Designing and Evaluating the Effectiveness of Interventions to Reduce Social Media Addiction among College Students

Abstract

Social media addiction among college students has emerged as a significant concern due to its negative impact on academic performance, mental health, and overall well-being. This study aimed to design, implement, and evaluate the effectiveness of three interventions digital detox, cognitive-behavioral therapy (CBT), and mindfulness training in reducing social media addiction among college students. A total of 250 students were randomly assigned to one of the three intervention groups or a control group. Pre- and post-test assessments were conducted to measure social media addiction, psychological well-being (using the DASS-21), and academic performance (self-reported GPA and study habits). Results indicated that all interventions led to significant reductions in social media addiction compared to the control group, with the digital detox group showing the greatest decrease in usage. Additionally, the CBT group showed the most significant improvement in psychological well-being, and the mindfulness group reported improvements in stress management and emotional regulation. The research suggests that while all three interventions are effective in reducing social media addiction, combining elements from each approach may offer the most sustainable long-term benefits. These findings have important implications for university wellness programs aimed at supporting students in managing technology use.