PATTERNS OF DIGITAL ENGAGEMENT AND PSYCHOLOGICAL WELL-BEING: EXAMINATION OF SOCIAL MEDIA USE AMONG INDIAN UNIVERSITY STUDENTS
DOI:
https://doi.org/10.29121/ShodhSamajik.v2.i1.2025.118Keywords:
Social Media Engagement, Psychological Well-Being, Social Comparison, Fear Of Missing Out, Online Social Support, Usage Intensity, University StudentsAbstract
Social media use has become so embedded in the life of students that it has created a paradox of the digital age: while social media can connect students, it can also teach them, it can support them, it can also make them feel the need to compare with others, it can distract them, and it can cause them distress. The evidence base surrounding social media is both fragmented and contradictory, as treating 'use' as a monolithic construct. This study examines the distinct dimensions of social media use and their links to the psychological health of university students in India in a single model using the perspectives of psychology, media studies and education. In this study, a descriptive and analytical cross-sectional design was used and data were collected through a five-point Likert scale questionnaire targeting 352 students using stratified-purposive sampling technique. Reliability analysis, descriptive statistics, Pearson correlation, multiple linear regression, regression-based analysis of variance and one-way ANOVA were used for analysis of the data. The results indicate that the usage intensity, social comparison and fear of missing out (FoMO) have significant negative effects on psychological well-being, while online social support has a significant positive effect, and together these factors explain 47 per cent of the variance in psychological well-being. Daily use level also significantly affected well-being, with higher levels of well-being associated with less frequent use. The results confirm that psychological outcomes are not only driven by access to and duration of engagement but also by the pattern and nature of engagement, and suggest it is possible to foster more balanced, supportive digital behaviours and targeted institutional interventions.
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