A Mixed-Methods Study of Social Media Addiction in Egyptian Gen Z: Psychological, Educational, and Academic Consequences and Intervention Pathways

Dina El-Shihy

doi:10.71514/jssal/2025.226

Authors

Dina El-Shihy NewGiza University (NGU), Egypt https://orcid.org/0000-0002-2062-3331

DOI:

https://doi.org/10.71514/jssal/2025.226

Keywords:

Social media addiction, generation Z, language anxiety, code-switching

Abstract

This study investigates the prevalence of social media addiction and its association with psychological dependence and educational outcomes among Gen Z in Egypt. Grounded in Uses and Gratifications Theory, the research employed a mixed-methods design, integrating quantitative data from 450 participants with qualitative insights from 12 in-depth interviews. Findings revealed that approximately 43% of participants scored at addiction-level thresholds, reporting compulsive use, emotional dependence, withdrawal, and academic interference. Early adolescents (ages 11-15) displayed significantly higher compulsive-use and withdrawal scores than older cohorts. Quantitatively, higher addiction scores were correlated with disrupted sleep, diminished classroom attention, in-class phone use, and weaker self-regulated learning. The qualitative data reinforced these results, uncovering themes of emotional reliance, Fear of Missing Out (FOMO), and reduced classroom participation linked to social anxiety and linguistic insecurity. The study concludes that social media addiction in this demographic extends beyond behavioral overuse to encompass significant emotional reliance and educational disruption. The findings underscore the urgency for evidence-based, holistic interventions—such as digital literacy curricula, informed teacher policies, and student support systems—that address not just screen time but the underlying psychological and educational gratifications driving compulsive use.

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