THE IMPACT OF SOCIAL MEDIA USE ON STUDENTS' LEARNING DISCIPLINE AND PSYCHOLOGICAL WELL-BEING

Abstract

Intensive social media use among junior secondary school students may disrupt learning discipline and psychological well-being. This study aimed to understand students’ lived experiences of how social media use shapes learning discipline and psychological well-being at State Junior Secondary School 1 Kepanjen. A qualitative phenomenological design was employed. Data were collected through semi-structured in-depth interviews, participant observation, and document review involving 25 purposively selected participants: 15 students from Grades VII–IX, five teachers, and five parents. Data were analyzed using Colaizzi’s phenomenological method through familiarization with the data, identification of significant statements, formulation of meanings, clustering of themes, development of an exhaustive description, formulation of the fundamental structure, and participant validation. The findings revealed three main themes: the displacement of study time by prolonged social media use, fragmented attention and declining academic motivation, and psychological consequences involving social anxiety, self-comparison, and disrupted sleep. Parental supervision, teachers’ digital literacy guidance, and students’ self-regulation moderated these effects. The study concludes that problematic patterns of social media use, rather than access alone, undermine discipline and well-being. Integrated school-based digital literacy, family communication, and self-regulation support are needed to promote healthier and more balanced digital habitsIntensive social media use among junior secondary school students may disrupt learning discipline and psychological well-being. This study aimed to understand students’ lived experiences of how social media use shapes learning discipline and psychological well-being at State Junior Secondary School 1 Kepanjen. A qualitative phenomenological design was employed. Data were collected through semi-structured in-depth interviews, participant observation, and document review involving 25 purposively selected participants: 15 students from Grades VII–IX, five teachers, and five parents. Data were analyzed using Colaizzi’s phenomenological method through familiarization with the data, identification of significant statements, formulation of meanings, clustering of themes, development of an exhaustive description, formulation of the fundamental structure, and participant validation. The findings revealed three main themes: the displacement of study time by prolonged social media use, fragmented attention and declining academic motivation, and psychological consequences involving social anxiety, self-comparison, and disrupted sleep. Parental supervision, teachers’ digital literacy guidance, and students’ self-regulation moderated these effects. The study concludes that problematic patterns of social media use, rather than access alone, undermine discipline and well-being. Integrated school-based digital literacy, family communication, and self-regulation support are needed to promote healthier and more balanced digital habits