IMPACT OF SOCIAL MEDIA ON COGNITIVE

FUNCTIONING AND SLEEP QUALITY AMONG

UNDERGRADUATES

By

Wazeer Ullah Khan

Reg # F19A14U62039

Supervised by
Mam Sidra Ilyas

Bachelor
In
Applied Psychology
At

Riphah International University

Faisalabad Campus (Pakistan)
Fall, 2023
 IMPACT OF SOCIAL MEDIA ON COGNITIVE
FUNCTIONING AND SLEEP QUALITY AMONG
UNDERGRADUATES

By

Wazeer Ullah Khan

Reg # F19A14U62039

Supervised by
Mam Sidra Ilyas

A thesis submitted in partial fulfillment of the requirements for the degree of

Bachelor
In
Applied Psychology
At
Riphah International University
Faisalabad Campus (Pakistan)
Fall,2023
 DECLARATION
I certify that the research work presented in this thesis is to the best of my knowledge
my own. All sources used and any help received in the preparation of this dissertation have
been acknowledged. I hereby declare that I have not submitted this material, either in whole
or in part, for any other degree at this or any other institution.

Name:
________________________

Registration#:
________________

Signature:
_______________________
 ACKNOWLEDGEMENT
First and foremost, I want to express my sincere gratitude to the Almighty ALLAH
SWT for allowing me to witness this momentous occasion. I don’t have enough words to
thank Allah for all the blessings, resources, knowledge, passion and opportunities He has
given me in my life to reach out to my goals. My supervisor, Mam Sidra Ilyas who gradually
assisted me in every manner I needed to overcome all problems, deserves my sincere
gratitude and appreciation. I have been extremely honored to have a supervisor who cared so
much about my work, and who responded to my questions and queries so promptly. I am
thankful to her and without her excellent guidance this thesis would not have been possible.
I also want to express my gratitude to the other faculty members at the Riphah
International University Faisalabad Campus who gradually gave of their time, knowledge,
and encouragement to help me finish my thesis work more effectively.

Wazeer Ullah Khan

 DEDICATION
This thesis is a tribute to my parents, who have always supported me and inspired me
to pursue my dreams. I am not only thankful but owe this entire thesis to my family. I owe it
to my brother, Rehmat Ullah who instilled the high need for achievement in me. He has
always been a source of inspiration to dream big and have the confidence that those dreams
are attainable. I dedicate this thesis to my mother, who always said that after relationships,
excelling in academics was the most important thing in life. It was her dedication, love and
care that I was able to focus on studying my entire life and come this far.
 TABLE OF CONTENTS

CHAPTERS

1.INTRODUCTION…....................................................................................01

1.1 Ratinale of the study………………………………………………..........................14

1.2 Problem Statement..............………………………………………….......................14

1.3 Significance of the study............................................................................................15

1.4 Objective of the study................................................................................................15

1.5 Research Questions………………………….……………………...........................16

1.6 Hypotheses………………….……………………………....….................................16

1.7 Operational Definitions………….…………………………………..........................17

1.7.1 Social media……………………… ………………...................................................17

1.7.2 Cognitive Functioning...…….………………………………………….....................17

1.7.3 Sleep Quality …..............……………………………………………........................17

2. LITERATURE REVIEW...........................................................................18

2.1 social media.....................................................................................................................18

2.1.1 Benefits of social media to Students..........................................................................19

2.1.2 Challenges related to social media use in Students ...................................................20

2.1.3 Social Media and Mental Health.................................................................................20

2.1.4 Social Media and Academic Performance..................................................................21

2.1.5 Association BW social media and Sleep Quality........................................................21

2.1.6 Social Media and Sleep Quality..................................................................................21

2.1.7 Social Media and Self-Image......................................................................................22

2.2 Cognitive Functioning.................................................................................................23

2.2.1 social media and cognition Research..........................................................................25

2.2.2 Cognitive Distraction and Attention ….........................................................................25

2.2.3 Memory and Information Processing.........................................................................25

2.2.4 Cognitive Control and Decision-Making....................................................................26

2.2.5 Information Overload and Cognitive Overload..........................................................26

2.2.6 Cognitive Benefits of Moderate Social Media use.....................................................26

2.3 Sleep quality................................................................................................................26

2.3.1 Increased Social Media Use and Poor Sleep Quality..................................................27

2.3.2 Bedtime Social Media Use and Sleep Disturbances...................................................27

2.3.3 Social Media Addiction and Disrupted Sleep Patterns...............................................28

2.3.4 Social Media Use and Circadian Rhythm Disruption.................................................28

2.3.5 Psychological Factors and Sleep Quality...................................................................28

3. RESEARCH METHODOLOGY.............................................................. 30

3.1 Research Design..........................................................................................................30

3.2 Population of the study................................................................................................30

3.3 Sample Size.................................................................................................................30

3.4 Sampling Strategy.......................................................................................................30

3.5 Inclusion Criteria.........................................................................................................30

3.6 Exclusion Criteria........................................................................................................31

3.7 Instruments..................................................................................................................31

3.7.1 Informed Consent........................................................................................................31

3.7.2 Demographic Sheet.....................................................................................................31

3.7.3 Montreal Cognitive Assessment.................................................................................32

3.7.4 Pittsburgh sleep quality index.....................................................................................32

3.8 Procedure.....................................................................................................................33

3.9 Research Site...............................................................................................................33

3.10 Data Analysis..............................................................................................................34

3.11 Ethical Considerations................................................................................................34

4. RESULTS AND DISCUSSION...................................................................

4.1 Overview.....................................................................................................................35

4.2 Demographics.............................................................................................................35

4.3 Descriptive statistics...................................................................................................36

4.4 Discussion...................................................................................................................38

5. SUMMARY, FINDING, CONCLUSION..................................................40

5.1 Summary.....................................................................................................................40

5.2 Findings.......................................................................................................................40

5.3 Conclusion...................................................................................................................41

5.4 Reccomindition...........................................................................................................41

5.5 Limitations..................................................................................................................42
References........................................................................................................43

Appendix A.......................................................................................................51

Appendix B.......................................................................................................53

Appendix C.......................................................................................................54

Appendix D.......................................................................................................55
 LIST OF TABLES
Sr. Tables Pa
No ge No

Table 4.1 Demographic Characteristics of the Sample (Frequencies &

Percentages)

T-test Analysis between Cognitive functioning and sleep

quality

Table 4.2 Correlation for the Research Measures 36

Table 4.3 Regression Coefficient for measuring the impact of social 36

media on cognitive functioning

Table 4.4 Regression coefficient for measuring the effect of social 37

media on sleep quality

List of Abbreviations

(MOCA) Montreal Cognitive Assessment

(PSQI) Pittsburgh Sleep quality index

(MCI) Moderate Cognitive Impairment

 Abstract

The current study aims at exploring the impact of social media on cognitive

functioning and quality of sleep in the undergraduates' students at different universities in the

Faisalabad region. The formulated hypotheses were; social media negatively affect the

cognitive functioning of undergraduates; social media affects the sleep quality of

undergraduates negatively and Cognitive functioning is positively correlated with Sleep

quality., University students with higher level of social media usage are negatively associated

with cognitive functioning and narcissistic behaviour. The sample for this research was N =

100 (n=50 males, n=50 females) selected through a convenient sampling strategy from

different universities in Faisalabad region.) Montreal Cognitive Assessment Test (MOCA)

and Pittsburgh Sleep Quality Index (PSQI) were used for the variables under study. The

results showed a significant positive correlation (r=.633 p <.001) between Cognitive

functioning and Sleep quality variable, and results also showed a negative impact of social

media on both cognitive functioning and sleep quality in undergraduates. The objective of the

current study is to explore the relationship of the given variables in the students of Faisalabad

(Pakistan) universities.

Keywords: social media, Montreal cognitive assessment, Pittsburgh sleep quality,

Undergraduates.

Chapter 1
Introduction
Human beings have fundamental needs to belong and to relate, for which
interpersonal communication is the key (Baumeister & Leary, 1995; Wang, 2013). In recent
decades, with the development of information technology, especially with the rapid
proliferation of Internetbased social media (e.g., Facebook, WeChat, or Instagram), the ways
of interpersonal communication have drastically changed (Smith & Anderson, 2018; Stone,
& Wang, 2018). The biggest revolution in the history of communication is social media and
this has started a completely new era altogether. Social media refers to the means of
interactions among people in which they create, share, and/or exchange information and ideas
in virtual communities and networks.

Social media, also called social networking sites, have been widely used in recent
years and have become a part of individuals' daily routines (Lee & Hsu, 2017; Taurino & de
Oliveira, 2019). Social media refer to all services and applications offering content and
information sharing, such as social networking, blogs, micro-blogs, instant messaging
applications, chat sites, and forums, which enable users to interact with each other thanks to
network technologies (Boyd, 2008). People use social media to communicate and stay
connected, make new friends, share photos or videos, and blog content (Lee & Hsu, 2017;
Kim, Jeong & Lee, 2000; Wang & Chiang, 2009). Individuals have turned into information
dissemination agents from being the audience or readers of social media contents. Through
using social media tools, people find the opportunity to share their thoughts, ideas, and
experiences worldwide (Solis & Breakenridge, 2009).

The development of mobile internet technology and the availability of mobile devices
such as smartphones/tablets have resulted in a reliance on the use of such technologies. The
smartphone has become an indispensable part of people’s daily lives as they are used to
interacting with others, maintaining relationships, and dealing with work issues. Smartphone
use is inextricably linked with social media use1 and people’s use of social networking sites
[eg, Facebook, Twitter, WeChat, TikTok]. The number of social media users has continued to
rise worldwide.

In 2021, 4.3 billion people—more than half of the world population had a social
media account, and the average user spent around two and a half hours per day on social
media platforms (We Are Social, 2021; GWI, 2021). Very few technologies since television
have so dramatically reshaped the way people spend their time and interact with others.

The Internet plays a pivotal role in accommodating and often shaping communication
to fit changing economic and socially hectic circumstances in our lives (Das & Sahoo, 2012).
The functional features of the Internet enable us to reach our goals quickly and efficiently and
to find satisfactory outlets in many areas of life by pursuing information, broadening
horizons, shopping, social interaction and more. Social relationships developed and
maintained in cyberspace (Anonymous, 2010) defines the space of human connectivity and
expand its limits. They promote our ability to fully participate in social life and increase our
wellbeing (Hamburger, 2008), allowing us to find and connect with many others, increase the
sense of
‘‘belonging’’ to a larger social group, and reveal previously ignored issues, of which our

awareness and possibly interest were previously limited (Kent, Taylor, & White, 2003).

Connecting with old friends, relatives, colleagues and people of similar interests is now an

accepted global practice. Social media enhance the information flow between recipients and

providers of nonprofit services (Burt & Taylor, 2003) and exposure to social causes

(Waters, 2007).

It is a well-known fact that social media is mostly used by the young (Kuss &
Griffiths, 2011). The young even try to communicate through the internet during lessons
(Khan, 2018). The internet has a charming effect since it offers a free, easy, and active
environment with little control. It does not require labour and responsibility, it provides an
environment of socialisation and convenience of belonging to a group, ensuring one to
express themself easily (Yavuz, 2018). Social media usage rates have been reported as high
as 88% in people aged 18-25 ("Pew Research Center," 2018). Among these networks the
most popular social media sites for those aged 18-24-year are: YouTube, Facebook,
Snapchat, Instagram, and Twitter, being used 94%, 84%, 78%, 71%, and 45% respectively
(Smith & Anderson, 2018).

Social media sites like Facebook, LinkedIn, Pinterest, Myspace, and many others
have conquered the lives of many, particularly the students. Interaction between teachers,
students, school management, and parents is just a click of a button away, converging
educational system in the form of learning management system. According to Johnson
(2013), students today grow up in an environment of swiftly changing technology where most
of a student’s time is spent on social networking forums and online interactions. The
acceptance of social media by secondary students is detectable, but the potential of
implementing social media for educational purposes in still debatable (Pollara, 2011).

Social media can also have some adverse effects, however. It has been shown that those who
use Facebook excessively saw a detriment in their academic performance, professional life,
and interpersonal relationships (Banyai et al, 2017). While the full effect of social media on
our mental health has not yet been determined, research has found that social media lowers
self-esteem in both men and women, and social media can sometimes lead to eating disorders
or other illnesses such as anxiety and depression. Many people are not aware of this issue, so
it is essential to bring it into the light and start a conversation.

Where social media gives a chance for people to seek help and gain support
anonymously, it can also give people a chance to bully others anonymously. This bullying
can cause psychosocial distress, which can then affect their peer relationships, family life,
and interactions with others (Hong et al, 2016).

Another way that social media harms our mental wellbeing is through the ever-
growing, ever-popular “fitspiration” that occurs on newsfeeds. Disguised as healthy
inspiration for weight loss and working out, these “fitspiration” posts often display unhealthy
themes. These posts often glamourize an unrealistic body type- a hyper thin, athletic female
body type and a hyper muscular male body type- instead of real health (Raggat et al, 2018). It
promotes the idea that these body types are the only ones that are worthy and have been
found to drive people to unhealthy and obsessive dieting.

Another way that social media has a negative effect on people is that it can be highly
addictive. As anyone who has ever played an online game or found themselves months deep
in Buzzfeed articles can tell you, the internet is highly addictive. As with anything with
highly addictive qualities, it can be abused. Internet addiction looks similar to other
addictions in the fact that it can cause psychological as well as physiological dependence,
tolerance, and withdrawal symptoms. It is also accompanied by psychological, family, and
social stress (Yoo, Cho, & Cha, 2014). Social media platforms are designed to capture users'
attention and keep them engaged for extended periods. The constant stream of notifications,
updates, and the addictive nature of scrolling can impair undergraduates' ability to
concentrate and sustain attention on academic tasks. Studies have shown that excessive use of
social media leads to divided attention, decreased task performance, and reduced cognitive
control (Przybylski et al., 2013; Wilmer et al., 2017).

Cognition refers to the mental processes and abilities involved in acquiring,

processing, storing, and using information. It encompasses a wide range of activities,
including perception, attention, memory, language, problem-solving, and decision-making
(Matlin, 2013).The word
‘cognition’ is derived from the Latin word cognoscere, meaning “to know” or “to come to
know”. Thus, cognition includes the activities and processes concerned with the acquisition,
storage, retrieval and processing of knowledge. In other words, it might include the processes
that help us to perceive, attend, remember, think, categorize, reason, decide, and so on.
Cognitive psychology, as the name suggests, is that branch of psychology that deals with
cognitive mental processes. Cognition is a general term encompassing mental processes such
as attention, perception, comprehension, memory and problem solving (Solso et al, 2005).

Although the term cognition has a long history dating back to the ancient Greeks
(seeChaney, 2013, for a review), one of the currently most influential definitions was
providedabout 50 years ago by Neisser in his seminal textbook on cognitive psychology:As
used here, the term ‘cognition’ refers to all the processes by which the sensory input is
transformed, reduced, elaborated, stored, recovered, and used. It is concerned with these
processes even when they operate in the absence of relevant stimulation, as in images and
hallucinations ... Given such a sweeping definition, it is apparent that cognition is involved in
everything a human being might possibly do; that every psychological phenomenon is a
cognitive phenomenon. (Neisser, 1967, p. 4)

Cognitive psychology began to take form as a new way of understanding the science
of the mind during the late 1950s. These formative events were spurred on by research
discoveries in memory, learning, and attention as well as ideas outside of the mainstay of
experimental psychology, such as communication theory, developmental psychology, social
psychology, linguistics, and computer science, which gave cognitive psychologists additional
breadth to deal with the complexity of human information processing and thinking. The
reemergence of cognitive psychology during this period is commonly referred to as the
Cognitive Revolution, emerging in 1956 with a conference on communication theory at
Massachusetts Institute of Technology (MIT) (Solso, 1998) in which seminal papers were
presented by Noam Chomsky, Jerome Bruner, Allen Newell and Herbert Simon, and George
Miller.

In modern scientific research, cognition refers to all phenomena that are related to
acquiring, assimilating, and processing knowledge, such as perception, attention, learning,
memory, logical thinking, decision-making, creative thinking, socio-cognitive skills, and
intuition. In short, cognition refers to the mental functions that we use to acquire knowledge,
or as Sternberg and Funke (2019) say, how people represent and process information. On the
one hand, it is always intrapersonal but on the other hand, essentially also a social and
collective phenomenon. In other words, cognition is about personal, internal and experiential
processing in an individual’s brain and mind, but at the same time shared and collective
(Resnick, 1991).

It is worth noting, however, that the concept of cognition in our rapidly changing
world can be extended beyond our physical bodies and to technological fields, as integrations
of human being with artificial intelligence, for example. Thus, the whole concept of cognition
may soon need to be revised in some way.

Cognition is a psychological term that includes the processes of learning, memory and
attention, as well as perception, language, intelligence, and reasoning. Cognitive phenomena
are essentially internal psychological processes which, from the experimental point of view,
must be inferred from overt changes in an organism’s behaviour (Bushnell, 1998). Behaviour
can be defined as what an animal does or as the observable product of the sensory, motor, and
integrative processes in the nervous system (Cory-Slechta et al., 2001; Eckerman and
Bushnell, 1992). Specific behaviours, as measured by performance in one or more
behavioural tasks, reflect the state of functioning of neural systems.

"Cognitive functioning, referring to the mental processes and abilities involved in

acquiring, processing, and utilizing information, is a fundamental aspect of human
cognition"(Baddeley, 1992; Anderson, 1990). It encompasses a wide range of cognitive
domains, including attention, memory, language, problem-solving, and decision-making
(Miller & Cohen, 2001; Kahneman & Tversky, 1979). The study of cognitive functioning is
crucial for understanding various aspects of human behavior, such as learning,
problemsolving, and adaptive functioning in daily life (Gazzaniga, Ivry, & Mangun, 2013).

Attention is a cognitive process that enables us to selectively focus on relevant stimuli

while filtering out distractions (Kahneman & Tversky, 1979). Memory plays a key role in
cognitive functioning, allowing us to encode, store, and retrieve information, forming the
foundation of learning and knowledge acquisition (Baddeley, 1992). Language, another
crucial aspect of cognitive functioning, facilitates communication and comprehension,
enabling us to convey thoughts and ideas (Chomsky, 1957). Problem-solving involves
utilizing cognitive processes to identify and implement effective solutions to challenges or
obstacles (Anderson, 1990). Decision-making, on the other hand, relies on cognitive abilities
to evaluate options, consider consequences, and make choices (Kahneman & Tversky, 1979).
 The study of cognitive functioning encompasses diverse disciplines, including
psychology, neuroscience, education, and cognitive science (Gazzaniga et al., 2013).
Researchers employ various methods and tools to investigate cognitive processes, including
behavioural experiments, neuroimaging techniques, computational modelling, and clinical
assessments (Gazzaniga et al., 2013). Understanding cognitive functioning is crucial for
comprehending human behavior, learning, problem-solving, and adaptive functioning. It
provides insights into how individuals acquire and process information and how they apply it
in various contexts (Gazzaniga et al., 2013). Moreover, understanding cognitive functioning
can help identify potential challenges or deficits in cognitive processes and inform
interventions and strategies to address them (Gazzaniga et al., 2013; Anderson, 1990).

Undergraduates, as a distinct group of individuals pursuing higher education,

experience significant cognitive changes and challenges in their academic and personal lives.
The cognitive domains relevant to undergraduates include attention, memory, language,
problem-solving, and decision-making, all of which play a pivotal role in their academic
success and overall cognitive development (Miller & Cohen, 2001; Kahneman & Tversky,
1979).

During the undergraduate years, students engage in demanding cognitive tasks, such
as attending lectures, taking notes, studying for exams, and completing assignments. These
cognitive demands require effective attentional control and information processing to acquire
and integrate new knowledge (Baddeley, 1992). Additionally, memory processes are crucial
for retaining and retrieving information learned in lectures and readings, which are essential
for academic performance (Baddeley, 1992).

Language skills are also central to undergraduate education as students engage in

reading, writing, and communicating complex ideas in various academic disciplines
(Chomsky, 1957). Problem-solving and critical thinking skills are continuously developed as
undergraduates tackle assignments, projects, and coursework that require them to apply their
cognitive abilities to solve complex problems (Anderson, 1990).

Understanding the cognitive functioning of undergraduates has practical implications

for educators, administrators, and researchers. By studying cognitive functioning in
undergraduates, researchers can gain insights into the cognitive processes and abilities that
contribute to academic success, learning strategies, and adaptive functioning (Gazzaniga et
al., 2013). Educators can utilize this knowledge to design instructional methods, curricula,
and support systems that optimize cognitive engagement and learning outcomes for
undergraduate students.

Sleep is an active, repetitive and reversible state of perceptual disengagement from

the environment including unresponsiveness to it (Carskadon and Dement, 2005). Sleep is
essential for a person’s health and wellbeing, according to the national sleep foundation
(NSF). Individual sleep needs vary. In general, most healthy adults are built for 16 hours of
wakefulness and need an average of eight hours of sleep a night. Children and adolescents
require an average sleep time of approximately 9 hours per night (Mercer et al., 1998). Sleep
is a pivotal modulator of hormone release, cardiovascular activity and glucose regulation, and
it has been demonstrated that changes in sleep quality or duration have a significant impact
on morbidity (Gangwisch et al., 2006; Banks and Dinges, 2007; Hall et al., 2008; Bixler,
2009).

Sleep serves several different functions such as growth and repair, learning or
memory consolidation and restorative processes and all these occur throughout the brain and
body (Krueger, 2003; Benington, 2000; Curcio, 2006). So, adequate amount of sleep is
fundamental for the mental and physical health of an individual. (Kazim and Abrar, 2011;
Mak et al., 2012).

Sleep quality refers to the subjective and objective assessment of the satisfaction,
effectiveness, and restfulness of an individual's sleep experience (Ohayon, 2017). It
encompasses various factors that contribute to the subjective and objective evaluation of
sleep, including dimensions such as sleep duration, continuity, depth, efficiency, and the
absence of sleep disturbances. Understanding and assessing sleep quality are essential for
evaluating sleep health and its impact on overall well-being.These dimensions include sleep
duration, sleep continuity, sleep depth, sleep efficiency, and the absence of sleep
disturbances. Each dimension plays a crucial role in determining the overall quality of sleep
(Buysse, 2014).

Sleep duration refers to the length of time an individual spends asleep, and it is an
essential aspect of sleep quality (Hirshkowitz et al., 2015). Inadequate sleep duration has
been associated with various health risks, including increased risk of obesity, diabetes,
cardiovascular diseases, and impaired cognitive functioning (Cappuccio et al., 2010; Knutson
et al., 2007).
 Sleep continuity refers to the uninterrupted and smooth progression through the sleep
stages It is characterized by minimal awakenings during the night and the ability to quickly
return to sleep after awakening (Buysse, 2014). Frequent awakenings or disruptions in sleep
continuity can lead to poorer sleep quality and daytime sleepiness (Grandner et al., 2015).

Sleep depth, also known as sleep intensity, refers to the level of relaxation and
restoration experienced during sleep. It is influenced by factors such as sleep architecture and
the presence of rapid eye movement (REM) and non-rapid eye movement (NREM) sleep
stages (Borbély, 2009). Deep and restorative sleep is crucial for physical and cognitive
recovery, while shallow or fragmented sleep can lead to feelings of unrefreshed sleep and
daytime fatigue (Bliwise, 2009).

Sleep efficiency refers to the proportion of time spent asleep compared to the total
time spent in bed. It is calculated by dividing total sleep time by time spent in bed (Buysse,
2014). Higher sleep efficiency indicates more consolidated and effective sleep, while lower
sleep efficiency suggests difficulty falling asleep or maintaining sleep, leading to lower
overall sleep quality (Grandner et al., 2014).

The absence of sleep disturbances refers to the absence of disruptive factors that
interfere with the quality of sleep. Sleep disturbances can include conditions such as sleep
apnea, insomnia, restless leg syndrome, and nightmares (American Psychiatric Association,
2013). Managing and minimizing these disturbances are essential for improving overall sleep
quality and promoting optimal well-being.

Understanding the multidimensional nature of sleep quality is critical in assessing and

improving individuals' sleep experiences. By examining and addressing each dimension,
researchers and healthcare professionals can develop targeted interventions and strategies to
optimize sleep quality and enhance overall health and well-being.

"Sleep quality" is an important clinical construct for two major reasons. First,
complaints about sleep quality are common; epidemiological surveys indicate that 5-35% of
the adult population complain of frequent sleep quality disturbance, such as difficulty falling
asleep or difficulty maintaining sleep (Karacan et al., 1976, 1983; Bixler et al., 1979;
Lugaresi et al., 1983; Welstein et al., 1983; Mellinger et al., 1985). Second, poor sleep quality
can be an important symptom of many sleep and medical disorders. One frequently measured
component of sleep quality, sleep duration, may Even have a direct association with mortality
(Kripke et al., 1979).
 Although sleep quality is a readily accepted clinical construct, it represents a complex
phenomenon that is difficult to define and measure objectively. "Sleep quality" includes
quantitative aspects of sleep, such as sleep duration, sleep latency, number of arousals, as
well as more purely subjective aspects, such as "depth" or restfulness" of sleep. However, the
exact elements that compose sleep quality, and their relative importance, may vary between
individuals. Furthermore, because sleep quality is largely subjective, sleep laboratory
measures may correlate with perceived sleep quality, but they cannot define it.

Finally, the measurement of sleep quality is affected by the type of study in which it is being
examined. Large-scale population surveys generally focus on a few general questions about
habitual sleep quality and types of sleep disturbances (e.g., Bixler et al., 1979; Karacan et al.,
1983). Studies at examine the previous night's sleep (drug efficacy studies, for example) may
focus on more subjective, comparative aspects of sleep quality, such as depth of ep,
restfulness, and feelings upon awakening (e.g., Frankel et al., 1976; Webb et al.,1976; Parrott
and Hindmarch, 1978).

A Finnish study found that there has been a gradual reduction in sleep duration and an
increase in sleep complaints over the last 30 years (Kronholm et al., 2008), and poor sleep
quality is a common issue in modern society. Additionally, sleep quality is relevant
dimension with regards to sleep–wake functioning, and poor sleep quality has been found to
be associated with poor academic achievement and health, as well as increased health care
costs and absenteeism from work (Trockel et al., 2000). The prevalence of poor sleep quality
in the community has been reported to be 26–35% using the Pittsburgh Sleep Quality Index
(PSQI) (Chung and Tang, 2006; Stein et al., 2008; Yao et al., 2008).

Sleep problems are common among university students (Yang et al 2003; Suen et al.,
2008; Tsui and Wing, 2009), with the prevalence of poor sleep quality in this population
having been reported as ranging from 19.17% to 57.5% (Feng et al., 2005; Suen et al., 2008).
A comprehensive sleep profiles include sleep duration and sleep quality.

Social media (Perrin, 2015), and previous studies have shown that greater social
media use is associated with lower stress levels (Hampton, Rainie, Lu, Shin, & Purcell,
2015). Measuring how young adults communicate their sleep habits on social media, and
inversely how their social media habits are related to the quality of their sleep, is a growing
field of research.
 Studies over the past decade have linked electronic media use by young adults with
reduced total sleep time and sleep quality (Cain & Gradisar, 2010). More recently, studies
have linked higher rates of social media use to greater sleep disturbance (Levenson, Shensa,
Sidani, Colditz, & Primack, 2016) and obsessive Facebook checking (i.e., a task requiring
less cognitive effort) to lower quality sleep (Mark, Wang, Niiya, & Reich, 2016).

1.1 The rationale of the study

The primary objective of this research was to examine the significance of the
connection between the aforementioned factors (i.e., social media, Cognitive Functioning and
Sleep quality. Not many studies have looked at the reliability of this connection. This
research seeks to fill a need in the existing literature by investigating the interplay between
these variables.

Social media tends to be fairly connected with both cognitive functioning and sleep
quality.

1.2 Problem Statement

The impact of social media on cognitive functioning and sleep quality among
undergraduate students is an area of concern due to the increasing prevalence of social media
usage and its potential effects on academic performance and overall well-being. Despite the
widespread use of social media platforms among this population, limited research has been
conducted to comprehensively understand the specific ways in which social media may
influence cognitive functioning and sleep patterns among undergraduate students.
Consequently, there is a need to investigate and address the potential detrimental effects of
excessive social media use on cognitive abilities, such as attention, memory, and
problemsolving skills, as well as its impact on sleep quality, which may lead to academic
underachievement and negative psychological outcomes. Understanding the relationship
between social media, cognitive functioning, and sleep quality is crucial for developing
strategies and interventions to promote healthier technology usage habits and improve the
overall well-being and academic success of undergraduate students.

1.3 Significance of study

The primary concerns of this research are social media impact on cognitive
functioning or performance and quality of sleep in undergraduates. It is widely accepted that
addictive or regular use of social media has a negative relation with cognitive abilities and
sleep quality across the time in almost every part of the world. It is important to check the
same phenomena in students at universities in developing countries like Pakistan as students'
life is mostly associated with use of social media the most for educational as well as
entertainment purpose.

Furthermore, none of these three characteristics have been examined in Pakistan as a

whole (Napping, Cognitive functioning and sleep quality).

1.4 The objective of the study

The purpose of this research is to learn more about the impact of social media on the
cognitive functioning and sleep quality in undergraduates' students of (Pakistan). The purpose
of this research was to provide a framework for understanding the relationships between
social media and cognitive as well as sleep quality of students. University students are the
future of this country and things that affect their cognitive abilities and sleep quality can deter
them from achieving their goals and to serve their country well. The purpose of the study is to
look how social media affect the cognition and sleep quality of university students in
Pakistan. Also, to find the correlation between cognitive functioning and sleep quality of
undergraduates.

1.5 Research Questions

These Research Questions served as the driving force behind this investigation.

• How does social media usage affect cognitive functioning and sleep quality among
undergraduate students?
• What is the relationship between social media addiction and cognitive functioning and
sleep quality among undergraduate students?
• What are the specific cognitive processes affected by social media usage among
undergraduate students, and how do they relate to sleep quality?
• How does the type of social media content consume (e.g., informational,
entertainment, social interaction) influence cognitive functioning and sleep quality
among undergraduate students?

1.6 Hypotheses
The hypotheses of this study are as follows:
 H1: Increased social media usage among undergraduate students is associated with
lower cognitive functioning, including decreased attention span, reduced memory recall, and
impaired problem-solving abilities.
H2: Excessive social media engagement negatively affects sleep quality among
undergraduate students, leading to difficulties falling asleep, disrupted sleep patterns, and
decreased overall sleep duration.
H3: There is a significant correlation between Cognitive functioning and Sleep quality

1.7 Operational Definitions

1.7.1 Social media

Social media refer to all services and applications offering content and information
sharing, such as social networking, blogs, micro-blogs, instant messaging applications, chat
sites, and forums, which enable users to interact with each other thanks to network
technologies (Boyd, 2008). Social media is widely used in undergraduates and its impact on
cognitive functioning and sleep quality is assessed in this study.

1.7.2 Cognitive Functioning

Cognitive functioning, referring to the mental processes and abilities involved in
acquiring, processing, and utilizing information, is a fundamental aspect of human cognition"
(Baddeley, 1992; Anderson, 1990). Montreal Cognitive Assessment (MOCA) is used to
assess cognitive functioning in undergraduates. It is scored out of 30 points, with higher
scores reflecting better performance. The MoCA examines the following cognitive abilities:
visuospatial/executive function, naming, episodic memory, attention, language, abstraction,
and orientation. Nasreddine et al. (2005) suggested a cutoff score of 26, with those scoring 25
or below suspected of having MCI.

1.7.3 Sleep Quality

Sleep quality refers to the subjective and objective assessment of the satisfaction,
effectiveness, and restfulness of an individual's sleep experience (Ohayon, 2017). Quality of
sleep-in undergraduates is affected by the use of social media. Pittsburgh sleep quality index
is used to assess this in students. The scale scored 0-21 with 0-4 categorize as “ good” while
5-21 indicates as “bad” sleep.
 Chapter 2

Literature Review
2.1 Social media
To consider social media as a marketing tool a retailer must understand every aspect
of it. Social media cannot be understood without first defining Web 2.0: a term that describes
a new way in which end users use the World Wide Web, a place where content is
continuously altered by all operators in a sharing and collaborative way (Kaplan and Haenlein
2010). “It is much more to do with what people are doing with the technology than the
technology itself, for rather than merely retrieving information, users are now creating and
consuming it, and hence adding value to the websites that permit them to do so” (Campbell et
al. 2011, 87). Web 2.0 has evolved from simple information retrieval to interactivity,
interoperability, and collaboration (Campbell et al. 2011).

Facebook, Twitter, Instagram and YouTube are the typical examples of social media
sites. These social media sites are important part of students’ lives and are often accessed
multiple times daily (Junco et al., 2010). Over the past years, social media have been
transforming how individuals, communities, and association create, share and seek
information from each other.Most of the students also have become so familiar to social
media that the types of communications, self-expression, community building, and other
forms of online engagement are now parts of the only reality they know. Therefore it is
important to take a step back to reflect on how we have arrived at the present and what our
most recent social media “advances” might mean for us in the future. This is because the
modern social media differ from the traditional media (e.g., newspaper and television) in the
terms of their accessibility, interactivity, usability and ubiquity.

2.1.1 Benefits of Social Media to Students

The various forms of social media has shown to benefits the students by intensify
communication, social connection and even technical skills. Most of students use social
media to socialize and communicate with each other which allow them to connect with
friends and family, making new friends, sharing pictures and exchanging ideas. Through this
also, students can fostering their identity and unique social skills. Some of the students
nowadays are introvert and have low self-confidence. However, by using social media as
their communication tools, they can improve their social skills and interact well with their
visual friends. Not only that, this such communication is also an important step for students
and it can affords the opportunity for respect, tolerance, and increased discourse about
personal and global issues.

According to Simonson et al. (2000), he describe online learning tools as more

effective than traditional classroom learning (using textbook for learning) because the
availability of the online materials and 24 hours access to learning. Students are more likely
to use this social media such as YouTube for their informal leaning. YouTube provides video
for information and knowledge that extends beyond the limit of the classroom and textbook.
It also provide tutorial and show the students clearly how some certain things are done
through the video uploaded. The ease of accessing out of textbook information and the ease
of sharing information and the availability of this online materials at one own time is the
other reasons why students preferred to use this social media as the tools for their informal
learning.

2.1.2 Challenges realted to Social media use in Students

Social media can also be a challenging instructional strategy to incorporate because it
attempts to balance the authority of the educator with the active participation of the students.
Collaboration through social media supports more of a constructivist approach to learning,
where students and educators can work together to co-create understanding of a particular
topic, rather than an approach that emphasizes individual contributions (Stevens, 2009). As a
result, students and educators become equal participants in the knowledge sharing process.
Though this seems beneficial for creating and disseminating knowledge, social media can
also become a privacy concern (i.e. cyber-plagiarism) as well as an outlet for abuse and
cyberbullying (Chen & Bryer, 2012; Frye et al., 2010; Jackson, 2011; Smailes & Gannon-
Leary, 2011). This suggests that establishing standards for social media use should include
behavior and attitude guidelines similar to those enforced in the classroom.

2.1.3 Social Media and Mental Health

Numerous studies have explored the relationship between social media use and
mental health outcomes in students. A systematic review by Woods and Scott (2016) found
evidence linking heavy social media use to increased depressive symptoms and anxiety
among students. Furthermore, a study by Kross et al. (2013) revealed that higher Facebook
use was associated with decreased well-being and life satisfaction among young adults.
 2.1.4 Social Media and Academic Performance
Research has examined the impact of social media use on academic performance.
Junco and Cotten (2012) conducted a study among college students, finding that high
Facebook use was associated with lower GPA. Similarly, a study by Rideout et al. (2010)
found that multitasking with media, including social media use, was negatively correlated
with academic performance.

2.1.5 Association between Social Media and Sleep Quality

The association between social media use and sleep quality has been investigated in
several studies. A study by Levenson et al. (2016) revealed that greater social media use was
associated with poorer sleep quality among college students. Similarly, Vannucci et al.
(2019) found that higher nighttime social media use predicted worse sleep quality and
increased sleep disturbances in adolescents.

2.1.6 Social Media and Sleep Quality

Social media use can impact social relationships among students. A study by Pantic et
al. (2012) demonstrated that excessive Facebook use was associated with lower subjective
well-being and impaired offline social relationships. Conversely, a study by Manago et al.
(2012) highlighted the positive role of social media in maintaining and strengthening existing
friendships.

2.1.7 Social Media and Self-Image

The influence of social media on self-image and body satisfaction has garnered
attention. Fardouly et al. (2015) found that exposure to idealized images on social media
platforms contributed to body dissatisfaction among college-aged women. Similarly, Perloff
(2014) highlighted the potential negative impact of social media on self-esteem and body
image.

2.2 Cognitive Functioning

Cognition is a general term encompassing mental processes such as attention,
perception, comprehension, memory and problem solving (Solso et al, 2005).

"Cognitive functioning, referring to the mental processes and abilities involved in

acquiring, processing, and utilizing information, is a fundamental aspect of human cognition"
(Baddeley, 1992; Anderson, 1990).
 Cognitive functioning refers to the mental processes involved in acquiring,
processing, storing, and retrieving information. It encompasses various cognitive domains,
including attention, memory, executive functions, language, and problem-solving.
Understanding cognitive functioning is crucial for comprehending human cognitive abilities
and performance across different tasks and contexts.

The relationship between cognitive functioning and social media use among
undergraduate students has been a topic of interest in recent research.

The widespread availability of smart phones and the capability to be constantly

connected to social media sites and applications allows users to interact with these (social
media) platforms daily (Pew Research Center, 2018). Having this abundance of information,
as well as a novel way in which media is consumed (through a screen as opposed to print),
may have implications for how our brain organizes information (Barr et al., 2015).
Considering the rapid and continuous growth of social media use among children and adults
around the world, and the dearth of information on its effects, it is imperative that changes in
human cognitive functions, such as working memory and attention.

2.2.1 Social media and cognition Research

Few studies have evaluated cognitive functioning and social media use (Greene et al.,
2018; Gruzd et al., 2018; Sherman et al., 2016). Babkirk et al. (2016) examined patterns in
preference of social communication between computer-mediated communication, in-person
interactions, and emotional regulation while viewing positive and negative stimuli. A
preference for computer-mediated communication was associated with greater reactivity and
emotional attention to both unpleasant and pleasant stimuli. However, the authors' direct
attention to the need for future studies to address actual behavior (as opposed to preference)
in order to better examine underlying neurocognitive and affective differences. A study
observing memory and processing speed in older adults’ use of social media indicated that
the process of training and subsequent socializing to use social media platforms may have
contributed to an increase in cognitive functioning (Myhre et al., 2017). However, it is
difficult to extrapolate whether the training or the use of social media itself is responsible for
increased cognitive functioning (Myhre et al., 2017). Research has also reported more
efficient working memory and greater verbal abilities in adolescent children who have used
Facebook for over one year (Myhre et al., 2017). Again, the results could be explained by
higher functioning individuals being more likely to use social media (Myhre et al., 2017).
 While some studies do assess for the cognitive process of attention, there are
limitations in the literature to consider. Gibbons et al. (2017) found that fading affect bias
(i.e., negative emotional stimuli fades faster than positive stimuli) was not as strongly
correlated to social media events as face-to-face encounters. The authors implied that social
media may decrease the attention spans, or the effective working memory of its users, and
therefore further research is highly warranted. Gonidis and Sharma (2017) also explain that
evaluating internet use is not the same as evaluating social media use due to differences in the
attention required to consume information between websites and social media.

The researchers found differences in time perception and browsing social media.
However, they suggest further investigation into memory and other types of attention to
determine extraneous variables (Gonidis & Sharma, 2017). Studies addressing media
multitasking (i.e., using Facebook while watching television) have reported that individuals
engaged in media multitasking showed decreased working memory performance (Uncapher
et al., 2016).

Research has also shown individuals labeled as “heavy media multitaskers” have less
gray matter volume in the anterior cingulate cortex (Marty-Dugas et al., 2017) and decreased
task-switching ability (Ophir et al., 2009). The very nature of social media is to bombard the
user with a multitude of information (Huntly, 2020, May 7). Social media's competition for
the user's attention may be decreasing inhibitory ability, or the ability to correctly filter out
irrelevant information (Ophir et al., 2009). However, replications of this study on media
multitaskers on a task-switching test yielded results that questioned the link between high
media multitasking and impaired task switching ((Ophir et al., 2009; Wiradhany &
Nieuwenstein, 2017). Considering these mixed results and a recent survey indicating 41% of
Americans use social media often while watching television (Statista Research Department,
2021, February 4), continuing to research change in cognitive processes when using these
internet platforms is essential (Vishwanath, 2017; Zhuang et al., 2017).

Research evaluating the effectiveness of social media use in higher education also
highlights the need for additional research on cognitive changes (Greene et al., 2018; Gruzd
et al., 2018). One study of students' ages 12 to 23 years old showed that those who tended to
multitask between using social media and studying experienced a shorter attention span when
just studying (Rosen et al., 2013). Furthermore, students may experience an increase in
attention-related errors when social media and other smartphone related functions are used in
an absent-minded manner (Marty-Dugas et al., 2017). It is possible that two different
cognitive functions, such as automatic or absent-minded attention and focused or purposeful
attention, are being evaluated by these studies and the differentiation between the two is not
being delineated.

2.2.2 Cognitive Distraction and Attention

Excessive social media use has been associated with cognitive distraction and
attentional difficulties among undergraduates. Foerde et al. (2019) found that frequent social
media multitasking was linked to reduced attentional control and impaired cognitive
performance in a sample of college students. Similarly, Junco and Cotton (2012) reported that
high Facebook use was negatively correlated with academic performance, potentially due to
reduced attentional resources available for studying.

2.2.3 Memory and Information Processing

The impact of social media use on memory and information processing abilities has
also been explored. A study by Uncapher et al. (2016) revealed that heavy media
multitaskers, including those engaged in social media use, demonstrated poorer memory
recall and decreased performance in tasks requiring information processing and cognitive
flexibility. Moreover, Lin et al. (2016) found that frequent social media use was associated
with decreased working memory capacity among college students.

2.2.4 Cognitive Control and Decision-Making

Social media use has been linked to reduced cognitive control and impaired
decisionmaking processes among undergraduates. Sherman et al. (2016) reported that heavy
social media users showed decreased cognitive control, as evidenced by decreased self-
control and increased impulsivity. Moreover, Lin et al. (2017) found that higher levels of
social media addiction were associated with compromised decision-making abilities among
college students.

2.2.5 Information Overload and Cognitive Overload

The extensive exposure to information on social media platforms can lead to
information overload and cognitive overload among undergraduates. A study by Wu et al.
(2017) indicated that information overload resulting from excessive social media use was
associated with reduced cognitive functioning, such as decreased cognitive clarity and
increased cognitive load.
 2.2.6 Cognitive Benefits of Moderate Social Media use
While excessive social media use has been associated with cognitive challenges, some
studies have found potential cognitive benefits of moderate social media use. A study by
Verduyn et al. (2017) showed that limited and purposeful social media use led to increased
well-being and reduced feelings of loneliness, which can indirectly support cognitive
functioning.

2.3 Sleep Quality

Sleep quality refers to the subjective and objective assessment of the satisfaction,
effectiveness, and restfulness of an individual's sleep experience (Ohayon, 2017). It
encompasses various factors that contribute to the subjective and objective evaluation of
sleep, including dimensions such as sleep duration, continuity, depth, efficiency, and the
absence of sleep disturbances. Understanding and assessing sleep quality are essential for
evaluating sleep health and its impact on overall well-being.These dimensions include sleep
duration, sleep continuity, sleep depth, sleep efficiency, and the absence of sleep
disturbances. Each dimension plays a crucial role in determining the overall quality of sleep
(Buysse, 2014).

Sleep quality is a crucial aspect of well-being and academic performance among

undergraduates. The widespread use of social media platforms has raised concerns about its
potential impact on sleep quality. Sleep quality is a critical factor in the overall well-being
and academic performance of undergraduate students. The increasing prevalence of social
media use among this population has raised concerns about its potential impact on sleep
quality.

2.3.1 Increased Social Media Use and Poor Sleep Quality

Several studies have explored the association between increased social media use and
poor sleep quality in undergraduates. A study by Levenson et al. (2016) found that higher
social media use was associated with shorter sleep duration, longer sleep onset latency, and
increased daytime dysfunction among college students. Similarly, a study by Woods and
Scott (2016) reported that heavy social media use was linked to poorer sleep quality,
increased sleep disturbances, and greater daytime sleepiness among undergraduate.
 2.3.2 Bedtime Social Media Use and Sleep Disturbances
The timing of social media use, particularly before bedtime, has been studied in
relation to sleep disturbances in undergraduates. A study by Chang et al. (2017) found that
bedtime social media use was associated with higher levels of sleep disturbances, including
difficulty falling asleep and staying asleep, among college students. Similarly, a study by
Thomée et al. (2011) reported that using social media close to bedtime was linked to
increased sleep problems and subjective sleep insufficiency in young adults.

2.3.3 Social Media Addiction and Disrupted Sleep Patterns

Research has investigated the relationship between social media addiction and
disrupted sleep patterns in undergraduates. A study by Demirci et al. (2015) found that higher
levels of social media addiction were associated with poorer sleep quality, increased sleep
disturbances, and higher daytime dysfunction among college students. Similarly, a study by
Elhai et al. (2018) reported a positive correlation between social media addiction and sleep
problems, including insomnia symptoms, among undergraduate students.

2.3.4 Social Media Use and Circadian Rhythm Disruption

The use of social media and electronic devices emitting blue light can disrupt the
circadian rhythm and impact sleep quality. A study by Exelmans and Van den Bulck (2016)
found that increased social media use was associated with more irregular sleep patterns and
delayed bedtimes among college students. Similarly, a study by Hale and Guan (2015)
reported that greater evening social media use was linked to delayed sleep timing and reduced
total sleep duration in adolescents and young adults.

2.3.5 Psychological Factors and Sleep Quality

Psychological factors, such as anxiety and depression, have been studied in relation
to social media use and sleep quality in undergraduates. A study by Scott and Woods (2018)
found that higher social media use was associated with increased symptoms of anxiety and
depression, which, in turn, negatively affected sleep quality among college students.

The literature suggests that increased social media use among undergraduates is
associated with poor sleep quality, sleep disturbances, disrupted sleep patterns, and circadian
rhythm disruption. Social media addiction and the timing of social media use, particularly
before bedtime, contribute to these associations. Psychological factors, such as anxiety and
depression, also play a role in the relationship between social media use and sleep quality. It
is crucial to promote awareness of healthy technology use and establish interventions to
improve sleep quality and overall well-being among undergraduate students.
 Chapter 3

Research Methodology
3.1 Research Design
In this study, a quantitative and correlational research design was utilized.

3.2 Population of the Study

University students of Faisalabad regions, those who are undergraduates and of any
semester.

3.3 Sample Size

The sample N=100 (n=50 boys, n=50 girls) were surveyed from various universities
of Faisalabad.

3.4 Sampling Strategy

The sample is obtained using a convenient sampling method.

3.5 Inclusion Criteria

• University students who are undergraduates are included in the study.

• Students who use regular social media are included
• Fresh Students enrolled in university are included.
• Unmarried and married students are included.

3.6 Exclusion Criteria

⦁ Students who are not fall in the selected level of education

⦁ Students who are enrolled in other educational institutes rather than

Universities.

⦁ Students of Ms, M Phil and PhD are excluded

⦁ students who do not use social media regularly are excluded

3.7 Instruments
The following instruments are used:
 • Informed Consent Sheet
• Demographics Sheet
• Montreal Cognitive Assessment Test (MOCA)
• Pittsburgh sleep quality index

3.7.1 Informed Consent Sheet

To reassure participants that their participation in the study is voluntary, their
information will be kept private and used solely for research. Explain to them what is
expected of them, how to complete the questionnaire, and how long it should take them. The
volunteers then gave their informed permission.

3.7.2 Demographic Sheet

At first demographic questionnaires will be used to collect personal information of
participants such as (gender, age, Nap duration, residence, socioeconomic status, and marital
status), and other life information.

3.7.3 Montreal Cognitive Assessment Test (MOCA)

The Montreal Cognitive Assessment (MoCA; Nasreddine et al., 2005) is a more
recently developed cognitive screen that targets the differentiation between normal aging and
MCI (Mild Cognitive Impairment) and has gained worldwide traction among healthcare
professionals. Nasreddine et al. found the MoCA showed higher sensitivity for detecting MCI
than the MMSE (.90 MoCA versus .18 MMSE) and acceptable specificity for the MoCA,
albeit lower than the MMSE (.87 MoCA vs. 1.00 MMSE).

The MoCA test is straightforward to administer and easy to access (downloaded

without cost from www. mocatest.org; Nasreddine, 2016). It is scored out of 30 points, with
higher scores reflecting better performance. The MoCA examines the following cognitive
abilities: visuospatial/executive function, naming, episodic memory, attention, language,
abstraction, and orientation. Nasreddine et al. (2005) suggested a cutoff score of 26, with
those scoring 25 or below suspected of having MCI. They also determined one point should
be added to the total score to correct for the influence of education for individuals with 12 or
fewer years of formal education.
 3.7.4 Pittsburgh Sleep Quality Index (PSQI)
The PSQI consists of 19 self-rated questions and five questions rated by the
bedpartner or roommate. The latter five questions are used for clinical information only, are
not tabulated in the scoring of the PSQI. The 19 self-rated questions assess a wide variety of
factors relating to sleep quality, including estimates of sleep duration and latency and of the
frequency and severity of specific including estimates of sleep duration and latency and of the
frequency and severity of specific sleep-related problems. These 19 items are grouped into
seven component scores, each weighted equally on a 0-3 scale. The seven component scores
are then summed to yield a global PSQI score, which has a range of 0-21; higher scores
indicate worse sleep quality.

The seven components of the PSQI are standardized versions of areas routinely
assessed in clinical interviews of patients with sleep/wake complaints. These components are
subjective sleep quality, sleep latency, sleep duration, habitual sleep efficiency, sleep
disturbances, use of sleeping medications, and daytime dysfunction. Scoring of each
component is illustrated in the Appendix. Subject instructions for the PSQI are contained in
the text. The entire index requires 5-10 min for the subject to complete, and 5 min to score.

3.8 Procedure
The Psychology Institute at Riphah International University in Faisalabad approved
the study after the abstract was examined and approved by the research board. As a result,
this was a vital step in finishing the study. The study's goals were made clear to all
participants (s). Only those who consented to take part in the research and otherwise fulfilled
the inclusion criteria were considered. Participants may cease responding at any moment
without any repercussions, and their replies will be kept confidential. At the time the poll was
sent out, respondents spanned a broad range of ages.

3.9 Research site

Current University students will make up the research's population, with a total of 100
(60 boys and 40 girls) chosen at random sampling to take part in the study. Many students
from different universities of Faisalabad contributed to the study.
 3.10 Data analysis
The present research will employ SPSS version 27 to conduct statistical tests,
including a descriptive analysis, Frequency of the demographics and regression analysis of
the impact of social media on cognitive functioning and sleep quality.

3.11 Ethical Considerations

After being briefed on the study's aims and procedures, participants gave informed
consent before completing any surveys. All information provided by participants will be
treated as confidential.
 Chapter 4

RESULTS AND DISSCUSSIONS

4.1 Overview
This chapter introduces survey research. A total of 100 valid answers were collected
from various individuals for the purposes of analysis and elucidating the nature of the
connection prevalent among the variables. SPSS was used to perform inferential statistical
tests on the data for the analysis. Different topics are covered in each subsection of this
chapter.
Different facets of the variables' relationships are measured in each section.

4.2 Demographics
Demographics for this study are gender, age, sleep duration and daily social media use.

Table 4.1: Demographic Characteristics of the Sample (Frequencies & Percentage)

Frequency Percent Cumulative Percent

18-21 55 55.0 50.0

Age 22-24 45 45.0 100.0

Total 100 100.0

MALE 50 50.0 50.0

FEMALE 50 50.0 100.0
Gender

Total 100 100.0

2-4 55 55.0 55.0

Sleep 5-7 45 45.0 100.0

Duratio
n Total 100 100.0

Daily 1-4 55 55.0 55.0

social
media 5-8 45 45.0 100.0
usage Total 100 100.0
In the above table It has been shown that 50 percent of the respondent were males' students
and 50 percent were female. Half of the respondents were having age of18-21 years which
means that 50 percent of entire population. While the other half of respondents are 22-24
years. All the students are undergraduates so there is no need of mentioning their education
level. The above table shows the duration of sleep which is divided into two halves. Firs are
the students who take sleep of 2-4 hours while the second half took 5 to 7 hours. Daily social
media usage is also divided into two ranges. One of the groups spent 1-4 hours daily on social
media while the other one used it for 5-8 hours. The percentage ranges from 45 in the first
group while 55 percent in the second.

Table 4.2 T-test analysis to compare cognitive functioning and sleep quality (N=100)

Variables M SD M SD T P LL UL

COGNITIVE 65.25 19.62 38.6 17.6 7.8 0.0 10.85 33.3

FUNCTIONIN
G

SLEEP 20.16 6.6 22.7 5.8 -2.2 .02 -4.8 -.35

QUALITY

T-test analysis shows that there is a significant difference between cognitive functioning and
sleep quality.
4.3 DESCRIPTIVE STATISTICS
Table 4.3
Correlations between Cognitive functioning and Sleep quality (N=100)

MOCAT PSQIT
MOCAT 1 .633**
.000

PSQIT .633** 1

.000

The results show a significant positive correlation between cognitive functioning and
psychological wellbeing (r = .633, p < .01). This indicates that there is a moderate positive
relationship between Cognitive functioning and the quality of sleep.
Table 4.4 Regression Coefficients

B Std. β T Sig.
80.25 1.252 14.416 .000
(Constant)

DSMU -1.301 .817 - 3.75 -1.593 .114

This table presents the unstandardized and standardized coefficients for the social media
effects on cognitive functioning. The coefficient for cognitive functioning was found to be
statistically significant (β = -3.75 p < .000) indicating negative relationship.
Table 4.5 Regression Coefficients

B Std. β t Sig.
Constant 77.784 .300 8.864 .000

DSMU .025 .044 -2.12 4.200 .000

This table presents the unstandardized and standardized coefficients for the social media
impact on sleep quality. The coefficient for Sleep quality was found to be statistically
significant (β =.212 p < .000), indicating a negative relationship between social media and
sleep quality.
4.4 Discussion
The findings of this study support the hypothesis and contribute to the understanding
of the relationship between social media, cognitive functioning and quality of sleep among
undergraduates.

Hypothesis 1 stated that social media negatively affect cognitive functioning among
undergraduate students, leading to decrease academic performance and reduced other mental
abilities is confirmed by the spss analysis (β =.159 p < .000).
These results suggest that napping increases the cognitive functioning in undergraduates.

Hypothesis 2 proposed that social media affects sleep quality negatively. The
regression analysis provided support for this hypothesis, with the coefficient for Sleep quality
being statistically significant (β = 0.120 p < .000). This indicates a positive relationship
between napping and psychological wellbeing
Hypothesis 3 suggests that there would be positive correlation between cognitive functioning
and sleep quality. The correlation analysis confirmed this hypothesis, revealing a significant
positive correlation between Cognitive functioning and sleep quality (r =. 633 p < .01).
These results suggest that as cognitive functioning decreases, the sleep quality also deceases
among undergraduates.
To examine the validity of this hypothesis, the literature review conducted in this study
provides relevant evidence from previous studies.
According to Kuppuswamy and Shankar (2010) social network websites grab
attention of the students and then diverts it towards non-educational and inappropriate actions
including useless chatting. Based on the above statement we can say that social networking
sites may badly affect the academic life and learning experiences of the student. Trusov,
Bucklin, and Pauwels (2009) noted that the Internet is no doubt evolution of technology but
specifically social networks are extremely unsafe for teenagers, social networks become
hugely common and well-known in past few years. As Kuppuswamy and Shankar (2010)
explained that the social networks grabs the total attention and concentration of the students
and diverts it towards non educational, unethical and inappropriate actions such as useless
chatting, time killing by random searching and not doing their jobs. Students and teenagers
mostly use social networks for time killing and sake of enjoyment but it has been analyzed
that internet use for education purpose and any appropriate task including online tutorials,
online lectures and education material downloading is very good but use of internet for only
social network is very useless perhaps dangerous.

Excessive social media use has been associated with cognitive distraction and
attentional difficulties among undergraduates. Foerde et al. (2019) found that frequent social
media multitasking was linked to reduced attentional control and impaired cognitive
performance in a sample of college students. Similarly, Junco and Cotton (2012) reported that
high Facebook use was negatively correlated with academic performance, potentially due to
reduced attentional resources available for studying.

The association between social media use and sleep quality has been investigated in
several studies. A study by Levenson et al. (2016) revealed that greater social media use was
associated with poorer sleep quality among college students. Similarly, Vannucci et al.
(2019) found that higher nighttime social media use predicted worse sleep quality and
increased sleep disturbances in adolescents.

The timing of social media use, particularly before bedtime, has been studied in
relation to sleep disturbances in undergraduates. A study by Chang et al. (2017) found that
bedtime social media use was associated with higher levels of sleep disturbances, including
difficulty falling asleep and staying asleep, among college students. Similarly, a study by
Thomée et al. (2011) reported that using social media close to bedtime was linked to

increased sleep problems and subjective sleep insufficiency in young adults.

CHAPTER #5

SUMMARY, FINDING, CONCLUSION AND

RECOMMENDATATIONS
5.1 Summary
The relationship among social media, Cognitive functioning and sleep quality has
been explored in this research. Additionally, it was observed that social media is negatively
associated with cognitive functioning and Sleep quality among undergraduates' students. For
this purpose, a sample of 100 university students was selected (N = 50) males and (N = 50)
females. The sample was taken from various public and private universities of Faisalabad. It
was carefully addressed regarding the purpose and nature of the research that was being
conducted for highlighting its importance. After the selection of the sample the questionnaires
with demographic sheet and informed consent were delivered to them.
Approximately 30 minutes were taken by each participant for filling that questionnaire. The
result were computed by using SPSS-27, the Pearson correlation analysis was run exploring
correlational analysis among variables (cognitive functioning and sleep quality), the Linear
regression analysis explored the relationship between social media, cognitive functioning and
quality of sleep.

5.2 Findings
The findings of Table 4.1 represented the descriptive analysis of demographic
variables; the findings of Table 4.2 represented the significant positive correlation between
cognitive functioning and sleep quality among university students. The findings of Table 4.3
and Table 4.4 represented the linear regression which explained that the relationship between
social media and cognitive functioning is negative among university students and the
relationship between social media and also, the relationship between social media and sleep
quality is negative. The Results findings of this study represented that there is generally an
inverse relationship between social media, cognitive functioning and sleep quality. Higher
levels of social media use tend to be associated with lower levels of cogitative functioning
and quality of sleep. while the relationship between cognitive functioning and sleep quality is
direct proportional such as increasing of one decreases the other and vice versa.

5.3 Conclusion
In conclusion, this study examined the relationship between social media, cognitive
functioning and sleep quality in undergraduate students. The findings support the hypothesis
and demonstrate a significant positive correlation between cognitive functioning and sleep
quality. It was observed that as cognitive functioning decreases the sleep quality also affected
badly among undergraduates also increases. The regression analysis further confirmed that
Napping contributes to the prediction of cognitive functioning and sleep quality in students.

The study highlights the importance of addressing social media problems especially those
related to cognitive functioning and sleep quality to help students in improving their
cognitive functioning and sleep quality. By implementing suitable restrictions, the negative
affect of social media can be mitigated.

5.4 Recommendations
Based on the findings of this study, the following recommendations are proposed:
 Educational institutions should consider the cognitive wellbeing of students and teach
them the negative affect of overly using social media.

Also, the parents should advice the students to decrease unnecessary use of social media as it
affects their children sleep and cognition.

Promote awareness about the importance of taking regular breaks from social media
and engaging in offline activities. Encourage individuals to set designated periods of time
each day for unplugging from social media platforms.
Develop Healthy social media Habits: Educate individuals on establishing healthy social
media habits, such as setting time limits for usage, avoiding late-night browsing, and
engaging in mindful and purposeful interactions.
Promote Sleep Hygiene Practices: Raise awareness about the significance of sleep
hygiene, including maintaining a consistent sleep schedule, creating a sleep-friendly
environment, and avoiding electronic devices before bedtime.
Provide Education on Cognitive Load Management: Educate individuals about
managing cognitive load by balancing their online activities and minimizing multitasking.
Encourage prioritization of tasks, focusing on important activities, and avoiding excessive
cognitive demands from social media.

Incorporate Digital Well-being Features: Collaborate with social media platforms to

develop and implement features that promote digital well-being, such as usage trackers,
notifications for excessive usage, and reminders to take breaks.

5.5 Limitations

Limited time was one of the biggest limitations which did not allow to explore the
phenomena more extensively. Also, the limited resources to collect more and more data.

It is important to acknowledge the limitations of this study. Firstly, the research

focused solely on undergraduates, limiting the generalizability of the findings to other
students of different education level. Future studies should aim to include a more diverse
sample to enhance the external validity of the results. Additionally, the study relied on self-
report measures, which may introduce response biases and common-method variance. The
use of additional objective measures or a mixed-methods approach can provide a more
comprehensive understanding of the relationships examined.
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 APPENDIX A
Consent Form for Research Study

Title of Study: Impact of social media on Cognitive Functioning and Sleep Quality Among
Undergraduates
Supervisor: Mam Sidra Ilyas
You are being invited to participate in a research study examining the impact of social media
on Cognitive Functioning and Sleep Quality in Undergraduates. Please read this form
carefully and feel free to ask any questions before deciding whether to participate.

Study Purpose:
The purpose of this study is to investigate the potential correlation between social media use
and its impact on cognitive and sleep quality. Participants will be required to complete a
series of questionnaires related to their experiences of social media use and its impact on their
cognitive performance and sleep quality. The data collected will be analyzed in an
anonymous and confidential manner to ensure the privacy and confidentiality of participants.
There are no direct physical risks associated with participating in this study. All data
collected during the study will be treated as strictly confidential. Personal information will be
anonymized. y. You have the right to decline to participate or withdraw from the study at any
time without penalty or consequence. If you have any questions, concerns, or require further
information about the study, please contact me at khanwazeerullah@gmail.com

Consent:

By signing below, you acknowledge that you have read and understood the information
provided in this consent form. You voluntarily agree to participate in the study and grant
permission for the use of the collected data for research purposes.
Participant's Signature: ______________________
 Appendix B

Demographic Information
Name: __________________________________
Age: ____________________________________
Gender: _________________________________
Marital Status: ____________________________

Residential Status: Urben \ Rural

Social Economic Status: _____________________
Class\Semester: ___________________________

Using social media since: ____________________

Daily time duration on social media: ____________
Favourite Social media platform: _______________

Sleep Duration: _____________________________

Previous Mental health issues: Yes \ No

Additional Comments or Information: _____________________________________

APPENDIX C
 APPENDIX D
Pittsburgh Sleep Quality Index (PSQI)

Instructions: The following questions relate to your usual sleep habits during the past
month only. Your answers should indicate the most accurate reply for the majority of
days and nights in the past month. Please answer all questions.

1. During the past month, what time have you usually gone to bed at night?
___________________
2. During the past month, how long (in minutes) has it usually taken you to fall asleep
each night? __________
3. During the past month, what time have you usually gotten up in the morning?
___________________
4. During the past month, how many hours of actual sleep did you get at night? (This
may be different than the number of hours you spent in bed.) ___________________

5. During the past month, how often have Not Less Once or Three or
you had during than more

trouble sleeping because you… the once a twice a times a

past week
month week week

a. Cannot get to sleep within 30 minutes

b. Wake up in the middle of the night or
early morning
c. Have to get up to use the bathroom
d. Cannot breathe comfortably
e. Cough or snore loudly
f. Feel too cold
g. Feel too hot
h. Have bad dreams
i. Have pain
j. Other reason(s), please describe:

6. During the past month, how often have

you taken medicine to help you sleep
(prescribed or “over the counter”)?

7. During the past month, how often have

you had trouble staying awake while
driving, eating meals, or engaging in
social activity?

No Only a Somewh A very big

at
proble very of a problem
m slight

at all problem proble

m

8. During the past month, how much of a

problem has it been for you to keep up
enough enthusiasm to get things done?

Very Fairly Fairly Very

good good bad bad

9. During the past month, how would you

rate your sleep quality overall?

No bed Partner/ro Partner in Partner

partner or om mate same room in same
room mate in other bed
room but not same
bed

10. Do you have a bed partner or room

mate?
 Not during Less than Once or Three
the past once a twice a or more
month week week times a
week

If you have a room mate or bed partner,

ask him/her how often in the past month
you have had:

a. Loud snoring
b. Long pauses between breaths while
asleep
c. Legs twitching or jerking while you
sleep
d. Episodes of disorientation or
confusion during sleep
e. Other restlessness while you sleep,
please describe: