Lifestyle Psychology
When we talk about lifestyle changes, it often sounds like we need to change everything at once. Media psychology suggests the opposite. Research shows that long hours of screen exposure, little physical movement, and irregular sleep patterns quietly add up to higher stress, mental exhaustion, and poorer sleep quality, especially among university students (Boraita et al., 2025). What seems to help is not doing everything perfectly, but making small, realistic shifts. Even light physical activity, like walking or stretching during the day, is linked to better mental well-being and improved sleep, particularly for people who spend most of their time behind screens (Boraita et al., 2025).
Sleep plays a bigger role than we often realize. Studies show that how we manage our time during the day affects how well we sleep at night. Feeling constantly rushed or overwhelmed is associated with lower sleep quality, while simple time management habits, such as planning realistically or creating a sense of control over time, are linked to better rest and less stress (Knowlden & Naher, 2023). These are not productivity tricks, but small lifestyle choices that create breathing space in a media-saturated day.
What I find interesting is how these habits connect back to media use. Media psychology reminds us that our daily routines do not exist separately from our screens. Making small changes in how we move, rest, and organize our time can gently push back against constant stimulation and help create more intentional moments of presence.
Citations
Boraita, R. J., González-García, H., Gallardo Pérez, J., Álvarez-Kurogi, L., Tierno Cordón, J., Castro López, R., Arriscado Alsina, D., & Salas Sánchez, J. (2025). The impact of physical activity levels on mental health and sleep quality in university online students. Journal of Public Health. https://doi.org/10.1007/s10389-025-02559-1
Knowlden, A. P., & Naher, S. (2023). Time management behavior structural equation model predicts global sleep quality in traditional entry university students. American Journal of Health Education, 54(4), 265–274. https://doi.org/10.1080/19325037.2023.2209617