Excessive social media use and prolonged screen time are contributing to rising levels of depression, declining academic performance and increased cheating among students in Ghana’s Colleges of Education, according to a new study published in the Scientific reports .
The research, conducted among 970 students in public Colleges of Education across Ghana, examined how digital habits affect mental health, internal assessment scores and academic integrity. The findings show that “higher levels of social media use and overall screen time were significantly associated with poorer mental health among tertiary students”
Students who frequently engaged in late-night screen use and mood-based social media browsing were found to be particularly vulnerable. “Students who reported frequent late-night screen use and mood-dependent social media engagement exhibited significantly higher levels of psychological distress,” the study states. Researchers indicate that such habits disrupt sleep patterns and emotional stability, increasing psychological strain.
The study further established a strong link between social media use and depression. “Increased social media use was positively associated with depressive symptoms among students in Colleges of Education,” the researchers noted. Participants who spent more hours on non-academic screen activities reported higher levels of depressive symptoms compared to those who used digital devices primarily for academic purposes.
Importantly, the research found that depression significantly affected students’ academic performance. “Depression significantly mediated the relationship between social media use and internal assessment scores,” the study observed. This means that excessive social media use did not only directly affect grades but also reduced performance indirectly through increased depressive symptoms. Students experiencing higher levels of depression recorded lower scores in continuous assessments such as coursework, tests and assignments.
Beyond academic performance, the study also examined the impact on assessment integrity. It discovered that mental health challenges increased the likelihood of academic dishonesty. “Students with elevated depressive symptoms were more likely to engage in cheating behaviors,” the report states. The combination of high screen time and depression further heightened the risk of cheating during examinations and assignments.
Grounded in Social Learning Theory, the researchers argue that students may model behaviours observed in digital environments, including both constructive and harmful academic practices. Exposure to certain online cultures may therefore influence students’ attitudes toward learning and integrity.
The study argues that digital behaviour, mental health and academic integrity are interconnected. It emphasises that institutions should not only enforce strict academic policies but also invest in mental health support systems and promote responsible digital engagement among students.
IMAGE CREDIT: GEMINI