RELATIONSHIP BETWEEN DIGITAL ANXIETY, DIGITAL STRESS AND DIGITAL WELL-BEING AMONG LATE ADOLESCENTS

Abstract

The rapid evolution of digital technologies has fundamentally transformed how individuals communicate, learn, and interact with the world. Among the most impacted are adolescents, particularly those in the late adolescence stage (ages 17–21), who are not only digital natives but are also navigating crucial developmental transitions in identity, autonomy, and emotional regulation. While digital technologies offer immense opportunities for learning, social connection, and entertainment, they also present a new set of psychological challenges, prominently including digital anxiety, digital stress, and threats to digital well-being.

Digital anxiety refers to the feelings of unease, nervousness, or fear related to the use of digital technologies, often driven by information overload, fear of missing out (FOMO), cyberbullying, or privacy concerns. Similarly, digital stress encompasses the psychological strain or tension resulting from excessive digital engagement, multitasking across devices, and constant connectivity. These experiences are increasingly recognized as significant contributors to mental health issues such as anxiety, sleep disturbances, and reduced academic performance among late adolescents.

Conversely, digital well-being is a concept that captures the balance between the benefits and drawbacks of digital technology use, emphasizing mindful and purposeful interaction with digital tools to enhance, rather than harm, mental and emotional health. Maintaining digital well-being has become essential for adolescents, who often struggle to manage screen time, set boundaries, and prioritize offline relationships and activities.

Despite growing interest in digital mental health, limited research has holistically examined the interplay between digital anxiety, digital stress, and digital well-being in late adolescence. This stage of life is particularly critical as young individuals are developing lifelong habits, coping strategies, and digital literacy skills. Therefore, investigating these relationships can provide valuable insights into how digital environments influence adolescent psychological functioning and can inform educational, parental, and clinical strategies to promote healthier digital habits.

This study aims to explore the relationship between digital anxiety, digital stress, and digital well-being among late adolescents, contributing to the growing body of literature on digital mental health and offering implications for interventions that support adaptive digital engagement during a formative developmental period.