Social Media Addiction Prevention Program and Study Habits of Secondary School Students: A Systematic Literature Review

Abstract

The rapid proliferation of social media platforms has generated unprecedented concerns regarding their impact on adolescent academic behaviors, particularly study habits and academic performance. This systematic literature review (SLR) synthesizes empirical evidence on the relationship between social media addiction and study habits among secondary school students, and evaluates existing prevention and intervention programs. Following PRISMA guidelines, a comprehensive search of peer-reviewed literature published between 2010 and 2025 was conducted across multiple databases including Scopus, Web of Science, PubMed, ERIC, and Google Scholar. A total of 87 studies met the inclusion criteria and were subjected to thematic synthesis. The review reveals that social media addiction significantly impairs study habits through multiple interconnected mechanisms including sleep disruption, attentional fragmentation, time displacement, and psychological distress. Existing prevention programs remain fragmented, with most focusing on treatment rather than prevention and few specifically designed for secondary school contexts. The review identifies critical gaps in the literature, particularly regarding longitudinal studies, culturally adapted interventions, and the integration of prevention programs into school curricula. A comprehensive, multi-component prevention framework is proposed that integrates psychoeducation, sleep hygiene, digital literacy, and coping skill development. Implications for educational policy, school practice, and future research are discussed.