Digital Dependency and its Impacts on University Students Understanding Management Relevant Predictors of Distress

Dr. Muhammad Luqman Khan; Farwa Shafique; Dr. Shahid Nadeem; Dr. Muhammad Akmal Pasha; Hassan Imran; Aqsa Ali; Haiqa Zahid Abbasi; Dr. Kashifa Yasmeen

doi:10.63056/ACAD.004.04.1131

Authors

Dr. Muhammad Luqman Khan Associate Professor, Department of Psychology, Riphah International University Faisalabad Campus Author
Farwa Shafique Department of Psychology, International Islamic University Islamabad Author
Dr. Shahid Nadeem Professor, Faculty of Management Sciences, University of Central Punjab, Johar Town, Lahore 54590, Pakistan Author
Dr. Muhammad Akmal Pasha Assistant Professor, University of Central Punjab, Johar Town Lahore, Pakistan Author
Hassan Imran PhD Scholar, Department of Psychology, Riphah International University, Faisalabad Campus Author
Aqsa Ali MS Scholar, Department of Clinical Psychology, SZABIST, University Islamabad Author
Haiqa Zahid Abbasi PhD Scholar, Department of Psychology, Shifa Tameer E Milat University, Islamabad, Pakistan Author
Dr. Kashifa Yasmeen Associate Professor, Department of Psychology, University of Sahiwal Author

DOI:

https://doi.org/10.63056/ACAD.004.04.1131

Keywords:

Digital dependency, Psychological Distress, University Students, Academic Workload, Self-regulation, Social Support

Abstract

The rapid integration of digital technologies into academic and social life has increased students’ reliance on digital devices, raising concerns about psychological distress. This study examined the impact of digital dependency on university students’ psychological well-being, with a focus on management-relevant predictors, including academic workload, self-regulation, and perceived social support. A quantitative cross-sectional design was employed, collecting data from 500 university students using validated self-report instruments: the Digital Dependency Scale, Kessler Psychological Distress Scale (K10), Academic Workload Scale, Self-Regulation Scale, and Multidimensional Scale of Perceived Social Support (MSPSS). Descriptive statistics, correlation analysis, multiple regression, and mediation/moderation analyses were conducted using SPSS 26 and PROCESS macro. Results indicated that digital dependency was positively associated with psychological distress, and academic workload further exacerbated this effect. Self-regulation partially mediated the relationship, suggesting that students with higher self-control experienced lower distress, even with high digital engagement. Perceived social support moderated the relationship, serving as a buffering factor against the negative effects of digital dependency. The study highlights the importance of holistic management strategies in higher education, including digital literacy programs, workload balancing, self-regulation interventions, and strengthened support networks. Limitations include the cross-sectional design, self-reported measures, convenience sampling, and a single-country sample. Future research should employ longitudinal designs, multi-country samples, and objective digital tracking to examine causal relationships. Overall, the findings provide empirical evidence for understanding how digital dependency influences student distress and offer actionable insights for universities to promote psychological well-being and healthier digital engagement.