Investigating the Mediating Role of Distress Between Nomophobia and Student Mindfulness: A Cross-Sectional Study

In the age of digitalization, nomophobia has emerged as a relevant issue, especially among university students who utilize smartphones heavily for academic and social purposes. The Stressor-Strain-Outcome (SSO) framework explains the relationship between stressors, strain, and outcomes. Stressors such as nomophobia induce psychological strain. This strain subsequently influences outcomes like mindfulness. Nomophobia has been linked to higher distress, including depression, anxiety, and stress, that can negatively impact students' focus. However, the mechanisms by which nomophobia impacts mindfulness remain less explored. Hence, this study aims to analyze the mediating effect of distress on the relation between student's nomophobia and mindfulness.

In this quantitative study, the researcher employed a structured close-ended survey to collect data from 723 students at the University of Ha'il in Saudi Arabia. Nomophobia was measured using the Nomophobia Questionnaire (NMP-Q). The level of distress was measured using the Depression, Anxiety, and Stress scale (DASS-21) Furthermore, the assessment of mindfulness was conducted using the Mindful Attention Awareness Scale (MAAS). Structural equation modeling was utilized to test the hypotheses of this study.

The results from PLS-SEM indicate that nomophobia did not directly reduce mindfulness, as its effect was statistically non-significant (β_1 = -0.052, p-value = 0.168). This suggests that nomophobia alone may not weaken focus. However, it significantly increased distress, particularly depression (β_2a = 0.327, p-value < 0.001), anxiety (β_2b = 0.294, p-value < 0.001) and stress (β_2c = 0.259, p-value < 0.001). In plain terms, students with higher nomophobia reported more depression and stress, which in turn reduced mindfulness. Anxiety, however, did not significantly affect mindfulness (β_3b = 0.006, p-value < 0.933), indicating its influence may be negligible or context-specific. Mediation analysis confirmed indirect effects of nomophobia on mindfulness through depression (β_4a = -0.096, p-value < 0.001) and stress (β_4c = -0.045, p-value < 0.020). Together, these mediators explained a substantial portion of the variance in mindfulness.

The findings align with the SSO model, indicating that nomophobia acts as a stressor, exacerbating distress, which in turn reduces mindfulness. From a practical perspective, the results highlight the need for comprehensive student support. Universities should integrate digital wellness programs, stress-management resources, and mindfulness training into their services. Limitations and Future Research: The cross-sectional design and convenience sampling restrict causal inference and generalizability. Future studies should employ longitudinal research designs. They should also examine diverse cultural contexts. In addition, researchers should investigate potential mediators such as social support and sleep quality.