Intensive use of social media and emotional well-being in upper secondary students: The mediating role of digital self-regulation

Abstract

The intensive use of social media has become a structural phenomenon in adolescent life, generating sustained scientific debate regarding its implications for youth mental health. Although recent literature acknowledges its ambivalent effects, there remains a need for contextualized empirical evidence within Mexican upper secondary education settings. This study aimed to analyze the relationship between daily social media use and perceived emotional well-being among fifth-semester students at middle level in Los Mochis, Sinaloa. A mixed-method approach with quantitative predominance and a cross-sectional design was employed. A structured questionnaire was administered to 45 students to identify usage patterns, emotional perceptions, and perceived psychosocial risks. Results indicate that more than 60% of participants reported prolonged daily exposure to social media, which was associated with ambivalent emotional experiences, particularly anxiety and stress. Most students acknowledged that social media use influences their mental health intermittently rather than consistently. Findings suggest that the relationship between social media use and adolescent well-being is not linear but mediated by contextual factors and processes of digital self-regulation. The study concludes that intensive use may constitute a psychosocial risk factor when educational strategies aimed at critical digital literacy and socio-emotional development are absent. This research provides contextualized evidence to inform preventive educational interventions within Mexican upper secondary education.