Social Media Screen Time and IQ Among Egyptian Undergraduates: A Cross‑Sectional Study

Abstract

Background: The widespread use of social media among university students raises critical questions about its cognitive implications. While existing literature has explored psychological outcomes, few studies have investigated the direct relationship between social media screen time and standardized measures of intelligence. Objectives: This study aimed to evaluate the correlation between daily social media screen time and intelligence quotient (IQ) scores among Egyptian undergraduate students, while considering related academic and behavioral factors. Methods: A cross-sectional study was conducted from December 2023 to May 2024 involving 303 undergraduate students aged 18-24 years across multiple universities in Egypt. Participants completed an online survey capturing sociodemographic data, GPA, self-reported screen time, and a validated 20-item IQ assessment. Pearson’s correlation coefficient was used to assess the relationship between screen time and IQ. Results: Participants reported a mean daily screen time of 6.1 ± 3.1 hours and an average IQ of 117.8 ± 19.5. A statistically significant inverse correlation was observed between social media screen time and IQ scores (r = -0.12, p = 0.037). Additionally, a substantial proportion of students reported frequent distraction, memory lapses, and distress related to phone use, with over 46% identifying themselves as phone dependent. Conclusion: This study identifies a modest but statistically significant negative association between social media screen time and IQ among undergraduates. These findings underscore the potential cognitive costs of excessive digital engagement and support the integration of digital wellness education into university curricula.