Abstract
<jats:p>This study investigates how university students perceive the impact of social media on their mental well-being and academic performance. It also explores the influence of social and demographic factors such as gender, academic program, residence, parental occupation, and parental awareness. Data were collected from 156 undergraduate and postgraduate students. The findings revealed that the majority of students perceived a moderate effect of social media use, with significant variations by gender, academic program, age, residence, and parental factors. Interestingly, while female, undergraduate, and younger students reported higher perceived effects, no significant direct relationship was found between perceived social media effects, mental health, and academic achievement. The study also found that most students demonstrated moderate mental health levels, and regular social media users reported better mental health than non-users. Similarly, in terms of academic performance, social media users and postgraduate students reported higher SGPA scores, indicating that responsible social media usage may enhance academic outcomes. Parental occupation, particularly mothers', was also linked to both academic performance and perceived social media impact. These results highlight the need for balanced digital engagement, digital literacy, and institutional support structures to help students leverage the benefits of social media while minimising its risks.</jats:p>