Social Media Addiction, Self-Control Strategies and Academic procrastination in Medical Students

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Published May 24, 2026
https://doi.org/10.62438/tunismed.v104i05.6427
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Vol. 104 No. 05 (2026): Tunis Med May 2026

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Ahlem Hajri
Outpatient and A&E Department, Razi Hospital. Faculty of Medicine of Tunis, University of Tunis Manar, Tunis, Tunisia
Mayssene Shiri
Outpatient and A&E Department, Razi Hospital. Faculty of Medicine of Tunis, University of Tunis Manar, Tunis, Tunisia
Amira Maamri
Outpatient and A&E Department, Razi Hospital. Faculty of Medicine of Tunis, University of Tunis Manar, Tunis, Tunisia
Emira Khelifa
Outpatient and A&E Department, Razi Hospital. Faculty of Medicine of Tunis, University of Tunis Manar, Tunis, Tunisia
Abdennour Karmous
Outpatient and A&E Department, Razi Hospital. Faculty of Medicine of Tunis, University of Tunis Manar, Tunis, Tunisia
Haifa Zalila
Outpatient and A&E Department, Razi Hospital. Faculty of Medicine of Tunis, University of Tunis Manar, Tunis, Tunisia

Abstract

Introduction: Evidence from the literature suggests a link between social media addiction (SMA) and academic procrastination, both of which are negatively correlated with academic performance.
Objectives: To assess the relationships between SMA, academic procrastination, and self-control strategies for social media use among medical students.
Methods: We conducted a descriptive and analytical cross-sectional study using an online self-administered questionnaire distributed to Tunisian medical students. The questionnaire included socio-demographic data, characteristics of social media use, and the Arabic versions of the Bergen Social Media Addiction Scale and the Academic Procrastination Scale.
Results: A total of 156 responses were collected. Sixteen percent of students had SMA. The median Academic Procrastination Scale score was 67.5. We found a moderate positive correlation (ρ = 0.514, p < 0.001) between the Academic Procrastination Scale score and the Bergen Social
Media Addiction Scale score. The most commonly used self-control strategy among medical students to regulate social media use was “direct self-control” (23.7%). Students using self-control strategy 1 had significantly lower Bergen Social Media Addiction Scale scores compared with those using strategies 4 (p = 0.03), 5 (p = 0.036), or 7 (p = 0.045).
Conclusion: Targeted interventions aimed at reducing problematic social media use and academic procrastination could improve students’ well-being and academic performance.

Keywords:

Social media addiction, academic procrastination, medical students, self-control strategies

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