Examining the effects of screen time on psychological well-being and learning efficiency: A growing Concern

Abstract

The rapid increase in screen time among young individuals has raised concerns about its effects
on psychological well-being and learning efficiency. This study investigates the significant impact
of screen time on these two critical aspects. Grounded in the Uses and Gratifications Theory (UGT)
and Cognitive Load Theory (CLT), the study explores how excessive screen use may impair
mental health and cognitive functioning. A total of 234 young individuals were surveyed using a
structured questionnaire, measuring three variables: screen time, psychological well-being, and
learning efficiency. Convenience sampling was used to gather data from respondents. The results
were analyzed using correlation and regression analyses. The correlation matrix indicated a
significant negative relationship between screen time and both psychological well-being (r = -0.52,
p < 0.01) and learning efficiency (r = -0.47, p < 0.01). Furthermore, regression analysis showed
that screen time significantly predicted psychological well-being (B = -0.52, p < 0.001, R² = 0.27)
and learning efficiency (B = -0.47, p < 0.001, R² = 0.22). These findings highlight the detrimental
effects of prolonged screen exposure on both emotional health and cognitive performance. The
study's implications suggest the need for balanced screen time management, particularly in
educational and home settings. It advocates for public health interventions that raise awareness of
the potential risks associated with excessive screen use. Future research should explore long-term
effects and different types of screen activities to provide more tailored guidelines for healthier
digital habits.