School of Distance and Lifelong Learning (SDLL) Collection

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https://dissertations.mak.ac.ug/handle/20.500.12281/6946

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Browsing School of Distance and Lifelong Learning (SDLL) Collection by Author "Kirabo, Treasure Janet"
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    Social media use and mental health among university students in Kampala, Uganda : exploring perceptions, experiences, and coping mechanisms
    (Makerere University, 2025) Kirabo, Treasure Janet
    The rapid expansion of social media use among young people has raised critical questions about its impact on mental health. This study explored the perceptions, lived experiences, and coping mechanisms of university students in Kampala regarding the influence of social media on their psychological well-being. Guided by Albert Bandura’s Social Learning Theory, the research adopted a qualitative phenomenological design to capture the nuanced ways students interpret and respond to social media use. Eleven Makerere University students, purposively selected for their active engagement with social media, participated in in-depth interviews. Data were analyzed thematically to uncover recurrent patterns and meanings. Findings reveal that students hold ambivalent views of social media: it is both a source of connection, inspiration, and academic support, as well as a contributor to stress, anxiety, and self-doubt. Positive experiences included emotional support from peers, access to information, and enhanced self-expression, while negative experiences were marked by cyberbullying, unhealthy social comparison, time displacement, and “social media fatigue.” The study further highlighted the coping strategies students employed, ranging from self-regulation practices such as digital detox and content curation, to seeking peer or professional support. Students also expressed the need for institutional interventions, including digital wellness workshops, strengthened counseling services, and integration of media literacy into university programs. The study concludes that social media plays a dual role in shaping students’ mental health, presenting both opportunities for empowerment and risks of psychological distress. It recommends that universities adopt a holistic approach combining personal, peer, and institutional strategies to foster healthier digital habits and support mental well-being. These insights contribute to the limited body of localized research on youth, social media, and mental health in Uganda, and offer practical implications for policymakers, educators, and mental health practitioners.