Published Paper Details:

The rapid proliferation of social networking sites (SNSs) has significantly transformed the daily lives of students, influencing not only their social interactions but also their overall well-being. This study examines the impact of social networking site usage on the mental, emotional, physical, and academic well-being of students, with a particular focus on patterns of usage and associated outcomes. A descriptive survey research design was employed, and data were collected from a sample of students using a structured questionnaire. The instrument measured frequency and duration of SNS usage, platform preference, and perceived effects across multiple well-being dimensions. Descriptive statistics and correlation analysis were used to analyze the data. The findings reveal that excessive and prolonged use of social networking sites is associated with increased levels of mental fatigue, emotional stress, and reduced physical activity among students. Moderate negative relationships were observed between time spent on SNSs and indicators of academic concentration and productivity. Conversely, limited and purposeful use of social networking platforms demonstrated some positive effects, such as improved peer communication and access to academic resources. The results suggest that the impact of SNS usage on student well-being is not uniform but varies according to intensity, purpose, and individual engagement patterns. This study contributes to the growing body of literature on digital media and student well-being by providing empirical evidence from a student population and by adopting a multidimensional approach to well-being assessment. The findings underscore the need for awareness programs, digital literacy initiatives, and institutional guidelines to promote healthy and balanced social media usage among students. Future research may extend this work by employing longitudinal designs and incorporating qualitative perspectives to better understand long-term effects