ArticleItalian journal of pediatrics2025
Social networks, messaging apps, addictive use, and academic performance in adolescents: findings from the EHDLA study.
Article in Italian journal of pediatrics, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundAcademic performance in adolescence is a key predictor of future educational, occupational, and health outcomes. While social networks (SNs) and messaging apps are increasingly integrated into adolescents’ daily lives, their impact on academic achievement remains debated. This study aimed to evaluate associations between the use of SNs, messaging apps, addictive behaviors, and academic performance in Spanish adolescents.
methodsA cross-sectional analysis was conducted using data from the Eating Healthy and Daily Life Activities (EHDLA) study, which included 583 adolescents aged 12–17 years from three secondary schools in Valle de Ricote, Spain, during the 2021–2022 academic year. SNs and messaging app use were assessed via a self-report scale. Addictive behaviors were measured using the Short Social Networks Addiction Scale-6 Symptoms (SNAddS-6 S). Academic performance was evaluated using grade point average (GPA) and subject-specific grades obtained from school records. Associations were analyzed using generalized linear models adjusted for important covariates.
resultsThe median age of participants was 14 years (interquartile range: 13 to 15), with 57% female. TikTok and WhatsApp were the most frequently used platforms. No statistically significant association was found between the overall use of SNs and GPA. However, higher levels of addictive behaviors related to SNs use were significantly associated with lower academic performance (B = − 0.15, 95% CI: − 0.26 to − 0.03, p = 0.014).
conclusionsThere was no significant association between overall SNs use and GPA. However, a significant negative association was observed for addictive behaviors related to SNs use. These findings highlight the need for educational interventions that address problematic or addictive patterns of SN use, fostering self-regulation and healthy digital habits while preserving the benefits of online connectivity.
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