With the integration of digital technologies into daily life, university students' digital media usage habits have begun to significantly impact their academic achievement, psychological well-being, and self-regulation skills. This study aims to examine the effects of digital detox practices among university students on their levels of digital phobia, academic motivation, self-efficacy perceptions, and academic performance. A descriptive and correlational research design was adopted. The sample consisted of 451 undergraduate students studying in the Faculties of Education, Health Sciences, and Engineering at a public university in Turkey during the spring semester of the 2024–2025 academic year. Data were collected using the Personal Information Form, the Fırat Nomophobia Scale, the Fırat Netlessphobia Scale, the Academic Motivation Scale, the Academic Self-Efficacy Scale, and students’ self-reported academic performance scores. Descriptive statistics, correlation analysis, t-tests, and binary logistic regression analyses were conducted. The study found that students who practiced digital detox had significantly higher levels of academic performance, motivation, and self-efficacy, and significantly lower levels of nomophobia and netlessphobia. According to the regression analysis, academic motivation and self-efficacy significantly predicted digital detox behavior, whereas digital phobia levels did not have a significant predictive effect. These findings suggest that academically competent students are more likely to engage in digital detox practices to sustain their academic success. Accordingly, it is recommended that university curricula integrate content aimed at raising awareness of digital detox and implement educational programs that promote such practices, as a supportive intervention to enhance students’ academic and psychological well-being.
Özbay et al. (Sun,) studied this question.