AN ANALYSIS OF BALANCING THE SCREEN: EVALUATING THE IMPACT OF SOCIAL MEDIA USAGE ON STUDENT STRESS AND ACADEMIC PERFORMANCE

Abstract

Abstract: This study investigates the dual impact of social media usage on higher education students in India, analyzing how it acts as a psychological stressor while simultaneously influencing academic performance. In India’s highly competitive academic environment, platforms like WhatsApp, Instagram, Telegram, and YouTube are deeply embedded in daily student workflows, creating a complex tension between educational utility and algorithmic distraction. Using an explanatory sequential mixed-methods research design, this paper analyzes quantitative survey data from \(N=1,200\) students across major Indian educational hubs (Delhi NCR, Bengaluru, and Pune) alongside qualitative focus group insights. Academic performance was evaluated using Cumulative Grade Point Average (CGPA) on a 10-point scale, while psychological stress was quantified via the 10-item Perceived Stress Scale (PSS-10). The empirical findings reveal a non-linear, inverted-U relationship: moderate social media usage (1–2 hours daily) correlates with optimal academic outcomes (\(\text{Mean CGPA} = 9.12\)) by facilitating peer collaboration, resource sharing, and structured stress relief. Conversely, heavy usage exceeding 4 hours daily triggers a sharp decline in academic achievement (\(\text{Mean CGPA} = 6.54\)) and a substantial escalation in mental distress (\(\text{Mean PSS-10} = 28.5\)). This decline is driven by Fear of Missing Out (FoMO), social anxiety, sleep fragmentation, and attendance shortfalls. Finally, this paper maps critical research gaps regarding single-device platform-switching behaviors and outlines comprehensive, actionable guidelines for Indian universities and students to restore digital equilibrium. Keywords: Social Media Fatigue, Academic Performance, Student Perceived Stress, Indian Higher Education, Digital Well-being, Cognitive Overload