The link between social networks and messaging apps with addictive behaviors and academic performance in adolescents: the EHDLA study.

Abstract Background Academic performance in adolescence is a key predictor of future educational, occupational, and health outcomes. While social networks (SNs) and messaging apps are increasingly integrated into adolescent´s daily lives, their impact on academic achievement remains debated. This study aimed to evaluate associations between the use of SN, messaging apps, addictive behaviors, and academic performance in Spanish adolescents. Materials and methods A cross-sectional analysis was conducted using data from the Eating Healthy and Daily Life Activities (EHDLA) study, which included 583 adolescents aged 12–17 years from three secondary schools in Valle de Ricote, Spain, during the 2021–2022 academic year. SNs and messaging app use were assessed via a self-report scale. Addictive behaviors were measured using the Short Social Networks Addiction Scale-6 Symptoms (SNAddS-6S). Academic performance was evaluated using grade point average (GPA) and subject-specific grades obtained from school records. Associations were analyzed using generalized linear models adjusted for important covariates. Results The median age of participants was 14 years, with 57% female. TikTok and WhatsApp were the most frequently used platforms. No statistically significant association was found between the overall use of SNs and GPA. However, higher levels of addictive behaviors related to SN use were significantly associated with lower academic performance (B = − 0.15, 95% CI: − 0.26 to − 0.03, p = 0.014). Conclusions Our findings show a relationship between the use of SNs and GAP, however, this was not significant. On the contrary, we found a significant relationship between addictive behaviors related to SNs and GAP. These findings suggest the need for educational interventions that promote mindful technology use while preserving the benefits of digital connectivity.