Objective: This study aims to assess addiction to social media among university students and to explore the association of addiction to social media with academic performance. Methods: A random sample of 997 university students filled in a self-administered questionnaire using Google form (response rate 81%). The questionnaire adopted a validated scale (Social Media Addiction Scale, SMAS) and included questions about socio-demographics. Grade point average, absences, and passing rate were extracted for each student from the university management system. Results: Results showed that each of the three dimensions of addiction to social media (compulsive feelings, social consequences and time displacement) reduce at least one indicator of academic performance (GPA, absenteeism and passing rate). Conclusion: Results call to design and evaluate interventions that tackle different social media addiction dimensions to reduce their negative impact on academic performance.