Collaborative vs. Consumptive Social Media Use: Differential Effects on Academic Performance Across Educational Levels

Introduction: This study investigates how distinct patterns of social media engagement—collaborative academic use versus passive content consumption—differentially affect academic performance across high school and undergraduate populations. Methodology: A systematic literature review of peer-reviewed articles from the ERIC database published between 2020 and 2026 was conducted, applying the search query social media AND study habits AND academic performance. Two studies met the inclusion criteria: one examined high school students through standardized regression coefficients, and the other analyzed undergraduates using GPA comparisons. Discussion: The synthesis reveals a critical dichotomy. For high school students, collaborative use of social media for sharing academic information with classmates positively predicted academic performance, while common distractions such as interruptions or time lost to social media did not yield statistically significant negative effects. In contrast, undergraduate students engaging intensively with short-form video content (e.g., TikTok or Instagram Reels) demonstrated a significantly lower mean GPA of 2.8 (SD = 0.6). Qualitative findings further indicated that 88.6% of students used social media for family and friends, and 80% for entertainment, with habitual consumption fostering procrastination and multitasking that degraded attention. Conclusions: The impact of social media is not uniform; it is critically mediated by the nature of usage and educational level. This research contributes the novel insight that constructive collaboration can be harnessed as a positive academic tool, whereas passive consumption of shallow content poses a clear threat to university-level achievement. These findings therefore inform differentiated educational policies that promote beneficial social media practices while mitigating harmful exposure to distracting content.