Screen Time Patterns Among Generation Z And Their Consequences on Academic, Social, And Personal Productivity: An Empirical Investigation

Abstract

The accelerating pace of digitalisation and the widespread adoption of social media have collectively reshaped the lifestyles, learning behaviours, and interpersonal habits of Generation Z. Mobile devices and online platforms now constitute an indispensable component of everyday existence for this cohort, facilitating entertainment, peer communication, and knowledge access. Yet, prolonged engagement with digital screens has attracted growing scholarly and public concern regarding its downstream effects on academic output, quality of social bonds, and subjective well-being. This investigation seeks to systematically map the screen time patterns of Gen Z individuals and assess how high levels of device engagement alter academic performance, relational dynamics, and overall personal productivity. Employing a descriptive-quantitative framework, primary data were gathered via a structured questionnaire administered to 152 Gen Z respondents selected through convenience sampling. Descriptive statistics were computed using Microsoft Excel. Results show that the single largest group of respondents devotes between two and four hours each day to digital devices, with mobile phones constituting the dominant device of choice. A notable share of participants perceive excessive screen engagement as detrimental to their focus and output, whereas moderate usage was viewed as beneficial for connectivity and information access. The paper underscores the necessity of cultivating intentional digital habits and promoting well-being-oriented technology practices within this generation.