The Relationship between Eco-Anxiety, Digital Distraction, and Academic Performance among Undergraduate Students in Pakistan

Abstract

The given research study investigated the association among Eco-anxiety, digital distraction via smartphones, and academic grades among undergraduate Pakistanis. The participants were 400 students aged between 18 and 25 years in different universities, and the selected cross-sectional correlational research design was applied. Demographic questions were formulated with validated instruments that included; the Hogg Eco-Anxiety Scale (HEAS-13), the Smartphone Distraction Scale (SDS) and the Academic Performance Scale. The statistical analysis was done using SPSS version 27 to estimate Pearson correlation, hierarchical multiple regression, and mediation analysis. Findings specified that Eco-anxiety and digital distraction demonstrated significant and negatively correlated results with academic performance. The mediation analysis revealed that digital distraction partially mediated the association between Eco-anxiety and academic outcomes, implying that students who suffer environmental distress show a greater tendency in avoiding digital behavior, and such a tendency, subsequently causes adverse academic focus and achievement.. A cross-sectional correlational research design was used with a sample of 400 students aged 18–25 from multiple universities. Validated instruments—the Hogg Eco-Anxiety Scale (HEAS-13), the Smartphone Distraction Scale (SDS), and the Academic Performance Scale—were administered, alongside demographic questions. Statistical analyses including Pearson correlation, hierarchical multiple regression, and mediation analysis were conducted using SPSS version 27. Results indicated that Eco-anxiety and digital distraction were both significantly and negatively correlated with academic performance. Mediation analysis showed that digital distraction partially mediated the relationship between Eco-anxiety and academic outcomes, suggesting that students who experience environmental distress are more likely to engage in avoidant digital behaviors, which in turn negatively impact their academic focus and achievement. A hierarchical regression demonstrated the relevance of Eco-anxiety comprised of a considerable share of variance in academic performance, and further increased after including variables of smartphone distraction in the model. Also, the gender-based analysis demonstrated that males and females had significant differences in academic performance, but no significant disparity in Eco-anxiety and smartphone distraction levels. The results lead to the need to focus on the teaching of universities and mental health specialists, emphasizing the importance of being aware of the existence of Eco-anxiety as a significant source of academic stress and the consequences of excessive use of technologies. To decrease the level of distraction and manage the climate-related anxiety more adaptively, students can practice the interventions aimed at managing emotions, focusing attention, and managing time. Further studies will need to conduct longitudinal research and include other psychological mediators to have a clearer picture of the extremely complex nature of the situation.