When Does a Lot Become Too Much? A Q Methodological Investigation of UK Student Perceptions of Digital Addiction

Abstract

Despite the benefits of the internet and other digital technology, the online world has been associated with a negative impact on university student wellbeing. Many university students report symptoms of pathological internet use. Internationally, further research is needed to understand what student users of technology perceive to be problematic internet and/or digital use. The current study explores the range of perceptions that university students hold about ‘digital addiction’. We recruited 33 participants from a UK university into a Q-methodology study. Participants sorted, ranked, and commented on fifty-two statements representing the concourse of ‘things written or said about digital addiction’. The statements were identified from a comprehensive search of a wide variety of sources (e.g., newspapers, academic articles, blogs, and YouTube). Principal Component Analysis was used to identify four distinct viewpoints of ‘digital addiction’: (I) digital addiction is differentiated by the negative consequences experienced by addicted individuals; (II) digital addiction comes from our fascination with the online world; (III) digital addiction is an attempt to escape real world problems and impacts on mental health and relationships; (IV) digital addiction is defined by the amount of time we spend online. All four viewpoints share the perception that people do not realize they are digitally addicted because using and having digital devices on you at all times has become the social norm. There was also overall agreement that that those with ‘addictive personalities’ were more likely to be ‘digitally addicted’. Despite these similarities, complexity and contradictions within the viewpoints surrounding what digital addiction is and how it might be defined are apparent. The information found in this study provides important suggestions of how we might frame prevention and early intervention messages to engage students and ensure they develop the skills necessary to successfully manage their digital lives.

Digital Intervention for Problematic Smartphone Use

“…People are often unaware of when their technology and/or online use becomes problematic [ 37 , 38 ], suggesting that increasing awareness might be important. Until very recently, there had been no evaluation of the impact of offering feedback on problematic smartphone use.…”

Digital Addiction and Related Factors among College Students

“…Time spent on digital devices is positively linked to digital addiction [29]. Digital addiction is associated with psychological health issues like anxiety, depression, and social isolation, as individuals often use digital devices to cope with negative emotions [30]. This study contributes to our understanding of digital media addiction by exploring its prevalence among college students and examining its effects on variables such as body shape dissatisfaction, time spent on digital devices, and psychological health.…”

Symptoms of Digital Addiction of Estonian Primary School Students

“…Different digital tools, and in particular the internet, have transformed the way young people live, learn, interact and participate in society. As the constant use and carrying of digital devices has become a social norm, people often do not realise that they may be experiencing symptoms of digital device overuse (Turner et al, 2021). Studies have shown that excessive use of digital devices over a prolonged period of time can lead to behavioural addiction (Chen et al, 2020;Kesici & Tunç, 2018), similar to other addictive disorders (Joseph & Hamiliton-Ekeke, 2016), developing as a result of habit formation and self-control problems (Allcott et al, 2022).…”