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Development and validation of the digital well-being scale using university students
Joseph Appianing1, Frank Quansah1, Roger Amoako1
1Department of Educational Foundations, University of Education, Winneba, Ghana.
Introduction:
Digital technologies are central to university students' academic, social, and personal lives, offering opportunities for learning and connection while also introducing challenges such as distraction, emotional strain, and difficulties with self-regulation. Despite increasing interest in digital well-being, there is a lack of comprehensive, psychometrically sound instruments specifically designed to assess digital well-being among university students. This study developed and validated the Digital Well-Being Scale (DWS) for use in higher education.
Methods:
A cross-sectional survey was conducted among 1,533 undergraduate and postgraduate students from a public university in Ghana. Scale development involved literature review, expert evaluation, pilot testing, and psychometric validation. Exploratory factor analysis (EFA) was used to identify the underlying factor structure, followed by confirmatory factor analysis (CFA) to evaluate construct validity. Reliability, convergent validity, discriminant validity, and measurement invariance across gender were also assessed.
Results:
EFA supported a six-factor solution comprising Task Interference, Digital Safety and Responsible Use, Perceived Control and Satisfaction, Digital Life Balance, Emotional Regulation, and Digital Dependence and Frustration. Following CFA-based refinement, a 41-item scale was retained. The six-factor first-order model demonstrated excellent fit to the data and outperformed a higher-order model. The DWS showed satisfactory internal consistency, convergent validity, and discriminant validity across all dimensions. Measurement invariance analyses supported configural and metric invariance across gender, although scalar invariance was only partially supported.
Discussion:
The DWS provides a theoretically grounded and psychometrically robust multidimensional measure of digital well-being among university students. The findings suggest that digital well-being encompasses behavioural, emotional, cognitive, self-regulatory, and responsible dimensions of digital engagement rather than representing a single, unidimensional construct. The scale offers a valuable tool for research, screening, and intervention aimed at understanding and promoting digital well-being and digital mental health in higher education settings.
