EFFECT OF NOMOPHOBIA ON ACADEMIC STRESS AND ACADEMIC PERFORMANCE AMONG STUDENTS

Abstract

This study explores the intricate relationships between nomophobia, academic stress, and academic performance among a diverse group of (N=200) students in Pakistan. Using a cross-sectional survey methodology, data were collected through well validated instruments: the Nomophobia Questionnaire (NMPQ), Academic Performance Scale (APS), and Academic Stress Scale (ASS). The analysis revealed that students experiencing higher levels of nomophobia also reported increased academic stress. Conversely, students with higher academic stress tended to exhibit slightly lower academic performance. Interestingly, although a negative relationship was observed between nomophobia and academic performance, this correlation was not statistically significant, suggesting that the connection between excessive mobile phone use and academic outcomes is complex and may be influenced by various personal and contextual factors. The demographic profile of the sample included a predominance of female participants and a range of educational backgrounds, offering a comprehensive view of the student population. The findings highlight the potential impact of nomophobia on students' academic stress and performance, emphasizing the need for targeted interventions to manage mobile phone dependence and its related stress. These interventions could help mitigate academic stress and support better academic outcomes. Future research should aim to establish causal relationships through longitudinal studies and consider additional factors that might influence these dynamics, providing a more complete understanding of how nomophobia affects academic life.