University Students’ Digital Life Balance: Relationship With Occupational Balance,Social Skills,Nomophobia

Abstract

Background: Digital life balance may be linked to occupational balance, social skills, and nomophobia (the fear of being without one’s phone). Objectives: his study explored the relationship between digital life balance, occupational balance, social skills, and nomophobia among university students. Methodology: A total of 284 students (80.3% female; mean age = 20.44 ± 3.20) participated in this cross-sectional study. Participants completed scales assessing digital life balance, occupational balance, social skills, and nomophobia. Results: Digital life balance was positively correlated with occupational balance (r=0.472) and social skills (r=0.243), and negatively with nomophobia (r=-0.242). Regression analysis showed that occupational balance (p<.001) and four nomophobia dimensions were significantly associated variables (p<.05). Conclusion: Digital life balance in university students is influenced by occupational patterns and phone-related anxiety. Occupational therapy interventions aiming to enhance daily role balance, interpersonal skills, and reduce maladaptive digital habits may help support healthier digital engagement.

Plain Language Summary

Digital Life Balance Is Associated With Occupational Balance, Social Skills, and Nomophobia in University Students

Nowadays, digital devices are widely used in all aspects of life, both by university students and the general population. While digital tools offer many advantages, spending excessive time on these tools or an imbalance in time allocated to other meaningful occupations can be negatively associated with well-being. Digital life balance refers to an individual’s ability to effectively integrate digital technology into their daily life in a way that supports, rather than disrupts, their routines, social relationships, and mental health. This study investigates how students’ digital life balance is related to occupational balance as a subjective sense of balance among meaningful activities, social interaction, and phone-related anxiety (nomophobia). The results showed that students with better digital life balance also reported more structured daily routines and stronger social skills. In contrast, students who experienced higher levels of nomophobia tended to have poorer digital life balance. Further regression analyses showed that specific dimensions of nomophobia — such as communication difficulties, feelings of disconnection, discomfort when without a phone, and problems accessing information — were significant negative predictors of digital life balance. These findings highlight the importance of understanding students’ daily routines, interpersonal competencies, and digital habits when considering their overall digital balance.