Scrolling vs studying: Social media use and its psychological implication on learning among secondary school students in Nigeria

Adolescence is a developmental stage marked by heightened curiosity, peer influence, and increased reliance on digital technologies. Social media has become deeply embedded in the daily lives of Nigerian secondary school students, shaping patterns of communication, identity formation, and leisure. However, growing concerns have emerged regarding its influence on learning, particularly attention, concentration, and motivation. This study investigated the psychological implications of social media use among secondary school students in Abuja, Nigeria. A survey design was adopted, with a sample of 500 students drawn from ten private schools in the Abuja Municipal Area. Data were collected using a structured questionnaire and analyzed using descriptive statistics. Findings revealed that 90% of students reported daily use of social media, with TikTok, Instagram, and WhatsApp being the most frequently used platforms. Most students (75%) studied for less than one hour outside school, while peak social media use occurred after school hours and late at night, potentially disrupting study routines and sleep. Importantly, nearly 80% of students perceived social media as affecting their concentration and motivation. These findings align with Cognitive Load Theory and locus of control frameworks, illustrating how excessive and unregulated digital engagement can fragment attention, reduce study time, and diminish academic motivation. The study concludes that while social media offers opportunities for connection and learning, its widespread use poses challenges for adolescents’ cognitive functioning and academic outcomes. The paper recommends targeted interventions by educators, parents, and policymakers to promote balanced digital practices, enhance self-regulation, and support students’ psychological well-being and academic success.