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Background <p>Social media use is habitual among students, and its availability and usefulness contribute to its prevalence. Numerous benefits are associated with social networking sites. Conversely, social media use can become addictive, and excessive use can lead to various psychological problems. It influences students’ overall lifestyle and education. Therefore, it is essential to manage social media use to mitigate potential harms. Interventions based on cognitive behavioural therapy can help balance social media use with other crucial aspects of life.</p> Methods <p>This RCT was conducted by the Department of Applied Psychology at Government College University Faisalabad across various public and private universities in Faisalabad. Initially, 190 students were recruited for the assessment. After initial screening, 164 participants meeting the criteria were randomly assigned to the experimental group (n = 82) and the wait-list control group (n = 82). The initial screening tool used was the Social Media Addiction Scale (SNAS), along with other tools, including the Adolescent Sleep Hygiene Scale, the Copenhagen Burnout Inventory—Student Version, the Meezan Meta-Memory and Meta-Concentration Scale, and the Satisfaction with Family Life Scale, as well as the student’s GPA. Data were analyzed using SPSS version 2.0.</p> Results <p>The findings indicate a significant difference in the level of social media addiction (i.e., F (1, 126) = 159.36, <i>p</i> &lt; 0.001, ηp<sup>2</sup> = 0.58) following the cognitive behavioural interventions. There was a notable increase in sleep hygiene (i.e., F (1, 126) = 150.48, <i>p</i> &lt; 0.001, ηp<sup>2</sup> = 0.54). Additionally, cognitive behavioral interventions led to a significant decrease in burnout levels (i.e., F (1, 126) = 58.74, <i>p</i> &lt; 0.001, ηp<sup>2</sup> = 0.47). They also resulted in a significant increase in memory and concentration (i.e., F (1, 126) = 46.40, <i>p</i> &lt; 0.001, ηp<sup>2</sup> = 0.26). Furthermore, students’ academic performance significantly improved (i.e., F (1, 126) = 106.73, <i>p</i> &lt; 0.001, ηp<sup>2</sup> = 0.45), playing an important role in the student’s success.</p> Conclusion <p>Cognitive Behavioural Interventions effectively manage social media addiction and psychological issues. Sessions utilizing cognitive behavioural interventions have enhanced family relationships and academic performance in the experimental group compared to the control group on the waitlist. Students have reported reductions in social media addiction, lower levels of academic burnout, better sleeping conditions, improved memory and concentration, and strengthened family relationships.</p> <p><i>Trial Registration</i> Thai Clinical Trial Registry (i.e. TCTR: TCTR20220924002).</p>

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A clinical trial of cognitive behavioral interventions for social media addiction, psychological problems, quality of family relationships and academic performance among university students

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月6日

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  • Qasir Abbas,
  • Ifra Iftekhar,
  • Asma Riaz,
  • Abida Kareem,
  • Rabia Maryam,
  • Urooj Tabassum,
  • Feda Abu-AlKhair,
  • Sumayah Aljhani

摘要

Background

Social media use is habitual among students, and its availability and usefulness contribute to its prevalence. Numerous benefits are associated with social networking sites. Conversely, social media use can become addictive, and excessive use can lead to various psychological problems. It influences students’ overall lifestyle and education. Therefore, it is essential to manage social media use to mitigate potential harms. Interventions based on cognitive behavioural therapy can help balance social media use with other crucial aspects of life.

Methods

This RCT was conducted by the Department of Applied Psychology at Government College University Faisalabad across various public and private universities in Faisalabad. Initially, 190 students were recruited for the assessment. After initial screening, 164 participants meeting the criteria were randomly assigned to the experimental group (n = 82) and the wait-list control group (n = 82). The initial screening tool used was the Social Media Addiction Scale (SNAS), along with other tools, including the Adolescent Sleep Hygiene Scale, the Copenhagen Burnout Inventory—Student Version, the Meezan Meta-Memory and Meta-Concentration Scale, and the Satisfaction with Family Life Scale, as well as the student’s GPA. Data were analyzed using SPSS version 2.0.

Results

The findings indicate a significant difference in the level of social media addiction (i.e., F (1, 126) = 159.36, p < 0.001, ηp2 = 0.58) following the cognitive behavioural interventions. There was a notable increase in sleep hygiene (i.e., F (1, 126) = 150.48, p < 0.001, ηp2 = 0.54). Additionally, cognitive behavioral interventions led to a significant decrease in burnout levels (i.e., F (1, 126) = 58.74, p < 0.001, ηp2 = 0.47). They also resulted in a significant increase in memory and concentration (i.e., F (1, 126) = 46.40, p < 0.001, ηp2 = 0.26). Furthermore, students’ academic performance significantly improved (i.e., F (1, 126) = 106.73, p < 0.001, ηp2 = 0.45), playing an important role in the student’s success.

Conclusion

Cognitive Behavioural Interventions effectively manage social media addiction and psychological issues. Sessions utilizing cognitive behavioural interventions have enhanced family relationships and academic performance in the experimental group compared to the control group on the waitlist. Students have reported reductions in social media addiction, lower levels of academic burnout, better sleeping conditions, improved memory and concentration, and strengthened family relationships.

Trial Registration Thai Clinical Trial Registry (i.e. TCTR: TCTR20220924002).