LAUSR

Social media usage (SMU) and its relationship with working memory (WM) and academic performance remain unclear, and there is a lack of experimental evidence. We investigated whether WM mediates the association between SMU and academic performance, including the roles of depression, anxiety, and disordered social media use as possible contributors. A sample of 118 undergraduate students aged 19 to 28 from Saudi Arabia performed a WM test twice; for one assessment, participants were required to interact with social media before the test, and the other test was preceded by painting online. We also measured grade point average (GPA), habitual social media usage (SMU), depression (PHQ-9), anxiety (GAD-7), and disordered social media usage (SMDS). There was no significant difference between WM scores in the social media condition compared to the control condition, but when solely considering at least moderately depressed participants, social media use predicted significantly more errors in the social media condition compared to the control condition. Furthermore, higher SMDS scores were significantly predicted by higher PHQ-9 scores and more hours of habitual SMU. GPA scores were not predicted by WM performance or SMU. The present study is one of the first experimental attempts to compare the relationship between SMU and WM and highlights the priming effect of depression on the relationship between SMU and WM.