Abstract:
Nomophobia, or the fear of being without a mobile phone, has emerged as a significant psychological phenomenon with potential implications on academic performance and behavior, particularly aggression. This research investigates the prevalence of nomophobia among university students in Rawalpindi and Islamabad, and examines its relationship with academic performance and aggression levels. Excessive smart phone use has become a growing concern worldwide, with potential impacts on academic performance and aggression among university students. Especially during the period of COVID-19 pandemic when people were forced to stay inside their homes video games served as a great source for communication and interaction with others. A total of 160 participants aged 18 to 30 above years were recruited using a convenience sampling technique. The study utilized a variety of measures, including the standard Nomophobia questionnaire (NMP-Q), the Buss–Perry Aggression Questionnaire (BPAQ), and Academic performance questionnaire (APQ) to assess nomophobia and aggression in relation to students’ academic performance. The study found that 32.50% of participants reported owning a mobile phone for 4 to 7 years, with 61.30% having internet access at all times. Additionally, there was a 1.8% global increase in individuals using the internet and social media on their mobile phones. Significant correlations were found between Nomophobia, academic performance, and aggression using Pearson correlation analysis (p < 0.05). Demographic factors such as gender (p = 0.028), socioeconomic status (p = 0.005), hours of phone usage per day (p = 0.041), frequency of checking the phone (p = 0.019), duration of mobile phone usage (p = 0.023), and constant internet access (p = 0.033) also showed significant correlations with Nomophobia. The study highlights the prevalence of Nomophobia among university students in twin cities, Pakistan, impacting academic performance and aggression. Targeted interventions are recommended to address smartphone dependency, particularly among vulnerable groups, for improved well-being and academic success.
