Smartphone Addiction among College Students in Nongpoh, Meghalaya

The present study investigated the level of smartphone addiction among college students in Nongpoh, Meghalaya, and examined differences based on gender and type of institutional management across selected dimensions of smartphone addiction. A descriptive survey method was employed, and a sample of 149 undergraduate students was selected using a random sampling technique from a population of 395 students. Data were collected using the Smartphone Addiction Scale (SAS–VAM) developed by Vijayshri and Ansari (2020), which measures six dimensions: compulsion, forgetfulness, lack of attention, depression and anxiety, disturbed hunger/sleep, and social withdrawal. The analysis revealed that a majority of students (42.9%) exhibited an average level of smartphone addiction, indicating a moderate yet widespread dependency. A notable proportion of students also demonstrated above-average and high levels of addiction, suggesting variability in usage patterns. The findings showed no significant difference in the overall level of smartphone addiction between male and female students. However, a significant gender difference was observed in the dimension of lack of attention, with male students reporting higher levels of attentional difficulties. In terms of institutional differences, students from government-aided colleges exhibited higher levels of smartphone addiction compared to those from private colleges. Significant differences were observed in the dimensions of disturbed hunger/sleep and social withdrawal, while no significant differences were found in compulsion, forgetfulness, lack of attention, and depression and anxiety. The study concludes that smartphone addiction among college students is a multidimensional phenomenon with moderate prevalence. While gender and institutional differences are not consistent across all dimensions, specific areas such as attention, sleep, and social behaviour are notably affected. The findings highlight the need for awareness, intervention strategies, and educational measures to promote balanced smartphone use and enhance students’ academic performance and well-being.