Social Media Impact on Students’ Academic Performance: A Bibliometric Analysis

The rapid expansion of social media has significantly transformed student learning, communication, and academic engagement worldwide. This study presents a comprehensive bibliometric analysis of research published between 2011 and 2025 to map publication trends, thematic evolution, collaboration networks, theoretical orientations, and geographic distribution in the domain of social media and student academic performance. Selected publications were analyzed using bibliometric techniques supported by VOS-viewer and MS Excel. The findings reveal a substantial rise in research output after 2017, indicating growing global scholarly interest. Major contributions originate from India, Malaysia, China, Saudi Arabia, the United States, and several developing regions, although geographic concentration remains prominent in South and Southeast Asia. Thematic clustering identifies three dominant research directions: (i) educational integration of platforms such as Facebook, WhatsApp, and Instagram to enhance collaboration and peer–teacher interaction; (ii) problematic or addictive usage patterns associated with distraction, multitasking, and psychological strain; and (iii) academic performance outcomes influenced more by purpose and intensity of use than demographic factors. Keyword co-occurrence analysis demonstrates strong conceptual cohesion around academic performance, while methodological review shows dominance of cross-sectional designs, highlighting the need for longitudinal and intervention-based studies. Overall, the findings suggest that social media’s academic impact is context-dependent—beneficial when strategically integrated into learning environments yet detrimental when usage becomes excessive or unregulated. The study provides evidence-based insights for researchers, educators, and policymakers seeking to optimize the educational benefits of social media while mitigating associated risks.