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Mental health and depression as mediators between social media use screen time and academic integrity among tertiary students in Ghana
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  • Published: 20 February 2026

Mental health and depression as mediators between social media use screen time and academic integrity among tertiary students in Ghana

  • Simon Ntumi  ORCID: orcid.org/0000-0001-7874-44541,
  • Daniel Gyapong Nimo2,
  • Christina Ammah3,
  • Betty Donkor4,
  • Sheilla Agbenyo5,
  • Harriet Delali Deku6 &
  • …
  • Seth Sunu7 

Scientific Reports , Article number:  (2026) Cite this article

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Subjects

  • Psychology
  • Risk factors

Abstract

In light of rising concerns over the psychological and academic consequences of excessive digital engagement among College of Education students, this study investigates the complex interplay between social media use, screen time, mental health, and academic outcomes. This study investigated the complex interplay between social media use, screen time, depression, mental health, assessment integrity, and internal assessment scores among tertiary students in Ghana using a cross-sectional correlational design. A total of 970 students from public Colleges of Education across Ghana were selected through stratified random sampling. Data were analyzed using Pearson correlations, multiple regression, and mediation/moderation models (Hayes PROCESS v4.0). Findings revealed that increased social media use and screen time were significantly associated with poorer mental health outcomes (R2 = 0.31, p < .001), with late-night screen usage (β = − 0.29, p < .001) and emotional investment in social media (β = − 0.30, p < .001) emerging as the strongest negative predictors of mental well-being. Depression significantly mediated the relationship between social media use and academic performance (indirect effect β = − 0.14, 95% CI [− 0.21, − 0.07], p < .001), accounting for 27% of the variance in depression and 23% in academic scores. The direct path from social media use to academic performance also remained significant (β = − 0.17, p < .001), while the total effect was stronger (β = − 0.31, p < .001), indicating partial mediation. Furthermore, depression significantly predicted increased assessment dishonesty (β = 0.29, p < .001), and this relationship was amplified among students with high non-academic screen time exposure. Correlation analysis showed significant negative associations between screen time and assessment scores (r = − .28 to − 0.32, p < .01), and between depression and academic integrity (r = .25 to 0.33, p < .01). The study concludes that digital behaviors, particularly excessive and emotionally driven screen use, detrimentally affect students’ mental health and ethical academic conduct. Psychological distress, especially depression, is statistically consistent with partial mediation, digital engagement to reduced academic performance and integrity. These findings highlight the need for institutional policies that promote balanced digital habits, mental health support, and integrity-centered assessment reforms in Ghanaian tertiary institutions.

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Data availability

The datasets generated and analyzed during this study focused on social media use, screen time, depression, mental health, assessment integrity, and academic performance among tertiary students in Ghana are available from the corresponding author, Simon Ntumi, upon reasonable request. To protect participant confidentiality, raw data will not be publicly shared. Data access will be subject to institutional ethical review procedures.

Abbreviations

CoE:

College of education

DSM-IV:

Diagnostic and statistical manual of mental disorders, fourth edition

GHQ-12:

General health questionnaire—12 items

LMS:

Learning management system

MTUAS:

Media and technology usage and attitudes scale

PHQ-9:

Patient health questionnaire—9 items

SMEQ:

Social media engagement questionnaire

SMU:

Social media use

ST:

Screen time

MH:

Mental health

β:

Beta coefficient

p:

p-value (statistical significance)

CI:

Confidence interval

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Acknowledgements

The authors wish to express their sincere gratitude to all tertiary students who participated in this study. Appreciation is also extended to the research assistants, data analysts. Special thanks to the Department of Educational Foundations and the Department of Counselling Psychology at the University of Education, Winneba, for their ongoing institutional and academic support.

Funding

This study was fully self-funded by the authors. No external financial support, sponsorship, or grants were received, ensuring the independence and objectivity of the research process and its findings.

Author information

Authors and Affiliations

  1. Department of Educational Foundations, University of Education, Winneba (UEW), Winneba, West Africa, Ghana

    Simon Ntumi

  2. Department of Interdisciplinary Studies, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, West Africa, Ghana

    Daniel Gyapong Nimo

  3. Department of Counselling Psychology, University of Education, Winneba (UEW), Winneba, West Africa, Ghana

    Christina Ammah

  4. Bagabaga College of Education, Tamale, West Africa, Ghana

    Betty Donkor

  5. Bia Lamplighter College of Education, Sefwi Debiso, West Africa, Ghana

    Sheilla Agbenyo

  6. Department of Education, Komenda College of Education, Komenda, West Africa, Ghana

    Harriet Delali Deku

  7. St. Teresa’s College of Education, Hohoe, West Africa, Ghana

    Seth Sunu

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Contributions

S.N. conceptualized the study, led the methodological design, performed the data analysis, drafter the initial manuscript and served as the corresponding author. D.G.N. contributed to the literature review, assisted with data interpretation, and supported the drafting and revision of the manuscript. C.A. provided expertise on psychological dimensions, especially the constructs of mental health and depression, and helped refine the analysis framework. B.D. coordinated data collection in the northern zones and contributed to the preliminary statistical analysis. S.A. assisted with data entry, coding, and the review of digital behavior literature. H.D.D. contributed to the development of the research instruments and provided regional oversight for survey implementation. S.S. assisted with ethical clearance processes, conducted quality assurance checks on the data, and reviewed the final manuscript for coherence and consistency.

Corresponding author

Correspondence to Simon Ntumi.

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Ethics approval and consent to participate

This study was conducted in full compliance with the ethical standards outlined in the Declaration of Helsinki and adhered to international research guidelines. Ethical approval was obtained from the Institutional Review Board (IRB) of the University of Education, Winneba. Additional institutional permissions were secured where required. Prior to data collection, all participants received comprehensive information regarding the study’s purpose, procedures, potential risks and benefits, and their voluntary participation. Informed consent was obtained from all participants, with the assurance that they could withdraw at any time without penalty. Confidentiality and anonymity were strictly maintained. All data were encrypted and stored securely on password-protected devices.

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Not applicable. This study did not involve the collection or publication of any personally identifiable information, images, or multimedia content.

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The authors declare no competing interests.

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Ntumi, S., Nimo, D.G., Ammah, C. et al. Mental health and depression as mediators between social media use screen time and academic integrity among tertiary students in Ghana. Sci Rep (2026). https://doi.org/10.1038/s41598-026-40285-0

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  • Received: 10 June 2025

  • Accepted: 11 February 2026

  • Published: 20 February 2026

  • DOI: https://doi.org/10.1038/s41598-026-40285-0

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Keywords

  • Social media
  • Screen time
  • Depression
  • Mental health
  • Assessment integrity
  • Internal assessment
  • Ghana
  • Tertiary education
  • Mediation analysis
  • Academic dishonesty
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