the need for healthy sleep habits for overall well-being.
Furthermore, a study by Dumford et al. (95) presents social disconnection caused by excessive social media use. Despite being more connected virtually, students experience detachment from face-to-face interactions, a concern in a college environment. Kohnen et al. (46) agree with the previous findings, asserting that the shift from in-person to online interactions impacts students’ ability to build genuine relationships. It hinders the development of crucial social and emotional skills Dumford et al. (96). This challenge is compounded by the reported difficulty in going without social media for even a day. The study reveals that a considerable % of students, 57%, spend more than four hours on the platforms day and night Kohnen et al. (50). Extended use of social media negatively affects relationships, with 62% of students reporting that too much time spent on social media has a detrimental influence on their relations with family and friends (51). Therefore, the shift towards digital interactions contributes to feelings of loneliness, alienation, and depression, emphasizing the need for a balance between online and offline relationships.
Based on the identified challenges, educational institutions should incorporate digital literacy programs into their curriculum, emphasizing the responsible and academic use of social media (Dumford et al. 100). Similarly, awareness campaigns are needed to target students. Highlighting the importance of a balanced approach to social media, allocating specific time for academic activities, and fostering face-to-face interactions is an essential intervention (Kohnen et al. (55). families and friends can actively encourage offline interactions and be vigilant about excessive social media use. Elmer et al. (60) state that mental health support services should be readily accessible on campuses to assist students dealing with the psychological impact of SM use.
The pervasive influence of social media on college students has ushered in adversities across academic, mental health, and social dimensions. The studies collectively underscore the impact of SM on learners’ lives, revealing its role in academic distraction, compromised mental health, and disruptions to genuine social connections. The findings emphasize the need for targeted interventions, such as digital literacy programs, awareness campaigns, and accessible mental health support services. Therefore, there is a need to balance online and offline interactions, foster responsible social media use, and promote holistic well-being to address social media’s adversities within the college student population.
Dumford, Amber D., et al. “Social media usage about their peers: Comparing male and female college students’ perceptions.” Computers and Education Open 4 2023: 85–125. https://doi.org/10.1016/j.caeo.2022.100121
Elmer, Timon, Kieran Mepham, and Christoph Stadtfeld. “Students under lockdown: Comparisons of students’ social networks and mental health before and during the COVID-19 crisis in Switzerland.” Plos One 15.7 (2020): 45-104. https://doi.org/10.1371/journal.pone.0236337
Kohnen, Angela, Christine Wusylko, and Max Sommer. “Social media literacy: Sociocultural instruction and community college students.” Journal of Media Literacy Education 15.2 (2023): 44-67. https://doi.org/10.23860/JMLE-2023-15-2-4
Kolhar, Manjur, Raisa Nazir Ahmed Kazi, and Abdalla Alameen. “Effect of social media use on learning, social interactions, and sleep duration among university students.” Saudi Journal of Biological Sciences 28.4 (2021): 2216-2236. https://doi.org/10.1016/j.sjbs.2021.01.010