T A D Q I Q O T L A R
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CASE STUDY. IMPACT OF SOCIAL MEDIA ON MENTAL HEALTH OF
STUDENTS
Dilnoza Kamoliddinova
ENG-S-323(English Education)
Kimyo International University in
Tashkent (Samarkand Branch)
English Education: Academic Writing 2
Course intructor:
Fozilbek Orzibekov
March,2025
Abstract
Considering the significant and constant use of social networks in the world,
mostly by young women, we reflect in this article on the relationship between digital
communication technologies and their influence on student perspectives, as well as
their repercussions on mental health and academic performance. The aim was to
describe the reasons that lead university students to access social networks; outline the
harms of using these platforms, if any, in their life experiences; investigate the
influence of social networks on their productivity, thus seeking to understand the use
of social networks and their interface with the mental health of these students. This is
a descriptive-exploratory study, with a qualitative approach, carried out with 16
students of Kimyo International University in Tashkent (Samarkand Branch). A semi-
structured interview was used, and thematic content analysis was followed for its
interpretation. Information collection took place in November 2019 and all ethical
aspects were respected. The results indicated different perceptions regarding the use of
social networks that produce impacts on the mental health, personal and academic lives
of the university students interviewed.
Furthermore, it was found that social networks contribute to the dynamism and
autonomy of the learning process, while the excessive use of these platforms can have
a detrimental effect on students' mental health and academic performance.
Key words:
Social networking, Mental health, Academic performance and
Students.
Introduction
From the 1960s to the present day, computer processing power has increased by
about a trillion times, surpassing any other existing technology.Consequently, during
the current century, telecommunications technologies have expanded massively,
gaining increasing popularity as they represent innovative, attractive, and versatile
tools. The internet has established itself as a facilitator of human activities, with
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emphasis on the popularity of social networks that are configured as channels for
producing and consuming content, obtaining information, expressing ideas, and
fostering communication links.
The widespread adherence to connectivity, especially among students, reflects
its importance as a source of diverse information and as an essential resource for the
academic and professional environment. The 2020 COVID-19 pandemic and resulting
social distancing have brought about significant changes in virtual relationships,
making the impact of social media more pronounced, both positively and negatively.
Literature Review
The use of the internet by this audience was highlighted mainly for watching
programs, films, and series, in addition to making voice or video calls. The cell phone
was cited as the most used device to access the internet at home, representing. A study
with 100 academics from two courses at a public university in Paraná revealed that
97% use social networks to obtain information and updates, 84% for academic and
professional purposes, 81% to see products and promotions, 74% to maintain
relationships, and 65% as a form of marketing that influences their purchasing
decisions.Apart from that, 24% purchase after watching online influencer content, 19%
purchase through WhatsApp and 13% through Facebook. These statistics reflect the
application of social networks in information, relational and consumption patterns of
university students, serving as evidence for research into their impact on the mental
health of this age group.
Symptoms that cause psychological distress, such as anxiety and depression, fall
under the heading of Common Mental Disorders (CMD). These disorders were
identified at a prevalence of 19% to 55.3% in a sample of 18 articles, with a higher
frequency than those identified in international studies with university students,
national studies with the general population and with other specific samples. These
data highlight the urgency of mental health measures, also considering the growing
impact of the internet and social networks, which are increasingly intrinsic to society's
daily life.
People with serious mental health conditions face a reduced life expectancy of,
on average, 10 to 20 years compared to the general population, largely due to
preventable physical illnesses. In the context of Latin America, Brazil stands out as the
country with the highest prevalence of depression. Highlights the need to improve the
use of social media in mental health promotion and prevention strategies, with global
goals to transform the sector.
In this context, the correlation between the use of social networks and the mental
health of university students stands out. Despite the growing number of studies
addressing the topic, the constant evolution and everyday influence of these
technologies express the need for continuous research to better understand their
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dynamic and complex effects. This dialogue aims to contribute to a deeper
understanding of the academic community and the general population to support
preventive actions. We envision, based on this study, contributing to the debate on the
repercussions of social networks on the mental health of university students, within the
scope of a health course in the face-to-face modality. It is estimated that this dialogue
will contribute to the reflection of participants and society on the use of these platforms
in relation to mental health.
Methodology
The study was carried out at the Occupational University in Samarkand. The use
of the qualitative method is applicable to knowledge of history, relationships,
representations, beliefs and opinions, results of the interpretations individuals have
regarding themselves, the way they live, feel and think.
Sixteen students from first, second and third year university participated in this
research on a regular basis. Twelve women from the participants were present, out of
which four were 18 years old; two were 20 years old; one 19 years old; one was 25
years old; one was 21 years old; one was 42 years old, one 22 years and one 35 years)
and four men (20 years, 22 years, 27 years and 29 years). Hence, the participants' age
range is between 18 and 42 years. Hence, semi-structured interviews were used as a
data gathering instrument. The interview, a dialogue with clear and determined
objectives, is achieved as the most common process in field work and, through the
interview, the researcher collects the information provided in the statements of the
subjects. In the semi-structured interview, the interviewee responds spontaneously to
the proposed subject and simultaneously answers a series of questions that have been
established in advance. The semi-structured interview guide script used as the first
strategy, questions to collect student identification data; on the second axis, we went
on to use orienting questions on the proposed theme.
Such questions facilitated the determination of thematic centers presented in
research discussion themes. The interviews were recorded completely on a digital tape.
Results
This habit is particularly prevalent among young people, who spend up to four
hours a day. Excessive use of electronic devices, as highlighted by the Oftalmology
Portal, can also result in the development of Computer-Related Visual Syndrome
(CRVS), characterized by a variety of signs and symptoms associated with prolonged
screen use. It is estimated that more than 90% of users present some symptom related
to the syndrome.
The 20-year-old student's concern about sleep loss, in relation to the context of
social media use, stands out as a substantial aspect for physical and mental well-being,
especially in academic contexts, in which other situations can aggravate this sphere.
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Disorders such as nighttime awakenings and nightmares can adversely impact quality
of life, affecting people's physical, occupational, cognitive and social functioning.
Of the 16 students participating in the study, one was unable to clearly state
whether the use of social networks interferes with their productivity or not; three
mentioned that they positively help with studies; seven indicated that they hinder their
concentration and productivity; five highlighted that they both positively help their
productivity and also cause negative interference.
Below are the statements of students who stated that social networks help them
positively in their studies, favoring contacts with other students in the university
community, and also being important for the areas of knowledge of the profession.
[...] there are many Instagrams in the health area, videos, these things and this
helps me understand what I'm studying, for example, I'm studying something in college
and suddenly I see something about embryonic development, then I see something on
Instagram and a disease appears that affects the development of the embryo (woman,
18 years old).
I have contact with some university students, Instagram has pages about my
course, I have access to some questions, news, and there is also the college's Instagram
that brings news when, for example, there is a vacancy, something, so you can follow
it more easily on a day-to-day basis (woman, 20 years old).
I think it is important in relation to the areas of knowledge that are related to the
profession. On the networks we find a range of information, we have access to
professionals who are working, the way they work [...] in this sense it is a good
influence and helps us a lot (woman, 35 years old).
Seven students highlighted that social networks considerably hinder
concentration and productivity. They highlighted that notifications that arrive on their
cell phones cause distraction, so they end up spending a lot of time on social media,
having difficulty organizing their time in their daily lives.
[...] it really gets in the way because I'm doing work or something I have to do
and if a notification arrives I look at it and when I realize it, a long time has already
passed and I have a lot of difficulty concentrating, because then I'm always like that,
when I go back to what I was doing, I can't finish, so it really gets in my way (woman,
22 years old).
To feel more productive I need to step away from social media for a bit. I think
she takes it off when I'm in it too much (female, 42 years old).
One student interviewed stated:
I think it interferes. There are more negative things than positive things. We end
up not organizing our time and spending a lot of time on social media. (man, 22 years
old)
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Discussions
The way in which social networks have been used by students points to an
important discussion about the hierarchy of technologies, which are created to be
dominated and not the opposite. The relationship is marked by consumption in which
time limits and priorities are not established by users, resulting in unbridled
consumption and the occupation of the object's place in the digital environment.
The reports from Occupational Therapy students lead us to reflect on how
difficulty concentrating may be related to the overload of information and
entertainment present in contemporary everyday life. This exposure can make the
process of focus and attention difficult, leading the individual to feel empty even when
faced with important demands.
Such spaces are highly attractive and stimulating, where each click represents a
stimulus, an image or a new opportunity to encounter different situations that arouse
curiosity. Academic demands, more often than not, represent less stimulating activities
compared to interactions on social networks. The pedagogical methodology does not
always consider the student's sociocultural context, which can reduce interest in
learning.
On the other hand, these platforms use mechanisms and algorithms that seek to
identify the user's profile, capturing their time and attention by exposing them to a
variety of content of personal interest. It points out that platform mechanisms use
unpredictable reward systems, which can have a physiological, psychological and
social impact, keeping users increasingly engaged. The infinite scroll bar on platforms
such as Instagram, Facebook and YouTube is a mechanism that induces, consciously
or unconsciously, an incessant search for random content that brings well-being.
Thus, the recommendation system for posts, videos and images gradually aligns
with user preferences.
This narrative demonstrates that, although social networks make it possible to
check the exact amount of hours and minutes spent online, users end up not realizing
how much time they spend immersed in these environments.
In view of this, we can understand that the frequency and quantity of
notifications received have made the process of organizing time difficult, bombarding
the attention of academics and affecting their performance. Information commonly
appears in parallel with university activities, contributing to the triggering of anxiety
and procrastination behaviors in students.
Studies on social media addiction report the impacts of excessive use on users'
lives, leading to symptoms of other addictions and difficulty controlling impulses and
emotions.
Five university students highlighted that social networks present these two
dimensions: they both positively help their productivity, and they also cause negative
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interference, highlighting content similar to that already highlighted by other students
interviewed in this study.
Recommendations
To address the potential harm that exposure to social media does to the mental
well-being of students, there must be a move towards a transdisciplinary strategy. This
is not just an issue of coordinating what is already available at the university level, but
also putting subject matter related to mental health into the curriculum. Finally, there
is a call for a methodology that involves addressing problems of hate speech and
cyberbullying within social media. Lastly, the universities themselves need to assume
an honest democratic commitment towards society, in the creation of a pedagogy of
liberation of freedom and emancipation.
Studies like this one highlight the demand for dynamic content that keeps up
with students’ technological reality. This requires teachers to incorporate and use new
technological tools in the learning process.
We understand, through the interviews, that digital skills aligned with education
make the internet a valuable pedagogical artifact in the construction, search and
deepening of teaching.
Conclusion
By carrying out this study, we understand the repercussions of the use of social
networks in the lives of Occupational Therapy students.
We identified different perceptions regarding the use of social networks, which
have an impact on the mental health, personal and academic lives of those interviewed.
In the academic context, current demands alter the configuration of students' daily
lives, resulting in changes in the ways they relate to family and friends. Access to social
networks is motivated by ease of communication, social interaction and obtaining
academic content.
We observed that the use of social networks promotes greater protagonism and
autonomy in the students' learning process, contributing to the dynamism of teaching
and learning. However, we also found that the use of these platforms requires a more
critical stance on the part of users, as they can facilitate access to unreliable content
and practices that are potentially harmful to mental health.
The statements also showed us that excessive use of these tools can also harm
students' academic performance and mental and physical health. These points were
highlighted through reports of anxiety, sleep disturbances, visual fatigue, distraction,
disorganization, procrastination and or unproductive behaviors.
We found in this research that social networks are used more expressively by
young women, which shows a greater tendency towards their access and their
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repercussions for the student population of the Occupational Therapy department at
UFPB.
Considering the challenges of academic experiences, this study aimed to
contribute to the analysis of the relationship of university students in the social and
academic context with communication technologies and their interface with mental
health. Therefore, the limitations of the research that includes a specific sample cut and
the methodological approach used are highlighted. Therefore, the results must be
interpreted considering these aspects, in order to avoid decontextualized
generalizations.
We suggest that new research be developed with different methodologies and
more representative samples to discuss mental health demands in the academic
environment. These initiatives can inspire the academic community, health
professionals and the community in general to adopt strategies that promote quality of
life and well-being, aligned with transformative educational practices. This requires
the creation of institutional spaces to debate mental health policies that meet the needs
of university students and promote self-care with autonomy and protagonism.
Furthermore, it is important to establish a support network to encourage a culture of
care in universities.
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