Social Media Addiction, Anxiety, and Academic Performance Among Young Adults

Abstract

Social media has become an essential component of communication, education, entertainment, and identity formation among young adults. Despite its benefits, uncontrolled and compulsive social media engagement may develop into problematic use characterized by preoccupation, loss of control, withdrawal, mood modification, and interference with everyday responsibilities. This narrative review examines the relationships among social media addiction, anxiety, and academic performance in young adults. Existing research indicates that problematic social media use is associated with heightened anxiety, fear of missing out, social comparison, disturbed sleep, reduced concentration, procrastination, and academic distraction. These factors may contribute to lower academic engagement and performance. However, the relationship is complex and potentially bidirectional: anxious students may use social media as a coping mechanism, while excessive social media exposure may reinforce anxiety through constant connectivity, negative feedback, cyber bullying, and comparison with idealized online presentations. Educational use of social media may offer benefits when engagement is purposeful and controlled. The review concludes that universities should promote digital literacy, time-management skills, psychological support, sleep hygiene, and responsible platform use rather than relying exclusively on restrictive approaches. Longitudinal and culturally sensitive research is required to clarify causal pathways, particularly among university students in developing countries such as Pakistan.