• Use in-text parenthetical citation e.g. (Schmidt) where appropriate

• Include your research question

>"Short attention span" and internal urge to check their phones (Smith).

>not concentrate anymore (Smith).

>important messages they do not want to miss out, hence they check their phones frequently (Saner).

>They tend to "off-task multitasking", which will impact their attention and "working memory" (Schmidt).

>lower their grades and GPA

1. students should focus on strengthening attentional and motivational strategies rather than reducing social media usage to improve academic performance (Source 2).

2. identifying and supporting academically at-risk students by enhancing their study skills and learning strategies (Source 2).

3. the role of teachers, counselors, and educational policymakers in addressing the psychological implications of social media use among students (Source 5).

4. a shift in focus from profit-making to prioritizing the mental health and well-being of young users (Source 6).

>correlations between social media usage and emotional distress among students.

>impact of social media on students' emotional well-being, particularly concerning affective variables such as depression, stress, and anxiety (Source 5).

>Younger social media users are more likely to experience body image issues and online harassment. This vulnerability has prompted recommendations from experts, including the U.S. Surgeon General, to prioritize the well-being of young users and share data with independent researchers (Source 6).

>excessive social media use had a negative impact on relationships with family and friends. 59% of students reported that spending excessive time on social media

negatively affected their relationships (Source 7).

>tips how to reduce the negative impact on academic performance

>Use social media properly and try to balance our study and phone use.

The study hypothesizes that increased social media use is associated with lower inhibition and higher working memory.

the increasing reliance on social media platforms for communication and education, especially in the post-pandemic era, and examines how this trend affects students' emotions.

correlations between social media usage and emotional distress among students.

Examples of negative effects include increased anxiety, depression, and stress, often attributed to factors such as comparison with others and exposure to unrealistic portrayals on social media.

the role of teachers, counselors, and educational policymakers in addressing the psychological implications of social media use among students.

How social media platforms, while providing opportunities for interaction, have also been associated with mental health issues like anxiety, depression, and body image concerns among youth.

>Between the ages of 10 and 12, changes in the brain make social rewards more satisfying, as receptors for oxytocin and dopamine multiply in the ventral striatum, making preteens extra sensitive to attention and admiration from others.

>how the drive for approval, which historically helped kids develop healthy social skills, is now being exploited by social media platforms. Online interactions are permanent and often public, leading to continuous seeking, delivering, or withholding of social rewards.

>Younger social media users are more likely to experience body image issues and online harassment. This vulnerability has prompted recommendations from experts, including the U.S. Surgeon General, to prioritize the well-being of young users and share data with independent researchers.

>a shift in focus from profit-making to prioritizing the mental health and well-being of young users.

>The study found that 97% of the students used social media applications, with only 1% using it for academic purposes. The majority used social media for chatting (35%) and browsing to pass time (43%). Snapchat was the most popular application (45%), followed by Instagram (22%), Twitter (18%), and WhatsApp (7%).

>A significant portion of students (57%) reported being addicted to social media, and 52% stated that social media use had affected their learning activities. Additionally, 66% felt more drawn towards social media than towards academic activities.

>excessive social media use had a negative impact on relationships with family and friends. 59% of students reported that spending excessive time on social media

negatively affected their relationships.

>A substantial number of students (46% to 39%) reported going to bed between 11 pm and 2 am, with 68% attributing their delayed bedtime to social media use. Late-night social media use resulted in reduced sleep duration, with 39% to 45% of students sleeping for fewer hours than the recommended duration.

>Prolonged social media use was associated with a sedentary lifestyle, decreased physical activity levels, and increased sitting durations. This lifestyle contributes to an increased risk of developing non-communicable diseases such as obesity, diabetes, and hypertension.

>excessive social media use for non-academic purposes distracts students from their learning activities, reduces sleep duration, and negatively impacts social interactions. This lifestyle may contribute to mental health issues and increase the risk of developing metabolic syndrome and chronic non-communicable diseases.