NOMOPHOBIA AND EDUCATION: AN ANALYSIS BASED ON STUDENT PERSONALITY TRAITS
DOI:
https://doi.org/10.5281/zenodo.15485551Keywords:
Nomophobia, Personality, Technological DependenceAbstract
The rise in technology use has led to various impacts, including nomophobia, a type of technology-related phobia. Although nomophobia is a prevalent phenomenon, even within educational contexts, its incidence may vary depending on individual personality traits. Guided by the Five-Factor Theory of Personality, this study aimed to examine the moderating role of university students’ personality traits in the relationship between nomophobia and the intensity of technology use. A total of 75 undergraduate students participated in this online correlational study, completing the Psychometric Scale to Identify Levels of Intoxication and Nomophobia (Epinin) (? = 0.916), the Short Five-Factor Personality Inventory (Openness ? = 0.727, Agreeableness ? = 0.859, Conscientiousness ? = 0.801, Extraversion ? = 0.874, and Neuroticism ? = 0.838), and a measure of technology use intensity. Descriptive statistics revealed a high percentage of students classified as nomophobic. Furthermore, Pearson correlation tests highlighted that the personality dimensions were associated with different patterns of technology use, although only neuroticism showed a significant relationship with nomophobia. Regarding moderation, linear regression models indicated that neuroticism intensified the relationship between nomophobia and the intensity of social media use, as well as the use of apps for various services. In conclusion, although nomophobia is widespread, individual characteristics (i.e., personality traits) contribute to its understanding. This suggests that the impacts of technology use tend to vary as a function of intraindividual factors.
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