The Multifaceted Effects of Digital Media Addiction on Mental Health and Academic Performance in Adolescents and Young Adults: A Systematic Review

Yeganeh  Asadipour; Reza  Rostami

doi:10.18502/ijph.v55i1.20976

Yeganeh Asadipour Department of Psychology, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran
Reza Rostami Department of Psychology, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran

DOI: https://doi.org/10.18502/ijph.v55i1.20976

Keywords: Digital media addiction; Adolescents; Mental health; Academic performance

Abstract

Background: Digital media addiction—including problematic use of social media, smartphones, and internet platforms—is a growing mental health concern among adolescents and young adults. This systematic review synthesizes recent evidence (Jan 2020 to Feb 2025) on the impacts of digital media addiction on mental health and academic performance.

Methods: A systematic search was conducted across 7 academic databases, including Web of Science, ScienceDirect, Scopus, PubMed, Google Scholar, Magiran, and IranDoc. Studies involving individuals aged 12–25 and addressing mental health (e.g., anxiety, depression, stress) or academic performance were included. Screening and selection followed PRISMA guidelines, and methodological quality was assessed using the CASP checklist.

Results: Findings were narratively synthesized and categorized into mental health and academic performance outcomes. Among 17 included studies, 12 (70.6%) reported a significant link between digital media addiction and anxiety/depression, while 8 (47%) found negative academic outcomes such as procrastination or low GPA. Social media addiction was associated with increased symptoms of anxiety and depression. Smartphone overuse was frequently linked to sleep disturbances, emotional dysregulation, and reduced academic performance. Adolescents with poor self-regulation and females were found to be especially vulnerable. Overall, different forms of digital media addiction contribute to psychological distress and hinder academic success.

Conclusion: This review confirms the adverse effects of digital media addiction on youth mental health and academic performance. Unlike prior reviews that examined these outcomes separately, our study provides an integrated perspective by analyzing both domains simultaneously in the post-pandemic era. These findings highlight the need for targeted interventions that improve emotional regulation, reduce screen time, and enhance academic engagement, offering novel insights to inform policymakers, educators, and mental health professionals in developing prevention and support programs.