Advisers

Ms. Dympna Gatpandan

Discipline

Psychology

Abstract

"Brainrot" refers to cognitive decline caused by frequent exposure to trivial and unchallenging content, often linked to excessive social media use and overstimulation (Bhagwath, 2025). Excessive screen time may negatively affect children's cognitive development (Gastaud, 2023). This study examines the relationship between screen time spent on brainrot content and the cognitive functioning of Grade 7 students, such as their attention span, memory performance, and behavioral regulation. A mixed-methods research design is used to provide a comprehensive understanding of students' experiences and the effects of brainrot content. For quantitative data, surveys via Microsoft Forms measure hours spent watching and cognitive functioning using the Cognitive Failures Questionnaire (CFQ; Broadbent et al., 1982). The CFQ has 25 items, rated on a 5-point Likert scale, with higher scores indicating more frequent failures. The Pearson correlation coefficient is used to examine the relationship between exposure to brainrot content and cognitive functioning. For qualitative data, semi-structured interviews explore students' perceptions and experiences regarding brainrot content. Findings revealed that the most common duration of watching brainrot content was less than 1 hour, while CFQ scores ranged from 20 to 100, with a mean of 55.47, indicating a high frequency of cognitive lapses. Quantitative analysis showed a very weak negative correlation (r = -0.06) and an inverse relationship between screen time and cognitive functioning. However, qualitative data indicated that students perceived brainrot content as negatively affecting focus, comprehension, and task prioritization, and that exposure often occurred indirectly through peers and family. Findings showed that even though the statistical relationship between brainrot content and cognitive functioning was very weak, students felt that brainrot content affected their focus and attention. Students needed to develop better screen habits and balance media use with activities that required longer focus. Parents, teachers, and schools played an important role in guiding healthy habits, promoting responsible media use, and creating supportive learning environments. Future studies could explore other factors, such as lifestyle and academic performance, as well as indirect exposure to brainrot content, to better understand its effects on students' cognitive functioning.

Keywords

screen time, digital literacy, cognitive development, brainrot content, cognitive functioning, mindful media consumption, short-form video content