More Is Not Always Better: Digital Usage Levels and Psychological Well-Being Among Students

Abstract

This study investigated the relationship between digital usage levels, gender, and psychological well-being (PWB) among students. A two-way ANOVA was conducted on data from 294 participants. Results revealed a significant main effect of digital usage on psychological well-being, F(2, 294) = 3.50, p = .031, with students reporting lower well-being at high levels of digital use compared to low levels. However, neither the main effect of gender, F(1, 294) = 2.55, p = .111, nor the interaction effect between gender and usage level, F(2, 294) = 0.05, p = .953, were significant. Post-hoc analysis confirmed significant differences only between high and low digital users. These findings suggest that while gender does not significantly shape well-being outcomes, the intensity of digital engagement plays a crucial role. Moderate and mindful technology use supports psychological health, whereas excessive use undermines it. The study highlights the importance of balanced digital engagement and recommends that educational institutions integrate digital wellness and self-regulation strategies into their student support systems.

Keywords: Digital usage; psychological well-being; gender differences; technology.