Investigating the Psychological Effects of Digital Media Content Consumption on University Students: A Quantitative Study on the Moderating Role of Media Literacy in Shaping Mental Health Outcomes

Muhammad Saad Jamil; Dr Salma Umber; Maira Ali; Zebish  Shah

doi:10.63056/ACAD.004.03.0410

Authors

Muhammad Saad Jamil Visiting Lecturer, Department of Mass Communication, Government College University, Faisalabad Author
Dr Salma Umber Associate Professor, Department of Mass Communication, Government College University, Faisalabad Author
Maira Ali M.Phil. Scholar, Department of Mass Communication, Government College University, Faisalabad Author
Zebish Shah Visiting lecturer, Department of Sociology and Criminology, University of Sargodha Author

DOI:

https://doi.org/10.63056/ACAD.004.03.0410

Keywords:

Digital Media Consumption, Mental Health Outcomes, University Students, Media Literacy, Psychological Effects, Moderating Role

Abstract

This study investigates the psychological impact of digital media content consumption on university students in Pakistan, with a specific focus on the moderating role of media literacy. Amid the rapid digitalization of student life, concerns have emerged regarding the adverse mental health outcomes linked to prolonged and unfiltered digital media exposure. The study aimed to: (1) examine the relationship between digital media consumption and symptoms of anxiety and depression, (2) assess how various content types—news, entertainment, and violent media—differentially affect mental well-being, and (3) explore how media literacy moderates these effects. A quantitative, cross-sectional survey design was employed, involving 200 students from Government College University, Faisalabad. Data were collected using a 21-item structured questionnaire and analyzed with SPSS, employing Pearson correlation, multiple regression, and moderation analysis. The results revealed that excessive digital media use was significantly associated with anxiety, depression, and emotional exhaustion. Entertainment and violent/thrilling content had the strongest correlation with negative mental health outcomes. Media literacy significantly moderated this relationship, weakening the psychological toll of digital exposure. The final model accounted for 77% of the variance in mental health scores, affirming the robustness of the findings. Policy Recommendation: Higher education institutions should integrate critical media literacy programs into undergraduate curricula to equip students with the skills to evaluate and navigate digital content more responsibly. Such interventions can mitigate emotional risks, reduce vulnerability to misinformation, and promote healthier digital habits, thereby enhancing students’ overall psychological resilience in the digital age.