Gadget Addiction on Psychology Students

Ever glued to your phone? Does scrolling through social media take priority over studying? Can’t remember the last time you played a board game with friends? If so, you’re not alone. According to a 2023 study published in Computers in Human Behavior, a staggering 72% of students report experiencing moderate to severe symptoms of gadget addiction (Tereshchenko, 2023). That is nearly three out of every four students struggling with the allure of their digital devices. This concern isn’t limited to adolescents. A 2022 report from the American Academy of Pediatrics revealed that 48% of teenagers and 35% of preteens exceed recommended screen time limits (Mental Health Care of Children and Adolescents, 2018).

These numbers go beyond mere screen time. Research suggests a strong link between gadget addiction on students and negative outcomes, including declining academic performance, increased anxiety, depression, and even sleep disturbances.

As a psychology student doing Masters, I also had to deal with gadget addiction to the extent that it affected my ability to complete assigned tasks. I later realized that effects of Gadget addiction on students have become a prevalent concern, and they include poor academic performance, mental well-being, and even physical health. The cause of gadget addiction on students lies deeper than mere entertainment. Luckily enough, through my research on the existing literature, I unraveled the neurobiological roots of gadget addiction which has helped me to develop actionable solutions that you can also try.

Meaning of Gadget Addiction

Deep within our brains lies a reward system fueled by dopamine, a neurotransmitter that reinforces pleasurable experiences and encourages repetition. Studies, like the 2020 Open Journal of Psychiatry & Allied Sciences research on video games, illustrate how gadgets tap into this system (Oswal et al., 2020). The constant stream of notifications, social validation, and instant gratification they offer triggers dopamine release, creating a loop of desire and engagement. As noted in a 2023 article in the World Journal of Psychiatry, this phenomenon leads to increased dopamine levels in the striatum, a brain region associated with motivation and craving, reinforcing the allure of gadgets and potentially leading to dependence-like behaviours (Tereshchenko, 2023).

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Effects of Gadget Addiction on Students’ Cognitions and Mental Well-being

Now that we’ve explored the captivating lure of dopamine and its role in gadget addiction, let’s delve into the often-overlooked consequences: the impact on students’ cognitive function and mental health.

1. Foggy Focus and Memory Mayhem

• Constant distractions from notifications and alerts fragment attention, leading to decreased concentration and focus.
• Studies, like one published in the Journal of medical science, have shown a link between excessive screen time and impaired working memory, crucial for learning and problem-solving (Muppalla et al., 2023).
• Multitasking, often praised in the digital age, hinders cognitive performance, according to research conducted by Uncapher et al. (2017). The brain struggles to switch between tasks efficiently, resulting in reduced processing speed and accuracy.

2. Emotional Rollercoaster and Sleepless Nights

• Fear of missing out (FOMO) and social comparison fueled by social media can trigger anxiety and depression in students, potentially leading to social isolation and withdrawal.
• Research published in Nature Research: Neuroimaging found a correlation between internet addiction and increased activity in the amygdala, a brain region associated with fear and negative emotions (Cheng & Liu, 2020).
• The blue light emitted from screens disrupts sleep patterns, causing insomnia and sleep deprivation, further exacerbating cognitive and emotional issues.

3. Creativity on Pause and Motivation in Reverse

• Constant stimulation from gadgets can hinder creativity and critical thinking, as the brain becomes accustomed to passively consuming information.
• Research conducted by Wang et al. (2023) suggests that excessive screen time is linked to decreased intrinsic motivation, making it harder for students to find genuine interest and enjoyment in learning.
• The dopamine rush from gadgets can create a dependence and a sense of reward for immediate gratification, making it challenging to focus on long-term goals and sustained effort.

Unleash Your Potential: Take Control of Your Tech Time

The digital world offers endless possibilities, but it can also become a double-edged sword. Gadget addiction can blur the lines between entertainment and obsession, impacting your focus, well-being, and even your future. But this doesn’t have to be your reality. It’s time to reclaim control, regain your balance, and unlock your full potential.

How to prevent the negative effects of gadget addiction on students

• Challenge yourself: Take the “One Week Off Screens” challenge, where you commit to eliminating screen time for one week except for essential tasks. Track your progress and share your experience on social media using a dedicated hashtag.
• Join the movement: Participate in online communities or forums dedicated to healthy technology use, where you can learn from others, share tips, and find support. Research shows that social support can significantly enhance the effectiveness of interventions for reducing excessive screen time.
• Partner up: Encourage parents and students to work together to create a “family technology agreement” outlining acceptable screen time limits, designated tech-free spaces, and shared activities that promote offline connection. Studies suggest collaborative goal setting and family-based interventions can be effective in managing children’s technology use.
• Seek professional help: If managing gadget addiction on your own feels overwhelming, encourage readers to seek professional help from therapists or counselors specializing in technology addiction and mental health. Research from the American Psychological Association highlights the efficacy of cognitive-behavioral therapy and other evidence-based approaches in treating internet addiction.

Remember:

Seek professional help: If managing the effects of gadget addiction as a students feels overwhelming, reach out. Therapists specializing in technology addiction can provide personalized strategies and support. Don’t hesitate to prioritize your mental well-being.

Celebrate small wins: Every step towards a healthier tech relationship matters. Track your progress, acknowledge your achievements, and be kind to yourself through setbacks. Remember, lasting change takes time and dedication.

Keep the conversation going: Share your journey, resources, and experiences on social media using #RethinkTech. Let’s build a community of empowered individuals who prioritize their well-being in the digital age.

You have the power to choose – reclaim your time, embrace real-world connections, and unlock your full potential. Take the first step today, and watch your world expand beyond the screen!

References

Cheng, H., & Liu, J. (2020). Alterations in amygdala connectivity in internet addiction disorder. Scientific Reports, 10, 2370. https://doi.org/10.1038/s41598-020-59195-w

Mental Health Care of Children and Adolescents: A Guide for Primary Care Clinicians. (2018). American Academy of Pediatrics. https://doi.org/10.1542/9781610021517

Muppalla, S. K., Vuppalapati, S., Reddy Pulliahgaru, A., & Sreenivasulu, H. (223 C.E.). Effects of excessive screen time on child development: An updated review and strategies for management. Cureus, 15(6), e40608. https://doi.org/10.7759/cureus.40608

Oswal, R. M., Pal, S., Patel, S. V., Patel, A., Doshi, V., & Gandhi, R. R. (2020). Smartphone addiction among undergraduate medical students and its association with academic performance. Open Journal of Psychiatry & Allied Sciences, 11(2), 111–116.

Tereshchenko, S. Y. (2023). Neurobiological risk factors for problematic social media use as a specific form of Internet addiction: A narrative review. World Journal of Psychiatry, 13(5), 160–173. https://doi.org/10.5498/wjp.v13.i5.160

Uncapher, M. R., Lin, L., Rosen, L. D., Kirkorian, H. L., Baron, N. S., Bailey, K., Cantor, J., Strayer, D. L., Parsons, T. D., & Wagner, A. D. (2017). Media multitasking and cognitive, psychological, neural, and learning differences. Pediatrics, 140(Suppl 2), S62–S66. https://doi.org/10.1542/peds.2016-1758D

Wang, J. C., Hsieh, C.-Y., & Kung, S.-H. (2023). The impact of smartphone use on learning effectiveness: A case study of primary school students. Education and Information Technologies, 28(6), 6287–6320. https://doi.org/10.1007/s10639-022-11430-9