Doomscrolling and the Student Brain: A Comprehensive Review of Psychological, Academic, and Neurological Impacts
Abstract
This study explores how doomscrolling which is the tendency to consume negative content over social media, among the students in Institutes of higher learning affects their psychology as well as their academics. An increased use of customized recommendation engines which increases the likelihood of seeing emotionally pat news has intensified doom scrolling which is essentially the excessive use of social media to consume negative news. Research questions based on the proposed hypothesis include how doom scrolling affects mental health as well as leads to reduced engagement in academics and undermines performance. Drawing from 50 scholarly articles published between 2019 and 2024, the study shows that the increase in doom scrolling is associated with an increased stress. Students who do long dooms scrolling tend to have high stress levels, disturbed sleep cycles, and get emotionally burnt out. These challenges are reflected in the students' attitude toward the class as they become less willing to participate in class, their focus and memory deteriorate, and their overall performance drops. Recommendation algorithms rank as one of the perpetrators in creating a cycle that leads to stress and subsequently poor school performance. These findings suggest that it is necessary to find a solution to
doom scrolling. Recommendations include implementing digital literacy programs aimed at healthier use of thinner.
Keywords: Doomscrolling, Mental Health, Academic Outcomes, Social Media Algorithms, Digital Media Consumption
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