Objectives The purpose of this study was to examine the relationship between college students' self-esteem, depression, SNS addiction tendency, and learning flow and to provide basic data for psychological support necessary for college students' learning flow.
 Methods The survey was conducted both online and offline using a self-report questionnaire for college students attending universities located in Gwangju and Jeonnam. has been used The collected data was analyzed using SPSS WIN 25.0.
 Results The summary of the research results is as follows. First, college students' self-esteem, SNS addiction tendency, and learning commitment showed significant average differences according to gender. Second, college students' self-esteem, depression, SNS addiction tendency, and learning immersion showed significant average differences according to SNS usage time. Third, there was a significant negative correlation between self-esteem and depression, self-esteem and SNS addiction tendency, depression and learning flow, and positive correlation between self-esteem and learning flow, depression and SNS addiction tendency. Fourth, college students' self-esteem, depression, and SNS addiction tendencies were found to have a significant effect on learning immersion, and among them, self-esteem showed the highest explanatory power.
 Conclusions As a result of the analysis, it was found that self-esteem, depression, and SNS addiction tendency had an effect on learning flow. Therefore, in order for college students to experience immersion while learning, measures should be prepared to improve self-esteem, reduce depression, and use SNS correctly. Furthermore, by improving self-esteem, which is a mind that values and respects oneself, college students should achieve goals in school and daily life, increase satisfaction with life, and contribute to improving the overall quality of life throughout their lives.