Date of Award

Spring 2026

Language

English

Embargo Period

5-5-2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Educational Policy and Leadership

Program

Educational Policy and Leadership

First Advisor

Heinz-Dieter Meyer

Committee Members

Mitch Leventhal, Joyce Dewitt-Parker

Keywords

Mindfulness practice, problematic smartphone use, social media literacy, smartphones as environments

Subject Categories

Curriculum and Instruction

Abstract

Abstract

EXPLORING THE IMPACT OF MINDFUL SOCIAL MEDIA LITERACY INSTRUCTION ON SELF-REGULATED SMARTPHONE USE

Smartphone and social media addiction, and increasingly high rates of anxiety and other mental health challenges, afflict contemporary undergraduate students more than previous generations of college students. The mental health challenges faced by students directly affect their academic potential, influencing their ability to concentrate, maintain confidence, get adequate sleep, and sustain overall well-being. Despite the increasing prevalence of these issues, universities often lack sufficient resources, services, and trained staff to support this growing student population adequately.

This study examines the impact of mindfulness-based social media literacy instruction on curbing problematic social media use in college students. While extensive research has explored the mitigating effects of mindfulness on anxiety, there is a notable gap in studies addressing its potential impact on curbing problematic social media use. Given that social media and mobile technology are relatively recent developments, the existing body of research does not fully encompass the unique challenges posed by these platforms. The gap presents an opportunity to investigate effective strategies for reducing anxiety among undergraduate students and strengthening their academic performance.

This research will focus on undergraduates’ experience during a semester-long course where students are guided to self-limit their use of smartphones and social media. After being introduced to mindfulness strategies and techniques, along with instruction on the drawbacks of social media, students will be guided to set realistic yet challenging goals for their smartphone use. The study takes a first-person phenomenological approach to explore and document the ensuing rewards and challenges, as well as the obstacles and incentives in the students’ sense making of their self-regulation practice. It will seek to document the challenges, temptations, relapses, and small victories the students experience and how they make sense of them.

The study aims to contribute to colleges’ and universities’ ability to provide students with better tools for self-understanding and self-regulation in a vital area of academic and personal conduct and efficacy.

License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

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