Phubbing and psycho-emotional adjustment in educational settings: Relationship with gender and type of studies

This study examines the phenomenon of phubbing among adolescent and young students and its relationship with sociodemographic, educational, psychoemotional, and technological variables in educational contexts. A cross-sectional descriptive-correlational design was conducted with a sample of 2,086 participants aged between 14 and 27 years. Data was collected through a self-report questionnaire administered in educational settings. Validated instruments were used to assess phubbing, self-esteem, emotional and behavioral difficulties, interpersonal emotion regulation, and problematic Internet use. Results indicate that phubbing is a frequent behavior, particularly in actions related to mobile phone availability and early checking. Significant differences were found according to type of studies, with higher levels in university students, whereas no sex differences were observed. Additionally, phubbing was positively associated with emotional and behavioral difficulties and problematic Internet use and negatively associated with self-esteem. The multivariable model indicated that problematic Internet use showed the most consistent independent association with phubbing. Significant associations were also observed for age and emotional and behavioral difficulties. Overall, findings suggest that phubbing is a multifactorial phenomenon with relevant implications for well-being and social interaction in educational settings, highlighting the need for psychoeducational strategies aimed at promoting healthier and more self-regulated use of technology.